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Why and how we should we regulate Artificial Intelligence [AI]? This module will systematically analyse this question with reference to existing AI laws, drawing on contemporary theoretical discourse, analytical frameworks, and a selection of case study investigations. AI is disrupting core industries and public policies with driverless cars, AI-enabled medical devices, autonomous weapons systems, personalised entertainment, digital artists, ‘intelligent’ virtual assistants, and artificial recruiters among its many applications. AI promises unprecedented potential to advance human interests. However, it also poses many risks. Current evidence suggests that some AI can misinform and manipulate human behaviour, violate individual privacy, increase socio-economic inequalities, and enhance bias in decision-making, even when used in good faith. Some even believe AI could pose an existential threat to a sustainable future. For example, acting as a double-edge sword, new AI-based environmental applications pledge to contribute to global sustainability objectives, but AI’s energy footprint raises concerns that it could impede progress on climate change.

In response to the rapid deployment of AI technology across numerous sectors, legislators and regulators enact diverse governance models to control the development, circulation and use of AI applications. Taking a pro-active approach, the European Union’s AI Act aims to introduce the world’s first comprehensive framework for regulating AI technology. In contrast, other jurisdictions depart from holistic approaches and favour sector-based regulatory interventions. These efforts seek to strike a balance between enabling progressive innovation and preventing AI causing harm to human sustainability.

This module will examine the design and implementation of current national and supranational efforts to regulate AI applications in specific areas, comparing their normative standards, institutional arrangements, and enforcement mechanisms. It will offer concepts, analytical frameworks, and methods for evaluating regulatory objectives, policy priorities, and outcomes. Moreover, it will investigate key ethical and socio-economic risks associated with the deployment of AI applications. The module adopts an approach that bridges theoretical inquiry and an examination of contemporary problematics arising with the use of AI in practice. In the first part, the module will place AI regulation within the theoretical discourse on regulating technology and examine current regulatory paradigms. In the second part, it will analyse a selection of specific case studies of AI uses and laws from diverse sectors.

This module introduces you to some of the key areas of the international music industry that concern artists and their repertoires. It focuses on infrastructure (artists, repertoires, distribution channels etc.) to help you understand the consumption of music as a practice on a global scale, and prepares you to manage your own career and that of others.

This module introduces you to some of the key areas of the international music industry that concern artists and their repertoires. It focuses on infrastructure (artists, repertoires, distribution channels etc.) to help you understand the consumption of music as a practice on a global scale, and prepares you to manage your own career and that of others.

EMHPs will assess children, young people and families with a range of common mental health problems. This assessment must reflect the child and their family’s perspective and must be conducted with the child’s and family’s needs paramount. The assessment should reflect a shared understanding of the child or young person’s current difficulties and inform how decisions are made with the family about the best next steps for the child and the family. Possible next steps include giving advice and psycho-education, referral to another agency, care within the multidisciplinary CAMHS team (e.g. for medication or formal psychological therapy) or a low intensity intervention (e.g. guided self-help, brief behavioural activation) delivered by the practitioner themselves.

An EMHP must be able to undertake a child-centred interview which identifies the child’s/ young person’s current difficulties, their goals and those of their family/parents, their strengths and resources and any risk to self or others. They need to understand the child in the context of their family, culture, wider social environment, developmental stage and temperament. They need to engage the child or young person and their carer(s) and other family members and to establish therapeutic alliances. They will need to gather appropriate information from different sources, be able to make sense of this and with the family develop a shared understanding. They also need to understand how the child’s difficulties fit within a diagnostic framework, identify other physical, developmental or psychological difficulties (e.g. epilepsy, autistic spectrum disorders, attachment history) and know what evidence-based interventions are likely to be appropriate.

The module will therefore equip the EMHP with a good understanding of the incidence, prevalence and presentation of common mental health problems experienced by children and young people and evidenced-based treatment choices. Skills teaching will develop core competences in active listening, engagement, alliance building, patient-centred information gathering, information giving and shared decision-making. The module will develop the EMHPs competency in assess and identify areas of difficulty (including risk) and establish main areas for change, establish and maintain a working therapeutic alliance and engaging the child/young person/family to support them in self-management of recovery. Identify and differentiate between common mental health problems in CYP, Navigate and signpost to appropriate interventions and use routine outcome measures and standardised assessment tools effectively as part of the assessment and engagement process.

EMHPs will assess children, young people and families with a range of common mental health problems. This assessment must reflect the child and their family’s perspective and must be conducted with the child’s and family’s needs paramount. The assessment should reflect a shared understanding of the child or young person’s current difficulties and inform how decisions are made with the family about the best next steps for the child and the family. Possible next steps include giving advice and psycho-education, referral to another agency, care within the multidisciplinary CAMHS team (e.g. for medication or formal psychological therapy) or a low intensity intervention (e.g. guided self-help, brief behavioural activation) delivered by the EMHP themselves.

An EMHP must be able to undertake a child-centred interview which identifies the child’s/ young person’s current difficulties, their goals and those of their family/parents, their strengths and resources, and any risk to self or others. They need to understand the child in the context of their family, culture, wider social environment, developmental stage and temperament. They need to engage the child or young person and their carer(s) and other family members and to establish therapeutic alliances. They will need to gather appropriate information from different sources, be able to make sense of this and with the family develop a shared understanding. They also need to understand how the child’s difficulties fit within a diagnostic framework, identify other physical, developmental or psychological difficulties (e.g. epilepsy, autistic spectrum disorders, attachment history) and know what evidence-based interventions are likely to be appropriate.

The module will therefore equip the EMHP with a good understanding of the incidence, prevalence and presentation of common mental health problems experienced by children and young people and evidenced-based treatment choices. Skills teaching will develop core competences in active listening, engagement, alliance building, patient-centred information gathering, information giving and shared decision-making. The module will develop the EMHPs competency in assess and identify areas of difficulty (including risk) and establish main areas for change, establish and maintain a working therapeutic alliance and engaging the child/young person/family to support them in self-management of recovery, Identify and differentiate between common mental health problems in CYP, Navigate and signpost to appropriate interventions and use routine outcome measures and standardised assessment tools effectively as part of the assessment and engagement process.

EMHPs will assess children, young people and families with a range of common mental health problems. This assessment must reflect the child and their family’s perspective and must be conducted with the child’s and family’s needs paramount. The assessment should reflect a shared understanding of the child or young person’s current difficulties and inform how decisions are made with the family about the best next steps for the child and the family. Possible next steps include giving advice and psycho-education, referral to another agency, care within the multidisciplinary CAMHS team (e.g. for medication or formal psychological therapy) or a low intensity intervention (e.g. guided self-help, brief behavioural activation) delivered by the practitioner themselves.

An EMHP must be able to undertake a child-centred interview which identifies the child’s/ young person’s current difficulties, their goals and those of their family/parents, their strengths and resources and any risk to self or others. They need to understand the child in the context of their family, culture, wider social environment, developmental stage and temperament. They need to engage the child or young person and their carer(s) and other family members and to establish therapeutic alliances. They will need to gather appropriate information from different sources, be able to make sense of this and with the family develop a shared understanding. They also need to understand how the child’s difficulties fit within a diagnostic framework, identify other physical, developmental or psychological difficulties (e.g. epilepsy, autistic spectrum disorders, attachment history) and know what evidence-based interventions are likely to be appropriate.

The module will therefore equip the EMHP with a good understanding of the incidence, prevalence and presentation of common mental health problems experienced by children and young people and evidenced-based treatment choices. Skills teaching will develop core competences in active listening, engagement, alliance building, patient-centred information gathering, information giving and shared decision-making. The module will develop the EMHPs competency in assess and identify areas of difficulty (including risk) and establish main areas for change, establish and maintain a working therapeutic alliance and engaging the child/young person/family to support them in self-management of recovery. Identify and differentiate between common mental health problems in CYP, Navigate and signpost to appropriate interventions and use routine outcome measures and standardised assessment tools effectively as part of the assessment and engagement process.

EMHPs will assess children, young people and families with a range of common mental health problems. This assessment must reflect the child and their family’s perspective and must be conducted with the child’s and family’s needs paramount. The assessment should reflect a shared understanding of the child or young person’s current difficulties and inform how decisions are made with the family about the best next steps for the child and the family. Possible next steps include giving advice and psycho-education, referral to another agency, care within the multidisciplinary CAMHS team (e.g. for medication or formal psychological therapy) or a low intensity intervention (e.g. guided self-help, brief behavioural activation) delivered by the EMHP themselves.

An EMHP must be able to undertake a child-centred interview which identifies the child’s/ young person’s current difficulties, their goals and those of their family/parents, their strengths and resources, and any risk to self or others. They need to understand the child in the context of their family, culture, wider social environment, developmental stage and temperament. They need to engage the child or young person and their carer(s) and other family members and to establish therapeutic alliances. They will need to gather appropriate information from different sources, be able to make sense of this and with the family develop a shared understanding. They also need to understand how the child’s difficulties fit within a diagnostic framework, identify other physical, developmental or psychological difficulties (e.g. epilepsy, autistic spectrum disorders, attachment history) and know what evidence-based interventions are likely to be appropriate.

The module will therefore equip the EMHP with a good understanding of the incidence, prevalence and presentation of common mental health problems experienced by children and young people and evidenced-based treatment choices. Skills teaching will develop core competences in active listening, engagement, alliance building, patient-centred information gathering, information giving and shared decision-making. The module will develop the EMHPs competency in assess and identify areas of difficulty (including risk) and establish main areas for change, establish and maintain a working therapeutic alliance and engaging the child/young person/family to support them in self-management of recovery, Identify and differentiate between common mental health problems in CYP, Navigate and signpost to appropriate interventions and use routine outcome measures and standardised assessment tools effectively as part of the assessment and engagement process.

This module has been developed to prepare experienced professionals to undertake assessment and examination of the newborn and also the standards aligned to the NHS newborn and infant physical examination (NIPE) programme.

This module has been developed to prepare experienced professionals to undertake assessment and examination of the newborn and also the standards aligned to the NHS newborn and infant physical examination (NIPE) programme.

A range of key constructs in assessment theory and currently popular techniques in assessing language proficiency are reviewed and critically discussed. The overall processes involved in designing and implementing assessment procedures which are valid, reliable and fit for purpose are explored. An important component of the unit is the design, trialling and/or review of particular assessment instruments relevant to participants' professional activities, and you will be expected to contribute actively to this dimension of the module in the workshop sessions.