Political and military tumult would not seem an ideal backdrop for contemplation, but out of China’s Warring States period emerged a rich variety of philosophical thought; indeed, this period became affiliated with the ‘Hundred Schools of Thought’. Some of these traditions, like the Confucian and Daoist traditions, would go on to shape China and indeed East Asia in ways that can still be felt today, not only intellectually but also culturally. Other traditions, like that of the Mohists, would not retain direct influence beyond the classical period, but can be said to have played a crucial role in shaping the overall trajectory of Chinese and East Asian thought. This module surveys some of these traditions not only to illuminate the history of the intellectual development of a large portion of the world, but also to assess to what extent these ancient traditions provide solutions to current problems.
Critical and theoretical fashions have led to waves of new approaches and methodologies, each with certain distinctive emphases and concerns. These have made Film Studies into a rich and varied discipline, particularly as they have formed an addition to concerns rather than a replacement for the concerns that have animated film theory and analysis since the birth of the medium. This module was conceived as a complement to ‘Interpreting Film: Contextual Approaches to Cinema History’. It will look at some of the tradition and essential concerns of film theory, including notions of film as art and how films ‘work’ on a micro-scale. Its focus will be on ‘Classical Film Theory’ (including Eisenstein, Bazin, etc), which set out the traditional interests and emphases of Film Studies. It will also embrace more recent film theory (such as ‘Screen theory’ and psychoanalysis, ‘Wisconsin’ formalism and cognitive psychology). The module will address questions of ontology and epistemology, as well as debates about art and cultural value Another central concern of this module is textual detail and there will be a focus on close textual analysis of films. Consequently, there is an interest in film ‘specificity’ – seeing film as film (as Victor Perkins put it), rather than seeing film as a symptom of something else (eg.social change, cultural degeneration), or as a vehicle for other concerns (such as more general social, economic or cultural history, or sociological, philosophical or psychological concerns) that reside outside of cinema.
Philosophy flourished in classical India for well over a millennium, with figures in this tradition producing works that are on a par with those of figures in ancient Greece and late antique and medieval Europe. In fact, figures in classical India contributed extensively to what what we now recognise as core areas of philosophy such as epistemology, logic, philosophy of mind, metaphysics, and ethics. This module provides an overview of this long-neglected tradition of philosophy. Texts covered may include the early texts of the Brahmanical and Śramaṇa traditions (e.g. the Upaniṣads, and Pali Canon of Buddhism), and writings in the age of sutras and commentaries (e.g. those of Brahmanical schools such as Nyāya, Pūrva-Mīmāṃsā, Sāṃkhya, and Yoga, and Śramaṇa schools such as Buddhism and Jainism). The module’s approach will not be purely historical, but will critically examine the contributions these texts make to philosophical debates that remain live today.
Beginning with a review of Newton's Laws applied to systems of particles, the course moves on to rotational motion, dynamical gravity (Kepler's Laws) and motion in non-inertial reference frames. Systems of coupled oscillators are studied.
‘It is well done, and fitting for a princess descended of so many royal kings'. Shakespeare's words on the suicide of Cleopatra VII echo rare ancient Roman admiration for the last queen of Egypt. Defeated by Rome, Cleopatra's choice of death might show a glimpse of her noble origins. But what of her life and the world that made her? Roman propaganda made a monster of Cleopatra: power-mad; sexually depraved; fanatical, animal-worshipping Egyptian; a stain on the glorious reputation of Alexander the Great who brought her ancestors to Egypt. That legacy proved powerful and enduring. Can we get behind the propaganda to the real Cleopatra and her context? We explore the world of Cleopatra's Egypt; its multicultural society and relationship with Roman power; and the fragmentary remains of Cleopatra's life and rule. And we reflect, finally, on Cleopatra's post-mortem power on the western imagination, from Shakespeare to Hollywood and beyond.
This module is designed to give a fundamental understanding of the Earth's climate and use this to examine topical issues in climate change research. A hands-on approach enables you to apply your newly learned skills to real-world problems quickly.
This module offers an in-depth overview of the financial risks and opportunities of climate change. The module is designed to explore how climate change impacts companies and their operation, the role of green instruments and specialised investors, the risks and returns associated with climate transition, as well as the role of the financial sector in facilitating sustainable projects and mitigating climate related risks.
Sustainable development is a major international challenge and relates to historical, environmental and economic changes. This module focuses on the relationships between settlements, resources, climate and energy through history. It introduces students to the basics of human evolution, from the pre-industrial world to today’s high fossil fuel society. Building on this knowledge, students will develop ideas and concepts towards sustainable lifestyles and resource and energy efficiency. Only students enrolled on programme codes 3081MSc Energy and Sustainability, Pathway 3086 Energy Resources and Climate Change and 3081 MSc Energy and Sustainability, Pathway 3087 Energy Environment and Buildings will be permitted to register on this module.
This module strives to enable students to address climatic building design and develop the sustainable urban concepts required to achieve the significant carbon reductions required in the future. Only students enrolled on programme codes: 3081 MSc Energy and Sustainability, Pathway 3087 Energy Environment and Buildings or MSc 3957 Energy & Sustainability , 3959 Energy Resources & Climate Change will be permitted to register on this module
This module will help you to understand how Finance can help to address Climate Change issues. Climate Finance is a broad discipline that scrutinises both the types of climate risks and the sources of financing of environmental projects that aim to mitigate or adapt to climate change. This module will provide with a solid understand of the types of climate risks. Climate risk modelling tools will be imparted in this module. Managing such risks is of paramount importance for institutions, governments, and investors. You will distinguish between different sources of financing that aim to mitigate the climate crisis. Beside corporate finance and regulatory perspectives, this module will further advance your knowledge in investments and portfolio management, by considering various green and ethically-cleanses assetsvehicles of investment. This module also aims to enhance and deepen your knowledge of alternative investments by considering some ethically-cleansed assetsvehicles of investment, such as green stocks, bonds, as well as other financial instruments. This module will highlight the current challenges in Climate Finance and encourage you to think critically about the solutions the economy and financial institutions can offer to tackle the climate crisis. This module provides knowledge and understanding of Climate Finance, and introduces the role main actors, stakeholders and institutions play in addressing climate change problems. This module will also encourage you to think further how FinTech can contribute to address climate change problems.
The purpose of this module is to ensure students can develop and apply clinical and Professional skills (including relevant practical procedural skills) to professional practice, using common clinical conditions and scenarios. It is also preparation for the year 5 CPSA which formulates part of the GMC defined and mandated medical licensing assessment (MLA). The assessments’ structure, format, design and content is locally set and standard set but in accordance with GMC defined requirements for the MLA which are mirrored in the year 3 CPSA. Much of the learning that underpins this module is undertaken during other modules within the programme including placement based and non-placement-based learning, however there will be some additional knowledge and skill gained through the taught elements of this module. The main focus of this module is for students to demonstrate their ability to apply existing learning to simulated clinical scenarios through live simulated scenarios. The assessment component comprises the objective structured clinical examination (OSCE) and the specific preparation for it. The assessment is synoptic which means that learning from other modules (including previous years of the programme) will also be assessed in this context. Therefore, preparation for this examination should be considered to include all the teaching and learning encountered during the programme so far, including clinical experience.
The purpose of this module is to ensure students can develop and apply clinical and Professional skills (including relevant practical procedural skills) to professional practice, using common clinical conditions and scenarios. It is also preparation for the final CPSA which formulates part of the GMC defined and mandated medical licensing assessment (MLA). The assessments’ structure, format, design and content is locally set and standard set but in accordance with GMC defined requirements for the MLA which are mirrored in the year 3 CPSA. Much of the learning that underpins this module is undertaken during other modules within the programme including placement based and non-placement-based learning, however there will be some additional knowledge and skill gained through the taught elements of this module. The main focus of this module is for students to demonstrate their ability to apply existing learning to simulated clinical scenarios through live simulated scenarios. The assessment component comprises the objective structured clinical examination (OSCE) and the specific preparation for it. The assessment is synoptic which means that learning from other modules (including previous years of the programme) will also be assessed in this context. Therefore, preparation for this examination should be considered to include all the teaching and learning encountered during the programme so far, including clinical experience.
This module will provide you with experience of undertaking an empirical clinical or health research project. You will work with appropriate supervision. This module will support you through the process of carrying out a research project, including obtaining necessary ethics and governance approvals, planning and undertaking the project, analysing data and writing up the study in the form of a paper. The paper will be in a format suitable for publication in a refereed academic journal and will demonstrate your ability to apply your research knowledge and skills in the design, execution and reporting of the project.
This module will enable you to develop the basic clinical knowledge, skills, attitudes, values and behaviours required of your first stage of clinical training in audiology, including those required for audiology assistant and Hearing Care Assistant (HCA) roles. This module is carefully coordinated with the other modules in Part 1 such that you will be able to register with the British Society of Hearing Aid Audiologists as an HCA on successful completion of Part 1. For example, it provides a discipline-specific context for your introduction to healthcare services in Introduction to Professional Practice and helps prepare you for Audiology Clinical Placement 1. Three key themes of this module are integration of theory with practice, a strong foundation in patient-centred communication and care, and employability. The module consists of a series of compulsory small-group practical sessions associated with lectures.
