Module finder

It is commonplace to hear people say such things as, "You should believe that the climate is changing—that's what the evidence tells us", or "You ought not to believe that the earth is flat—that's just not true". These judgements concerning what people ought (not) to believe seem to assume that there are norms governing belief in something like the way that moral norms govern action. But what are these norms? Are they moral? If not, what kind of norms are they? The judgements about what people ought (not) to believe seem also to assume that people bear responsibility for their beliefs in something like the way that they bear moral responsibility for their actions. However, people cannot control what they believe in the way they can control what they do. Moreover, beliefs are influenced by a range of external factors ranging from upbringing to peer pressure to indoctrination. So, are people really responsible for their beliefs? And, if they are, how might such external influences make a difference to whether beliefs satisfy the norms governing them? These are among the issues this module will explore.

Generic timetabling and Blackboard information module for the Year 1 simulated practice week for Occupational Therapy and Physiotherapy programmes.

This module will provide an introduction to the fundamentals of turbulent flow . The focus will be on understanding the equations of motion and the underlying physics they contain. The goal will be to provide you with the tools necessary to continue the study of turbulence. Topics covered include: what is turbulence; the Reynolds-averaged equations; the Reynolds stress equations; simple decaying turbulence; homogeneous shear flow turbulence; free turbulent shear flows; wall-bounded turbulent flows; turbulent mixing.

This module will provide an introduction to the fundamentals of turbulent flow . The focus will be on understanding the equations of motion and the underlying physics they contain. The goal will be to provide you with the tools necessary to continue the study of turbulence. Topics covered include: what is turbulence; the Reynolds-averaged equations; the Reynolds stress equations; simple decaying turbulence; homogeneous shear flow turbulence; free turbulent shear flows; wall-bounded turbulent flows; turbulent mixing.

This module will provide an introduction to the fundamentals of turbulent flow . The focus will be on understanding the equations of motion and the underlying physics they contain. The goal will be to provide you with the tools necessary to continue the study of turbulence. Topics covered include: what is turbulence; the Reynolds-averaged equations; the Reynolds stress equations; simple decaying turbulence; homogeneous shear flow turbulence; free turbulent shear flows; wall-bounded turbulent flows; turbulent mixing.

This module will provide an introduction to the fundamentals of turbulent flow . The focus will be on understanding the equations of motion and the underlying physics they contain. The goal will be to provide you with the tools necessary to continue the study of turbulence. Topics covered include: what is turbulence; the Reynolds-averaged equations; the Reynolds stress equations; simple decaying turbulence; homogeneous shear flow turbulence; free turbulent shear flows; wall-bounded turbulent flows; turbulent mixing.

This module will provide an introduction to the fundamentals of turbulent flow . The focus will be on understanding the equations of motion and the underlying physics they contain. The goal will be to provide you with the tools necessary to continue the study of turbulence. Topics covered include: what is turbulence; the Reynolds-averaged equations; the Reynolds stress equations; simple decaying turbulence; homogeneous shear flow turbulence; free turbulent shear flows; wall-bounded turbulent flows; turbulent mixing.

In this module, UK Healthcare Innovation and Design, the set of potential needs will come from the outcomes of the earlier Principles and Practice of UK healthcare for Medical Innovation module. You (and your team) will undertake a screening and prioritisation process to decide which need to take forward; this would consider the relevant contextual information, stakeholder insights, and other factors relating to the relevant UK healthcare space. You will do this following the framework outlined in the Responsible Innovation in Health Technology module. You will then undertake an ideation process to generate concepts for potential solutions. Critically applying an iterative innovation process, you will narrow these down to a single solution which you will then progress to prototype and test. Drawing upon the knowledge gained in the parallel Responsible Business Development and MedTech Commercialisation module, you will develop a business plan for the solution. At the end of the module, you will be required, as a team, to pitch your solutions to a multi-disciplinary group of stakeholders. Throughout the module, you will maintain a portfolio and reflective log which will form part of the final assessment. All students would meet on a weekly basis with their supervisors and other stakeholders.

The Project Context
The UK project is focused on the NHS. You will work with stakeholders, establishing needs and understanding care pathways. This includes points of access for patients through a primary care system (GPs) or emergency care (A&E) through secondary care in hospitals, and discharge into community care and integration with other support systems (social care services, voluntary sector services, etc.). You will explore the funding requirements of each part of the service in your project area, how decisions are made and how the service is reimbursed for its spending through the Department of Health & Social Care. This context is specific to the UK. The NHS is a highly complex and established service (over 70 years), where the UK population have free access to health and social care services and a certain expectation for timeliness and quality of the health service they receive.

This module incorporates the UK context-dependent learning outcomes of Responsible Innovation in Health Technology and Responsible Business Design, which will be assessed together with the LOs of this module in an integrated, summative assessment.

In this module, UK Healthcare Innovation and Design, the set of potential needs will come from the outcomes of the earlier Principles and Practice of UK healthcare for Medical Innovation module. You (and your team) will undertake a screening and prioritisation process to decide which need to take forward; this would consider the relevant contextual information, stakeholder insights, and other factors relating to the relevant UK healthcare space. You will do this following the framework outlined in the Responsible Innovation in Health Technology module. You will then undertake an ideation process to generate concepts for potential solutions. Critically applying an iterative innovation process, you will narrow these down to a single solution which you will then progress to prototype and test. Drawing upon the knowledge gained in the parallel Responsible Business Development and MedTech Commercialisation module, you will develop a business plan for the solution. At the end of the module, you will be required, as a team, to pitch your solutions to a multi-disciplinary group of stakeholders. Throughout the module, you will maintain a portfolio and reflective log which will form part of the final assessment. All students would meet on a weekly basis with their supervisors and other stakeholders.

The Project Context
The UK project is focused on the NHS. You will work with stakeholders, establishing needs and understanding care pathways. This includes points of access for patients through a primary care system (GPs) or emergency care (A&E) through secondary care in hospitals, and discharge into community care and integration with other support systems (social care services, voluntary sector services, etc.). You will explore the funding requirements of each part of the service in your project area, how decisions are made and how the service is reimbursed for its spending through the Department of Health & Social Care. This context is specific to the UK. The NHS is a highly complex and established service (over 70 years), where the UK population have free access to health and social care services and a certain expectation for timeliness and quality of the health service they receive.

This module incorporates the UK context-dependent learning outcomes of Responsible Innovation in Health Technology and Responsible Business Design, which will be assessed together with the LOs of this module in an integrated, summative assessment.

The Undergraduate Ambassadors Scheme (UAS; PSYC3052) provides a unique opportunity for Final Year single honours students in Psychology to gain experience of teaching in local schools and colleges, and, thus, to act as ambassadors for Psychology and the University in the local community.

On successful completion of the module, students will have gained wide-ranging experience of working in a challenging but rewarding learning and teaching environment. They will be able to devise and present appropriate ways of communicating difficult principles or concepts to learners and will have gained a broad understanding of many of the key aspects of teaching in schools or colleges. They will also have developed a better understanding of, and confidence, in communicating key aspects of Psychology as a discipline. Regarding general learning outcomes, the aims of the module are:

To develop a range of skills in the student and to offer an early taste of teaching to those interested in pursuing teaching as a career.

To help students gain confidence in communicating their subject, develop strong organisational and interpersonal skills, and understand how to address the needs of individual learners.

To give students experience of devising and developing a psychology-focused project and related teaching methods appropriate to engaging the age group they are working with.

To help inspire a new generation of prospective Psychology undergraduates by providing role models for school pupils.

To help students convey the excitement of their own learning in Psychology to school pupils by showing them the long-term applications of research in their discipline.

To help teachers by providing a teaching assistant who can work with and support pupils at various points on the ability spectrum.

Regarding students’ specific knowledge and transferable skills, the learning outcomes of the module include promotion and development of students’:

Communication skills, both one to one and with an audience.

Understanding of the learning needs of others.

Understanding of standard teaching methods.

Interpersonal skills in a school or college environment.

Sense of responsibility and independence in a teaching environment.

Giving and receiving of feedback.

Organisational, prioritising, and negotiating skills.

Ability to handle classroom situations appropriately.

Public speaking and team-working skills.

Ability to utilise and/or develop and lesson plans and teaching materials.