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This module offers you an opportunity to learn about autism through the lens of neurodiversity. Neurodiversity offers a new perspective on our understanding of autism by emphasising the strengths and capabilities of autistic people, as well as challenging the marginalisation and underrepresentation of autistic voices in research and everyday life. As such, this module provides a counternarrative to the dominant ways in which autism has traditionally been defined, discussed, understood, and researched. You will learn about the first-person perspectives of autistic children, young people, and adults including their experiences of education, employment and society in general. You will take a critically reflective perspective on research to consider the extent to which first-person perspectives are taken into account. Where possible, autistic voices are woven through the module through invited guest speakers and inclusion of short video presentations.

This module offers you an opportunity to learn about autism through the lens of neurodiversity. Neurodiversity offers a new perspective on our understanding of autism by emphasising the strengths and capabilities of autistic people, as well as challenging the marginalisation and underrepresentation of autistic voices in research and everyday life. As such, this module provides a counternarrative to the dominant ways in which autism has traditionally been defined, discussed, understood, and researched. You will learn about the first-person perspectives of autistic children, young people, and adults including their experiences of education, employment and society in general. You will take a critically reflective perspective on research to consider the extent to which first-person perspectives are taken into account. Where possible, autistic voices are woven through the module through invited guest speakers and inclusion of short video presentations.

This module offers you an opportunity to learn about autism through the lens of neurodiversity. Neurodiversity offers a new perspective on our understanding of autism by emphasising the strengths and capabilities of autistic people, as well as challenging the marginalisation and underrepresentation of autistic voices in research and everyday life. As such, this module provides a counternarrative to the dominant ways in which autism has traditionally been defined, discussed, understood, and researched. You will learn about the first-person perspectives of autistic children, young people, and adults including their experiences of education, employment and society in general. You will take a critically reflective perspective on research to consider the extent to which first-person perspectives are taken into account. Where possible, autistic voices are woven through the module through invited guest speakers and inclusion of short video presentations.

The module provides an introduction to the theory and practice of Revenue Management

The module provides an introduction to the theory and practice of Revenue Management

The module provides an introduction to the theory and practice of Revenue Management

The module follows up on BIOL6087 in introducing core evolutionary knowledge and skills including writing.

The content will be a mix of practical skills sessions in evolutionary analysis, lectures, discussions and a day trip to Down House and Crystal Palace dinosaurs. One session will link the students' transferable skills to employability.

The students will gain insights into the fundamentals of evolutionary thinking from its origins to modern day questions and link them to the state-of-the-art methodical approaches and career planing.

How do novels, films, artworks and performances shape political struggles and transform the societies we live in? This module invites you to explore the powerful ways in which culture responds to injustice, imagines new futures, and drives movements for human rights and social change.
The course focuses on key points of intersection between the arts and activism through a range of historical and contemporary social movements in the ‘Long 20th Century’. These may include, but are not limited to: feminism, migration, climate crisis, BLM, 1968, oil, Human/Animal Rights. In these contexts, you will consider how writers and artists question the status quo, give voice to marginalized perspectives and inspire others to take action.
Through close study of literary texts, films, visual culture and new media, you will gain tools for analysing the cultural politics of human rights and the role of creativity in moments of crisis and transformation. Drawing on theoretical and creative interventions into social change contexts, this module offers a chance to think deeply about how culture not only reflects the world, but helps to remake it.

Revolution is a modern concept in Islamic countries. Prior to the 20th century, no social or political change was either perceived as or called “revolution”. However, the Iranian Revolution of 1979 was the biggest revolution of the 20th century after the Bolshevik Revolution of 1917. Earlier in the century, Iran had also experienced the “Constitutional Revolution” of 1907, and then the “White Revolution” of 1962, although the latter was bloodless and consisted of a range of reforms presumably to pre-empt a bloody revolution. The idea of “revolution” was thus dominant in the political discourse across 20th-century Iran. It is significant that whilst the 1907 and 1979 revolutions were inspired by Western ideas, they were also distinguished by being led by the Shiite clerical establishment.

Following the 1979 Revolution, Iran has entered a “Post-Revolution” era since revolution is no longer deemed a solution to socio-political crisis. However, for the Ayatollahs, another type of revolution, namely the “Islamic Revolution” has begun and is now the mission of their regime in Iran; bound to continue until the return of the Mahdi, the hidden Imam, who will be assisted, according to Shiite traditions, by Jesus Christ.

This module will discuss these revolutions in Iran and their perceptions by the different social and political forces who participated in them.

Part 1 will examine the role of the clerics in the Constitution, in the light of their political motivations and intellectual background (the Shiite theory of government). We will also study two major events in the 20th century that, while they were not called revolutions, were certainly bloody: the coup d’état of 1953 and the insurgence of the followers of Khomeini in 1963 to oppose the “White Revolution” of the Shah.