11318 modules
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ARTD1153 2025-26
Fashion: Society, Culture, and Context
This module delivers a broad understanding and appreciation of fashion, luxury, and lifestyle industries, developing your knowledge in contemporary and historical contexts.
By studying critical eras, events, influences and media that have impacted the current fashion landscape, this module will provide you with essential knowledge to underpin your wider programme of study. It will introduce you to how to reflect on the work of others and a greater understanding of the language used to communicate identities, ideologies and values. This module will also support the development of your critical and writing skills for university by teaching you key skills in primary/secondary research, academic referencing, critical thinking and evaluation. -
ARTD1153 2026-27
Fashion: Society, Culture, and Context
This module delivers a broad understanding and appreciation of fashion, luxury, and lifestyle industries, developing your knowledge in contemporary and historical contexts.
By studying critical eras, events, influences and media that have impacted the current fashion landscape, this module will provide you with essential knowledge to underpin your wider programme of study. It will introduce you to how to reflect on the work of others and a greater understanding of the language used to communicate identities, ideologies and values. This module will also support the development of your critical and writing skills for university by teaching you key skills in primary/secondary research, academic referencing, critical thinking and evaluation. -
PHIL3042 2029-30
Fiction and Fictionalism
We are all familiar with fictions from Romeo and Juliet to Jaws, from The Hobbit to Harry Potter. Despite this familiarity, the nature of fiction and of our engagement with it appears puzzling. On the one hand, fictional characters do not exist. On the other hand, we can think and talk about them. Indeed, it seems we can make true claims about them, e.g. that Romeo is the son of Montague. But how can that be true, if it is also true that there is no such person as Romeo? It is as puzzling that we appear to feel for fictional characters. We might weep for Juliet when she finds Romeo dead, even though we know that no one has really died. The aim of this module is to explore what fiction is, what our relationship with fiction involves, and whether we engage with fictions outside of the realm of art and literature, for example, when talking about morality or possibility. -
PHIL3042 2027-28
Fiction and Fictionalism
We are all familiar with fictions from Romeo and Juliet to Jaws, from The Hobbit to Harry Potter. Despite this familiarity, the nature of fiction and of our engagement with it appears puzzling. On the one hand, fictional characters do not exist. On the other hand, we can think and talk about them. Indeed, it seems we can make true claims about them, e.g. that Romeo is the son of Montague. But how can that be true, if it is also true that there is no such person as Romeo? It is as puzzling that we appear to feel for fictional characters. We might weep for Juliet when she finds Romeo dead, even though we know that no one has really died. The aim of this module is to explore what fiction is, what our relationship with fiction involves, and whether we engage with fictions outside of the realm of art and literature, for example, when talking about morality or possibility. -
PHIL3042 2028-29
Fiction and Fictionalism
We are all familiar with fictions from Romeo and Juliet to Jaws, from The Hobbit to Harry Potter. Despite this familiarity, the nature of fiction and of our engagement with it appears puzzling. On the one hand, fictional characters do not exist. On the other hand, we can think and talk about them. Indeed, it seems we can make true claims about them, e.g. that Romeo is the son of Montague. But how can that be true, if it is also true that there is no such person as Romeo? It is as puzzling that we appear to feel for fictional characters. We might weep for Juliet when she finds Romeo dead, even though we know that no one has really died. The aim of this module is to explore what fiction is, what our relationship with fiction involves, and whether we engage with fictions outside of the realm of art and literature, for example, when talking about morality or possibility. -
BIOL3061 2030-31
Field Research Project
Each student undertakes an investigation which includes both practical and theoretical components. The theory component will consist of a critical review of the literature relating to the proposed experimental component of the project. The fieldwork is related to the appropriate degree programme. Each student is assigned to an appropriate supervisor who will advise on and direct the project and the preparation of a written report. The aim of this module is to allow students to carry out an extensive field-based project on a special topic related to his/her main area of study, and to complete a literature survey on a topic related to this area of research. -
BIOL3061 2027-28
Field Research Project
Each student undertakes an investigation which includes both practical and theoretical components. The theory component will consist of a critical review of the literature relating to the proposed experimental component of the project. The fieldwork is related to the appropriate degree programme. Each student is assigned to an appropriate supervisor who will advise on and direct the project and the preparation of a written report. The aim of this module is to allow students to carry out an extensive field-based project on a special topic related to his/her main area of study, and to complete a literature survey on a topic related to this area of research. -
BIOL3061 2028-29
Field Research Project
Each student undertakes an investigation which includes both practical and theoretical components. The theory component will consist of a critical review of the literature relating to the proposed experimental component of the project. The fieldwork is related to the appropriate degree programme. Each student is assigned to an appropriate supervisor who will advise on and direct the project and the preparation of a written report. The aim of this module is to allow students to carry out an extensive field-based project on a special topic related to his/her main area of study, and to complete a literature survey on a topic related to this area of research. -
BIOL3061 2029-30
Field Research Project
Each student undertakes an investigation which includes both practical and theoretical components. The theory component will consist of a critical review of the literature relating to the proposed experimental component of the project. The fieldwork is related to the appropriate degree programme. Each student is assigned to an appropriate supervisor who will advise on and direct the project and the preparation of a written report. The aim of this module is to allow students to carry out an extensive field-based project on a special topic related to his/her main area of study, and to complete a literature survey on a topic related to this area of research. -
HIST6150 2026-27
Field Trip Holocaust Studies
Within this module you will undertake a group field trip to one or more European capital cities which have a notable Jewish history and a link to the Holocaust through extant heritage sites and spaces of commemoration and learning. Examples of possible cities include: Warsaw, Vilnius, Kracow, Amsterdam, Budapest, Prague, Nuremberg. You will work as a team to organise your trip, choosing the destination, booking flights and accommodation, and deciding which sites and spaces to visit while there. During your trip you will explore how heritage sites present the Holocaust to their audience. Each of you will act as a guide for one of the sites you visit, creating a travel guide to that space.
If, for any reason, you are unable to travel, you can participate in this module virtually. You would record your guide of a site or commemorative space for the students taking the tour to listen to or give your presentation virtually. You will take a tour of the relevant sites online. The second assessment will be replaced by a 2000-word essay reflecting on the way the Holocaust is remembered and presented in the city(ies) and country of the walking tour, using digital resources made available by museums and commemorative spaces.