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Wittgenstein is the most important philosopher of the twentieth century. He offers a sustained critique of many of the most common assumptions underlying much contemporary philosophy of mind and language. He explores, among other things, the questions of how meaning and rule-following are possible, whether I can know even those things that are normally taken for granted – such as that I have hands – and whether there can be such a thing as a 'private language'. This module aims to introduce you to some of the central ideas in Wittgenstein's philosophical writings.

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.

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.

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.

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.