Module Database
Please use the form below to search for information about a module within the Division of Biosciences and Division of Psychology and Language Sciences.
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| Module Code | Title | Level | Credit Value | Division | outline |
|---|---|---|---|---|---|
| AUDL2003 | Acoustics of Speech and Speech Perception | UG | 1 | Division of Psychology and Language Sciences | This course will introduce students to the basic concepts of speech sciences in order to gain a better understanding of the process of spoken communication. The module will cover basic concepts in articulatory phonetics, speech acoustics and speech perception. Students will learn mainly about research methods and instrumentation in these fields and will apply their knowledge to the description and investigation of normal speaker-listeners and those with hearing impairment. |
| ANAT3038 | Advanced Anatomy | UG | .5 | Division of Biosciences | The module offers students the opportunity to continue their studies of human anatomy through dissection and reading related literature. Each student will focus on a specific dissection project, chosen by them in consultation with the course tutor. This is complemented by a literature review of the anatomy of the region linked to an aspect of clinical, comparative, developmental or evolutionary significance. The course is open to all students provided they have taken a course of general human anatomy beyond introductory level (or equivalent, e.g. primate or veterinary anatomy), whether or not they have prior experience of dissection. Students who have not previously dissected will be given additional guidance in doing so and this will be taken into consideration when choosing and assessing the dissection project. At the end of the Second Term each student hands in an essay on an anatomical topic related to their dissection topic. Reports should be typewritten (12 point font, double line spacing), and about 2,500 words (excluding figures and reference list). Apart from a description of the relevant anatomy, the essay should focus on a clinical, comparative or similar topic related to the dissection. Information derived from standard textbooks will not be adequate. You will be expected to read from primary research papers and to critically discuss the evidence from various viewpoints. Regarding assessment, there is no minimum mark for individual components but both must be completed satisfactorily, and the final mark for the module must total a minimum of 40%. |
| BIOC3003 | Advanced Biomolecular Mechanisms | UG | 1 | Division of Biosciences | This course has undergone a radical restructuring and now encompasses some of the most recent scientific discoveries and technical innovations. Twelve SMB lecturers teach their own research highlights on this course and in addition we have recruited four leading experts (from Birkbeck College, the National Institute for Medical Research and UCL Chemistry) to give guest seminars. Biochemistry 3003 takes the student on a journey that follows the flow of information in the cell, starting with nucleic acid synthesis and its regulation (replication, transcription, DNA repair and recombination, regulation by small noncoding RNAs), continuing with protein synthesis (translation), folding (chaperoning) and posttranslational covalent modification through to specialised protein functionality (metal centres and prosthetic groups, antibodies, transmembrane receptors, signalling nexus). The course ends with a perspective on medical diagnostics and human intervention (drug design), molecular modelling (protein-protein and protein-ligand interactions) and the evolution of protein structure and protein families. This course aims to provide an in-depth understanding of protein structure and function. A number of structural, biochemical and biophysical methods are embedded in the course allowing the students to familiarise themselves with technologies including protein crystallography, nuclear magnetic resonance (NMR), electron paramagnetic resonance (EPR), electron microscopy (EM), small angle x-ray scattering (SAXS), analytical ultracentrifugation (AUC), F�rster resonance energy transfer (FRET), isothermal calorimetry (ITC), UV photo cross linking and cleavage, genomics, proteomics and various computational methods. |
| BIOC3003A | Advanced Biomolecular Mechanisms A | UG | 1 | Division of Biosciences | |
| NEUR3025 | Advanced Functional Neuroanatomy | UG | .5 | Division of Biosciences | This module explores the structural organisation and connectivity of the mammalian central nervous system at levels ranging from global behavioural systems to local circuits and synaptic complexes, with an emphasis on experimental evidence, structure/function relationships and clinical significance. In a new format for 2010, lectures will be integrated with discussion workshops for which prior reading will be expected. A mid-course and end of course formative assessment will focus on skills requierd to read research papers and critically analyse them. |
| NEUR3025A | Advanced Functional Neuroanatomy A | UG | .5 | Division of Biosciences | |
| BIOL3013 | Advanced Human Genetics (1): Single Gene Disorders | UG | .5 | Division of Biosciences | This course covers the methodology used for the cloning of genes responsible for Mendelian diseases, how genetic analysis has provided insights into the biology of human disease, together with prospects for the management of Mendelian disorders in human populations. Lectures in the course are organized around three broad topics: Methods: Linkage analysis, genetic and physical maps, population studies, finding candidate genes experimentally and by database searching, identifying pathogenic mutations Relating genotype to phenotype: Selected human diseases are exemplified as well as animal models Impact on medicine: genetic counselling; DNA diagnosis and screening, and gene therapy. Tutorial/practical sessions provide hands on exposure to the methodology used in finding genes for Mendelian diseases, including an integrative practical making extensive use of web resources for genetic mapping. |
| BIOLG014 | Advanced Human Genetics (1): Single Gene Disorders | PG | 15 | Division of Biosciences | This course covers the methodology used for the cloning of genes responsible for Mendelian diseases, how genetic analysis has provided insights into the biology of human disease, together with prospects for the management of Mendelian disorders in human populations. Lectures in the course are organized around three broad topics: Methods: Linkage analysis, genetic and physical maps, population studies, finding candidate genes experimentally and by database searching, identifying pathogenic mutations Relating genotype to phenotype: Selected human diseases are exemplified as well as animal models Impact on medicine: genetic counselling; DNA diagnosis and screening, and gene therapy. Tutorial/practical sessions provide hands on exposure to the methodology used in finding genes for Mendelian diseases, including an integrative practical making extensive use of web resources for genetic mapping. |
| BIOLM013 | Advanced Human Genetics (1): Single Gene Disorders (Masters Level) | UG | .5 | Division of Biosciences | This course covers the methodology used for the cloning of genes responsible for Mendelian diseases, how genetic analysis has provided insights into the biology of human disease, together with prospects for the management of Mendelian disorders in human populations. Lectures in the course are organized around three broad topics: Methods: Linkage analysis, genetic and physical maps, population studies, finding candidate genes experimentally and by database searching, identifying pathogenic mutations Relating genotype to phenotype: Selected human diseases are exemplified as well as animal models Impact on medicine: genetic counselling; DNA diagnosis and screening, and gene therapy. Tutorial/practical sessions provide hands on exposure to the methodology used in finding genes for Mendelian diseases, including an integrative practical making extensive use of web resources for genetic mapping. |
| BIOL3013A | Advanced Human Genetics (1): Single Gene Disorders A | UG | .5 | Division of Biosciences | |
| BIOL3011 | Advanced Human Genetics (2): Complex Disorders | UG | .5 | Division of Biosciences | The course focuses on the analysis of common "complex" diseases which, though they are partly genetic, are not inherited in a 'simple' Mendelian fashion. A general introduction to some of the main statistical methods and genetic concepts used in the analysis of these diseases is provided. A substantial part of the course is devoted to a detailed discussion of selected case-studies. The phenotypes chosen vary from year to year, but can include examples such as eye and neurological disorders, pharmacogenetics, cardiovascular disease, psychiatric genetics, mitochondrial disorders, and the molecular genetics of pain perception. |
| BIOLG011 | Advanced Human Genetics (2): Complex Disorders | PG | 15 | Division of Biosciences | The course focuses on the analysis of common "complex" diseases which, though they are partly genetic, are not inherited in a 'simple' Mendelian fashion. A general introduction to some of the main statistical methods and genetic concepts used in the analysis of these diseases is provided. A substantial part of the course is devoted to a detailed discussion of selected case-studies. The phenotypes chosen vary from year to year, but can include examples such as eye and neurological disorders, pharmacogenetics, cardiovascular disease, psychiatric genetics, mitochondrial disorders, and the molecular genetics of pain perception. |
| BIOLM011 | Advanced Human Genetics(2): Complex Disorders (Masters Level) | UG | .5 | Division of Biosciences | The course focuses on the analysis of common "complex" diseases which, though they are partly genetic, are not inherited in a 'simple' Mendelian fashion. A general introduction to some of the main statistical methods and genetic concepts used in the analysis of these diseases is provided. A substantial part of the course is devoted to a detailed discussion of selected case-studies. The phenotypes chosen vary from year to year, but can include examples such as eye and neurological disorders, pharmacogenetics, cardiovascular disease, psychiatric genetics, mitochondrial disorders, and the molecular genetics of pain perception. |
| ANAT3904 | Advanced Library Project | UG | 1 | Division of Biosciences | Library Based Research Project. |
| NEUR3904 | Advanced Library Project | UG | 1 | Division of Biosciences | Not applicable |
| BIOC3014 | Advanced Molecular Biology of Protein Regulatory Networks | UG | .5 | Division of Biosciences | |
| BIOCG014 | Advanced Molecular Biology of Protein Regulatory Networks | PG | 15 | Division of Biosciences | |
| BIOC3014A | Advanced Molecular Biology of Protein Regulatory Networks A | UG | .5 | Division of Biosciences | |
| BIOL3024 | Advanced Molecular Biology: Genomics and Evolution | UG | .5 | Division of Biosciences | The course will be divided into two major parts: 1) an initial part where key concepts of gene regulation and essential molecular biology and genomic approaches will be taught via lectures and practicals 2) a second part where specific topics will be addressed and case studies analyzed via interactive seminars complemented with activities (tutorials, problem based learning, workshops), in which the students will be learning critical analysis of data and how to use bio-computational tools. |
| BIOLG024 | Advanced Molecular Biology: Genomics and Evolution (Masters Level) | PG | .5 | Division of Biosciences | |
| BIOLM024 | Advanced Molecular Biology: Genomics and Evolution (Masters Level) | UG | .5 | Division of Biosciences | The course will be divided into two major parts: 1) an initial part where key concepts of gene regulation and essential molecular biology and genomic approaches will be taught via lectures and practicals 2) a second part where specific topics will be addressed and case studies analyzed via interactive seminars complemented with activities (tutorials, problem based learning, workshops), in which the students will be learning critical analysis of data and how to use bio-computational tools. |
| ANAT3050 | Advanced Molecular Cell Biology | UG | .5 | Division of Biosciences | This module concentrates on Molecular Cell Biology and its relationship to disease. It focuses on cell dynamics in areas of active research in and around UCL. |
| ANAT3050A | Advanced Molecular Cell Biology | UG | .5 | Division of Biosciences | |
| ANATG050 | Advanced Molecular Cell Biology | PG | 15 | Division of Biosciences | This module concentrates on Molecular Cell Biology and its relationship to disease. It focuses on cell dynamics in areas of active research in and around UCL. |
| ANATM050 | Advanced Molecular Cell Biology (Masters Level) | UG | .5 | Division of Biosciences | This module concentrates on Molecular Cell Biology and its relationship to disease. It focuses on cell dynamics in areas of active research in and around UCL. |
| PSYC3301 | Advanced Multivariate Statistical Methods in Psychology | UG | .5 | Division of Psychology and Language Sciences | Most psychological datasets are inherently multivariate, and proper analysis requires that the subtleties of the interrelationships between multiple measures are taken into account. The advent of cheap computing power and sophisticated computer packages in the past couple of decades has transformed psychological statistics, and this module introduces a range of techniques which once were only for specialists and now are increasingly expected of all psychologists. The first half of the module concentrates on multiple regression, and the problems that can arise in what is effectively a paradigmatic case for all multivariate analysis, and the second half extends the analysis into properly multivariate techniques such as factor analysis, MANOVA, canonical correlation and path analysis. The examples classes are an integral part of the course, not only providing practical experience, but also supporting the lecture material. |
| PSYC3301A | Advanced Multivariate Statistical Methods in Psychology A | UG | .5 | Division of Psychology and Language Sciences | See PSYC3301 |
| PSYCGN33 | Advanced Neuroscience Methods | PG | 15 | Division of Psychology and Language Sciences | This module will provide students with a detailed overview of the mechanisms and applications of current spatial and temporal neuroimaging methods. These will include fMRI, NIRS, EEG/ ERP and MRS. |
| PLIN3103 | Advanced Phonological Theory A | UG | .5 | Division of Psychology and Language Sciences | A discussion of recent developments in phonological theory |
| PLING211 | Advanced Phonological Theory A | PG | 15 | Division of Psychology and Language Sciences | Each year the course selects a topic of current interest in the phonological literature. Topics covered in recent years include: - OT versus rule-based theories of phonology - markedness theory - reduplication; - derivational opacity - first language acquisition - loanword phonology |
| PLIN3104 | Advanced Phonological Theory B | UG | .5 | Division of Psychology and Language Sciences | An exploration of current developments in phonological theory |
| PLING213 | Advanced Phonological Theory B | PG | 15 | Division of Psychology and Language Sciences | Each year the course selects a topic of current interest in the phonological literature. Topics covered in recent years include: - prosodic structure and segmental phonology in English - information in phonology and the speech signal - vowel reduction - consonant lenition - segment deletion |
| PLIN3004 | Advanced Semantic Theory | UG | .5 | Division of Psychology and Language Sciences | Advanced Semantic Theory provides students with the background and skills necessary to engage with current research in semantics in the field of theoretical linguistics. In doing so, foundational questions are addressed such as i) how to evaluate and test theories of semantics, ii) the relationship between semantics and other aspects of linguistic competence, iii) the relationship and difference between theory and formalism. |
| PLING218 | Advanced Semantic Theory | PG | 15 | Division of Psychology and Language Sciences | Advanced Semantic Theory provides students with the background and skills necessary to engage with current research in semantics in the field of theoretical linguistics. In doing so, foundational questions are addressed such as i) how to evaluate and test theories of semantics ii) the relationship between semantics and other aspects of linguistic competence iii) the relationship and difference between theory and formalism. |
| NEUR3001 | Advanced Visual Neuroscience | UG | 1 | Division of Biosciences | The full unit includes the NEUR3045 Visual Neuroscience (ex Eye & Brain) half-unit as well as the additional lectures and requirements listed below. This course will teach advanced visual neuroscience from a broad, interdisciplinary point of view. Our modern understanding of vision and visual processing depends not only on the more traditional fields of anatomy, physiology and psychophysics, which remain centrally important, but also on the fields of genetics, molecular and cellular biology, ophthalmology, neurology, cognitive neuroscience and brain imaging. In this course, we will present visual neuroscience as a multidisciplinary, yet integrated field of study. Summary of Course Content: The course presents a multidisciplinary approach to vision. It will cover anatomical, physiological, genetic, molecular and psychological approaches. The first part of the course, which can be taken as a separate half unit, covers the fundamentals of visual neuroscience from the visual input at the retina to visual perception. The topics range from retinal imaging, visual transduction, the functional anatomy of the retina and LGN, cortical processing to higher level visual functions, such as colour, depth, space, and motion perception. The second part of the course, which completes the full unit, will cover advanced topics including the neural development of the retina, visual development in babies and infants, more in depth coverage of retinal and cortical processing, fMRI, object and face recognition, visual memory, vision and action colour, space, depth, motion and form perception, high level cortical processing, neurology and ophthalmology. Students who take the full-unit will be provided with a strong foundation in visual neuroscience as well as an extensive and unique coverage of the topic that reflects the remarkable diversity of local expertise in vision and visual neuroscience at UCL. |
| PSYC3015 | Affective Interaction | UG | .5 | Division of Psychology and Language Sciences | |
| PSYCGI15 | Affective Interaction | PG | 15 | Division of Psychology and Language Sciences | Coursework 2,500-3,000 words. |
| PSYCM015 | Affective Interaction (Masters Level) | UG | .5 | Division of Psychology and Language Sciences | |
| PSYCGI15C | Affective Interaction C | PG | 15 | Division of Psychology and Language Sciences | |
| PSYCGN25 | Affective Neuroscience | PG | 15 | Division of Psychology and Language Sciences | This module presents an overview of the field of affective neuroscience. This will include an introduction to defining emotion, neural correlates of the affective processing system, techniques for experimental investigation of affect, the interaction between emotion and cognition, emotion and memory, the social brain, and development in adolescence. |
| PHAR1001 | An Introduction to the Mechanisms of Drug Action | UG | .5 | Division of Biosciences | This course is designed for those who are new to the subject of Pharmacology. During the course you will examine the actions of drugs at both the cellular/molecular level and at the level of interactions with the whole ‘animal’ (ourselves). |
| BIOSG008 | Analytical Tools in Biodiversity, Evolutionary and Conservation Research | PG | 30 | Division of Biosciences | An introduction and overview of the variety of statistical and computational tools available in modern evolutionary biology and conservation biology. The module is divided in five two week sessions that will cover (1) statistics and using the R environment, (2) biodiversity, (3) evolutionary genetics/genomics, (4) applied conservation and (5) comparative methods and GIS. Each topic will be covered in intense two-week sessions, with the first consisting of lectures and practical sessions and the second including independent problem work. |
| HCSCGS17 | Anatomy and Physiology of Speech, Language and Hearing | PG | 15 | Division of Psychology and Language Sciences | This module introduces students to the basic structure and function of human organs and systems that play an important role in spoken communication and swallowing. It has links with HCSCGS12 (Developmental Speech, Language & Communication Difficulties), HCSCGS14 (Phonetics & Phonology), HCSCGS16 (Introduction to Speech, Hearing & Audiology), HCSCGS22 (Management of Acquired Communication Difficulties) and HCSCGS23 (Disorders of Vocal Tract: Structure & Function). |
| SPSC2005 | Anatomy and Physiology of Speech, Language and Hearing | UG | 1 | Division of Psychology and Language Sciences | This course will introduce students to the basic concepts of human anatomy and physiology developing those concepts which have particular relevance to spoken communication and swallowing. |
| PHOL2001 | Animal and Human Physiology: Integrative Physiology | UG | .5 | Division of Biosciences | Designed for students with background knowledge in Mammalian Physiology, but who are not enrolled in the Physiology BSc degree programme, and yet wish to increase their knowledge of the major systems. This course excludes the central nervous system which is covered in PHOL2003 (Systems Neuroscience) and PHOL2005 (Structure & Function of the Nervous System). In addition to lectures and tutorials, the course includes practical work in endocrinology and respiratory & cardiovascular physiology. |
| PHOL2001A | Animal and Human Physiology: Integrative Physiology A | UG | .5 | Division of Biosciences | Designed for students with background knowledge in Mammalian Physiology, but who are not enrolled in the Physiology BSc degree programme, yet wish to increase their knowledge of the major systems and their integration in animal and human physiology. In addition to lectures and tutorials, the course includes practical work in endocrinology and respiratory & cardiovascular physiology. |
| BIOL2009 | Animal Biodiversity | UG | .5 | Division of Biosciences | The animal kingdom (Metazoa) is a vast grouping that encompasses organisms as diverse as corals, worms and whales. This course focuses on animal systematics and biology. As such we will focus on the evolutionary relationships (phylogeny) and biological diversity of animals, and how they are adapted to different environments. Due to the sheer size of the Metazoa we will focus on selected phyla, in order to obtain a broad understanding of the group. |
| BIOL2009A | Animal Biodiversity A | UG | .5 | Division of Biosciences | |
| GENEG010 | Anticancer Personalized Medicines | PG | 15 | Division of Biosciences | |
| PSYCGT13 | Applications of Psychoanalysis | PG | 30 | Division of Psychology and Language Sciences | Seminar series are offered to demonstrate the application of psychoanalytic ideas to understanding the wider culture and their contribution to other disciplines such as Philosophy, Literature and Cinema. Essential issues in psychoanalysis such as love and narcissism are examined. |
| PSYCGI08 | Applied Cognitive Science | PG | 15 | Division of Psychology and Language Sciences | This module covers both theoretical and applied aspects of cognitive psychology as they relate to the design of interactive systems. The objectives of this module are to lay the theoretical foundations for understanding human behaviour and relating that understanding to the design and evaluation of interactive systems. Topics include: * research methods: how Cognitive Science can aid our understanding of human behaviour with interactive systems, designing and analysing experiments in HCI, cognitive modelling * searching: visual perception, how people search for an item on an interface, and searching for and making sense of information * novice and expert behaviour with interactive systems: how we learn to use systems, what users understand about how systems work, human error Students completing this module will be expected to have a good understanding of aspects of cognition particularly as they apply to the design of systems, and the ability to apply that understanding in the design and evaluation of interactive systems. |
| PSYCM008 | Applied Cognitive Science (Masters Level) | UG | .5 | Division of Psychology and Language Sciences | |
| PSYC3008A | Applied Cognitive Science A | UG | .5 | Division of Psychology and Language Sciences | |
| PSYC3201 | Applied Decision-making | UG | .5 | Division of Psychology and Language Sciences | The module covers major issues that are relevant to different domains (e.g., expertise; methods of improving decision making, advice giving and taking). Lectures on specific applied domains (e.g., medical decision-making, legal decision-making, policy making, financial decision making, consumer decision making) are also included. |
| PSYCG201 | Applied Decision-making | PG | 15 | Division of Psychology and Language Sciences | See PSYC3201 |
| PSYCG111 | Assessment and Engagement for CBT in Context | PG | 15 | Division of Psychology and Language Sciences | This module has two components, namely learning about the basic theory and knowledge of CBT and developing therapy skills. For theory and knowledge, this module will cover a basic introduction to assessment for CBT, outcomes evaluation, and parenting in relation to CBT for children and young people. For skills development, the module will focus on assessment techniques, using outcome measures and mentalisation skills. |
| PSYCGN44 | Assessment and planning | PG | 15 | Division of Psychology and Language Sciences | Competent therapy requires the clinician's capacity to understand and make appropriate assessments, and to link such assessments to diagnosis, case conceptualization and treatment planning. This module, which is both theoretical and practical, covers some of the key topics related to assessment and planning therapeutic interventions with children and families, from a multi-theoretical perspective, including: - Undertaking assessments with children and families - The use of diagnoses - Developing effective clinical case formulations - Developing treatment plans for work with children and families |
| PSYC3211 | Attention and Awareness | UG | .5 | Division of Psychology and Language Sciences | The course starts with a general introduction to the theoretical perspectives on what defines cognitive processes as conscious or unconscious and how should attention relate to consciousness. It then proceeds to discuss the classical experimental paradigms used to dissociate conscious versus unconscious processes, and the effects of attention on conscious awareness in these paradigms. Attention paradigms that have been used to study the effects of attention on awareness (such as “inattentional blindness”) within modality as well as across the different modalities are discussed. The cognitive neuroscientific research of attention and consciousness will be described with a focus on the key findings of functional imaging and transcranial magnetic stimulation (TMS) studies regarding the neural correlates and mechanisms of attention and awareness, including their development. Research on neuropsychological disorders of attention and awareness will be described as well. |
| AUDL4007 | Auditory Perception | UG | .5 | Division of Psychology and Language Sciences | |
| PSYCG112 | Basic Skills (Developing Understanding) | PG | 15 | Division of Psychology and Language Sciences | This module has two components, namely learning about the basic theory and knowledge of CBT and developing therapy skills. For theory and knowledge, this module will cover relationship factors, including theraputic alliance, eliciting cognitions and developing and sharing formulations with children, parents and teachers. For skills development, the module will focus on therapeutic skills such as summarising and reflecting, emotional recognition, and managing homework tasks. |
| PSYCG113 | Basic Skills (Methods of Change) | PG | 15 | Division of Psychology and Language Sciences | This module has two components, namely learning about the basic theory and knowledge of CBT and developing therapy skills. For theory and knowledge, this module will cover basic CBT skills, focusing on methods of change, including behavioural and cognitive methods. For skills development, the module will focus on specific behavioural and cognitive techniques, such as rewards hierarchies and exposure, Socratic questioning, and methods for working with deeper level cognitions. |
| BIOC1005 | Basics for Molecular Biosciences | UG | 0 | Division of Biosciences | This is a skills based course unit with no formal assessment. It is however core for all students of the department of Biochemistry and Molecular Biology. There are teaching sessions which take place at the end of term 3, after the examination period. All first years are expected to attend and complete exercises on information retrieval, presentation skills and practice, laboratory techniques and preparation of a CV. Non attendance will lead to a failure grade for this course. |
| BIOC1001 | Biochemistry and Molecular Biology A | UG | .5 | Division of Biosciences | Biochemistry 1001 provides a general introduction to cell biology, nucleic acids, protein structure, metabolic biochemistry, cell physiology, cell signalling, and immunology. It is a pre-requisite for several second year courses and is normally taken in year 1. |
| BIOC1001A | Biochemistry and Molecular Biology A | UG | .5 | Division of Biosciences | |
| BIOC1009 | Biochemistry and Molecular Biology B | UG | .5 | Division of Biosciences | An introduction to the structure and function of the cell and the biochemistry of cellular systems. An introduction to protein structre, function, enzymes and membranes. The structure of nucleic acids, information content, replication, transcription and translation. Intermediary metabolism, glycolysis, TCA, beta-oxidation, oxidative phosphorylation, glycogen metabolism and general nutrition. An introduction to some basic laboratory techniques in Cell and Molecular Biology. |
| BIOC1009A | Biochemistry and Molecular Biology B | UG | .5 | Division of Biosciences | |
| BIOC1008 | Biochemistry and Molecular Biology C | UG | .5 | Division of Biosciences | An introduction to the structure and function of the cell and the biochemistry of cellular systems. An introduction to protein structure, function, enzymes and membranes. The structure of nucleic acids, information content, replication, transcription and translation. Intermediary metabolism, glycolysis, TCA, beta-oxidation, oxidative phosphorylation, glycogen metabolism and general nutrition. |
| BIOC3027 | Biochemistry Research Project (Investigative) | UG | 1 | Division of Biosciences | |
| BIOC3002 | Biochemistry Research Project (Laboratory-Based) | UG | 1.5 | Division of Biosciences | |
| PALS1001 | Biological Bases of Perception and Behaviour | UG | .5 | Division of Psychology and Language Sciences | This module will provide an overview of the fundamental biological concepts required to understand perception and behaviour. |
| BIOL3019 | Biological Sciences Year Abroad A | UG | 1 | Division of Biosciences | |
| BIOL3020 | Biological Sciences Year Abroad B | UG | 1 | Division of Biosciences | |
| BIOL3021 | Biological Sciences Year Abroad C | UG | 1 | Division of Biosciences | |
| BIOL3022 | Biological Sciences Year Abroad D | UG | 1 | Division of Biosciences | |
| BIOL3017 | Biology of Ageing | UG | .5 | Division of Biosciences | This course surveys the biology of ageing (biogerontology). It covers evolutionary and mechanistic theories of ageing; comparative biology of ageing; the new model organism genetics of lifespan (eg C. elegans, Drosophila); methods in ageing research (eg microarray analysis); the biology of caloric restriction; cellular senescence, telomeres and cancer; ageing-related disease; the biology of insulin signalling, energy handling and associated diseases (eg diabetes and obesity); stem cells and tissue engineering; prospects for treatments for ageing; and social and ethical issues relating to research on ageing. |
| BIOLG017 | Biology of Ageing | PG | 15 | Division of Biosciences | This course surveys the biology of ageing (biogerontology). It covers evolutionary and mechanistic theories of ageing; comparative biology of ageing; the new model organism genetics of lifespan (eg C. elegans, Drosophila); methods in ageing research (eg microarray analysis); the biology of caloric restriction; cellular senescence, telomeres and cancer; ageing-related disease; the biology of insulin signalling, energy handling and associated diseases (eg diabetes and obesity); stem cells and tissue engineering; prospects for treatments for ageing; and social and ethical issues relating to research on ageing. |
| BIOLM017 | Biology of Ageing (Masters Level) | UG | .5 | Division of Biosciences | This course surveys the biology of ageing (biogerontology). It covers evolutionary and mechanistic theories of ageing; comparative biology of ageing; the new model organism genetics of lifespan (eg C. elegans, Drosophila); methods in ageing research (eg microarray analysis); the biology of caloric restriction; cellular senescence, telomeres and cancer; ageing-related disease; the biology of insulin signalling, energy handling and associated diseases (eg diabetes and obesity); stem cells and tissue engineering; prospects for treatments for ageing; and social and ethical issues relating to research on ageing. |
| BIOL3017A | Biology of Ageing A | UG | .5 | Division of Biosciences | |
| BIOSG096 | Biomedical Sciences Research Project | PG | 60 | Division of Biosciences | Not applicable |
| BIOC2004 | Biomolecular Structure and Function | UG | .5 | Division of Biosciences | This half-course unit provides the students with fundamental principles of theory and practical aspects of protein science that investigates the intricate relationship between biomolecular structure and function and enzymology. The material is presented at a level suitable for the students from a range of first year degree programmes, and to a depth appropriate both for the students who will not continue to study in the subject area and those who will progress to advanced (third year) protein structure/function courses. The course consists of lectures, small group tutorials and laboratory practicals. |
| BIOC2004A | Biomolecular Structure and Function A | UG | .5 | Division of Biosciences | |
| BIOC3029 | Biosciences in Business and Media | UG | .5 | Division of Biosciences | This is a new 0.5 unit module being offered for the first time in 2011. It is intended that the majority of students will take this half unit together with the literature project. The half unit will consist of a series of lectures and seminars covering: - Communicating science - understanding how science is published and made accessible to the public - Intellectual property - patenting your inventions - The links between industry and acadaemia in bioscience - Costing and funding a project - Understanding research seminars - Selling yourself and your skills in the job market |
| PSYC2205 | Brain and Behaviour | UG | .5 | Division of Psychology and Language Sciences | One of the big challenges in psychology is to understand how relatively "dumb" elements like neurons can co-operate to produce high-level mental operations like thinking and consciousness. The aim of this course is to introduce you to the study of the neurobiology of behaviour. It consists of two modules: one focusing on the principles of the study of animal learning, and the second focusing on the biological basis of various kinds of behaviour, using the aforementioned principles as a base. The animal learning module will cover issues related to the cognitive mechanisms that have been proposed to explain the acquisition of information by the brain: issues related to elicited behaviours, as well as Pavlovian and operant conditioning. We will examine how the findings and theories developed by students of animal learning may be used to explain a variety of animal learning effects. The neurobiology module will begin by looking at the architecture of the nervous system: the names, locations and approximate functions of the major brain areas and the basic workings of a typical neuron. It will look at some of the ways in which neurons are not as simple as was previously thought in particular, how they assimilate information and communicate it to other neurons, and how these communications can change (e.g. when learning occurs). It will then look at how ensembles of neurons, each processing its own set of stimuli; can collectively produce intelligent-looking behaviours such as memory formation or cognitive processing. By the end of the course you will, hopefully, have gained an insight into how knowing about low-level processes can constrain theories about how the high-level processes must operate (and of how this can make the life of a psychologist much easier!). |
| HMED3015 | Brains, Nerves and Human Nature in the Modern Era | UG | .5 | Division of Biosciences | 20 Sessions. The aim of the course is to survey topics in the history of psychology and neuroscience from the end of the 17th century to the 20th century. It also touches on some aspects of the applications of neuroscience in contemporary culture. Topics to be covered will include the rise of the cerebral body, 18th-century sensationalism, the phrenological legacy, Romantic psychology, cerebral localization, evolutionary neurology, experimental psychology in the 20th century, behaviourism and ‘neuro-culture’. |
| HMEDG015 | Brains, Nerves and Human Nature in the Modern Era | PG | 15 | Division of Biosciences | We live in an era when increasingly ambitious claims are made about the potential of the neurosciences to understand and even to modify human nature. The course explores the historical roots of the notion that identifies self-hood with the condition of the human nervous system. It considers how the rise of this concept of personal identity impacted upon pre-existing philosophical and theological systems. It also touches on some manifestations of brain-centred notions of the self in contemporary culture. |
| HMEDG029 | Brains, Nerves and Human Nature in the Modern Era | PG | 20 | Division of Biosciences | We live in an era when increasingly ambitious claims are made about the potential of the neurosciences to understand and even to modify human nature. The course explores the historical roots of the notion that identifies selfhood with the condition of the human nervous system. It considers how the rise of this concept of personal identity impacted upon pre-existing philosophical and theological systems. It also touches on some manifestations of brain-centred notions of the self in contemporary culture. |
| HMEDM015 | Brains, Nerves and Human Nature in the Modern Era (Masters Level) | UG | .5 | Division of Biosciences | The aim of the course is to survey topics in the history of psychology and neuroscience from the end of the 17th century to the 20th century. It also touches on some aspects of the applications of neuroscience in contemporary culture. Topics to be covered will include the rise of the cerebral localization, evolutionary neurology, experimental psychology in the 20th century, behaviourism and 'neuro-culture'. |
| HMED3015A | Brains, Nerves and Human Nature in the Modern Era A | UG | .5 | Division of Biosciences | |
| PSYCGN43 | Building and maintaining therapeutic relationships | PG | 15 | Division of Psychology and Language Sciences | Competent therapy requires that an effective therapeutic relationship be established and maintained. This module, which is both theoretical and practical, covers five essential competencies, which cut across a range of therapeutic modalities: 1) Establishing a therapeutic alliance; 2) Fostering treatment-promoting behaviours; 3) Recognising and resolving resistance and ambivalence; 4) Recognising and repairing alliance ruptures; and 5) Recognising and working with transference and counter-transference. |
| PSYCGB03 | Business Psychology Seminars | PG | 15 | Division of Psychology and Language Sciences | This module will consist of 20 x 1 hour sessions facilitated by visiting speakers. Speakers will include business psychologists who work as consultants or who are eminent researchers in the field, as well as leading figures from the world of HR, psychological test publishers, etc. The module is designed to give students direct exposure to opinion formers in applied psychology, and speakers will represent different key areas of application of industrial/organisational and business psychology. |
| BIOC3013 | Cancer Biology | UG | .5 | Division of Biosciences | This course focuses the on mechanism of cancer and the cutting edge in its treatment. It focuses on the regulation of cell proliferation, DNA damage and repair, Aberrant growth regulatory mechanisms in malignant cells, Oncogenes related to guanine nucleotide-binding proteins, Inherited cancers; the genetics of tumour suppressor genes, The biochemistry of tumour suppressor gene-encoded proteins, Chromosomal translocations in cancer, Metastasis and adhesion molecules; angiogenesis, colorectal cancer as a model of tumour progression, The regulation of normal haemopoiesis and haematological malignancies. The origins of epithelial tumours, tumour measurement and location; markers and imaging, An overview of systemic cancer therapy, Cytotoxic drug therapy and drug resistance, Targeted and cytokine therapy in solid tumours, Hormone-dependent tumours and hormonal therapy, Mechanisms of cure in leukaemia, Cancer prevention. |
| BIOCG013 | Cancer Biology | PG | 15 | Division of Biosciences | This course focuses the on mechanism of cancer and the cutting edge in its treatment. It focuses on the regulation of cell proliferation, DNA damage and repair, Aberrant growth regulatory mechanisms in malignant cells, Oncogenes related to guanine nucleotide-binding proteins, Inherited cancers; the genetics of tumour suppressor genes, The biochemistry of tumour suppressor gene-encoded proteins, Chromosomal translocations in cancer, Metastasis and adhesion molecules; angiogenesis, colorectal cancer as a model of tumour progression, The regulation of normal haemopoiesis and haematological malignancies. The origins of epithelial tumours, tumour measurement and location; markers and imaging, An overview of systemic cancer therapy, Cytotoxic drug therapy and drug resistance, Targeted and cytokine therapy in solid tumours, Hormone-dependent tumours and hormonal therapy, Mechanisms of cure in leukaemia, Cancer prevention. |
| BIOCM013 | Cancer Biology (Masters Level) | UG | .5 | Division of Biosciences | This course focuses the on mechanism of cancer and the cutting edge in its treatment. It focuses on the regulation of cell proliferation, DNA damage and repair, Aberrant growth regulatory mechanisms in malignant cells, Oncogenes related to guanine nucleotide-binding proteins, Inherited cancers; the genetics of tumour suppressor genes, The biochemistry of tumour suppressor gene-encoded proteins, Chromosomal translocations in cancer, Metastasis and adhesion molecules; angiogenesis, colorectal cancer as a model of tumour progression, The regulation of normal haemopoiesis and haematological malignancies. The origins of epithelial tumours, tumour measurement and location; markers and imaging, An overview of systemic cancer therapy, Cytotoxic drug therapy and drug resistance, Targeted and cytokine therapy in solid tumours, Hormone-dependent tumours and hormonal therapy, Mechanisms of cure in leukaemia, Cancer prevention. |
| PSYCRC01 | Case Report 1 | UG | 0 | Division of Psychology and Language Sciences | |
| PSYCRC02 | Case Report 2 | UG | 0 | Division of Psychology and Language Sciences | |
| PSYCRC05 | Case Report 3 | UG | 0 | Division of Psychology and Language Sciences | |
| PSYCRC09 | Case Report 4 | UG | 0 | Division of Psychology and Language Sciences | |
| PSYCRC10 | Case Report 5 | UG | 0 | Division of Psychology and Language Sciences | |
| PSYCG117 | CBT in Context | PG | 15 | Division of Psychology and Language Sciences | This module has two components, namely learning about theory and knowledge of CBT and developing therapy skills in relation to ensuring CBT is appropriately delivered in context. It includes CBT and families, CBT in schools, and CBT in groups . |
| CELL2006 | Cell Biology | UG | .5 | Division of Biosciences | This is a new broad-based cell biology course that aims to introduce the student to a wide range of topics related to the biological functioning of eukaryotic cells. The lectures cover how different parts of the cell are formed and function, and how one cell differs from another. The coursework forms an important part of the course and is designed to illustrate specific cellular processes and techniques in greater detail. |
| CDEV1001 | Cell Physiology and Developmental Biology | UG | .5 | Division of Biosciences | CDEV1001 provides a general introduction to cell biology, developmental biology and cell physiology. It provides a good introduction to Cell Biology modules taken in 2nd year, such as CELL2006 and CELL2007. It builds upon BIOC1001, which students will usually have taken during term 1 of first year. |
| PHOL3004 | Cell Signalling in Health and Disease | UG | 1 | Division of Biosciences | All cell processes are regulated by signalling pathways. The correct regulation of cell processes is critical for the development and homeostasis of animals whereas dysregulation of these processes results in diseases as diverse as diabetes, schizophrenia and cancer. Taking advantage of the outstandingresearch environment atUCL, this course will consist of a series of lectures and associated journal clubs presented by research scientists of international renown.. The lecturers will discuss the signalling pathways that regulate distinct cell processes such as such as proliferation, cell:cell communication, motility, differentiation, fertilisation and cell death. Each researcher will focus on their own research strengths to present an overview of the field, followed by a presentation of work from their own laboratory. The associated journal club will discuss a recent innovative piece of work related to the research area. |
| PHOLG042 | Cell Signalling in Health and Disease | PG | 30 | Division of Biosciences | All cell processes are regulated by signalling pathways. The correct regulation of cell processes is critical for the development and homeostasis of animals whereas dysregulation of these processes results in diseases as diverse as diabetes, schizophrenia and cancer. Taking advantage of the outstandingresearch environment atUCL, this course will consist of a series of lectures and associated journal clubs presented by research scientists of international renown.. The lecturers will discuss the signalling pathways that regulate distinct cell processes such as such as proliferation, cell:cell communication, motility, differentiation, fertilisation and cell death. Each researcher will focus on their own research strengths to present an overview of the field, followed by a presentation of work from their own laboratory. The associated journal club will discuss a recent innovative piece of work related to the research area. |
| PHOLM004 | Cell Signalling in Health and Disease (Masters Level) | UG | 1 | Division of Biosciences | As our understanding of cell function advances, we can now explain, and suggest treatments for previously intractable diseases. A very recent example is cystic fibrosis, now known to be caused by a failure of chloride channel activation. In this course we begin at the cell membrane with ion channels, pumps, and cell surface receptors, and then move inward, covering the various intracellular messenger systems that allow events at the cell membrane to control cytosolic metabolism. The course comprises lectures, student presentations (in which students present research papers to their peers and to staff members)and practicals. |
| ANAT3030 | Cellular and Developmental Neurobiology | UG | .5 | Division of Biosciences | This module comprises a survey of selected topics of current interest and importance in developmental neurobiology and in the repair of neural structures. Particular emphasis is placed on cellular and molecular aspects of these topics. Numerous lecturers both from UCL and other Institutions contribute to the course. Detailed composition varies from year to year but topics likely to be covered are: neural induction and patterning; neurogenesis; generation of cell diversity; cell-cell interactions; neuronal growth factors; programmed cell death; axon guidance and synaptogenesis; neuronal migration; development of excitability; neuron-glia interactions; myelination; stem cells and injury and repair in central and peripheral nervous systems. |
| ANATM030 | Cellular and Developmental Neurobiology (Masters Level) | UG | .5 | Division of Biosciences | This module comprises a survey of selected topics of current interest and importance in developmental neurobiology and in the repair of neural structures. Particular emphasis is placed on cellular and molecular aspects of these topics. Numerous lecturers both from UCL and other Institutions contribute to the course. Detailed composition varies from year to year but topics likely to be covered are: neural induction and patterning; neurogenesis; generation of cell diversity; cell-cell interactions; neuronal growth factors; programmed cell death; axon guidance and synaptogenesis; neuronal migration; development of excitability; neuron-glia interactions; myelination; stem cells and injury and repair in central and peripheral nervous systems. |
| BIOC3017 | Cellular and Molecular Aspects of Cardiovascular Disease | UG | .5 | Division of Biosciences | This course will focus on the development of cardiovascular disease and its causes. The molecular basis of hyperlipidaemias. Transgenic model and gene therapy strategies for hyperlipidaemia. Molecular and cellular aspect of atherosclerosis and restenosis. Gene therapy and treatment of vascular disease. The endothelium and cardiovascular disease. Understanding the role of free radicals and oxidation in patho physiology and the role of antioxidants in prevention of cardiovascular diseases. Particular emphasis will be placed on the role of nitric oxide in health and patho-physiology of cardiovascular disease. Molecular aspects of haemostasis and thrombosis will be covered in detail. Role of diet, obesity and diabetes in cardiovascular disease will be related to both environmental and genetic factors |
| BIOCG017 | Cellular and Molecular Aspects of Cardiovascular Disease | PG | 15 | Division of Biosciences | This course will focus on the development of cardiovascular disease and its causes. The molecular basis of hyperlipidaemias. Transgenic model and gene therapy strategies for hyperlipidaemia. Molecular and cellular aspect of atherosclerosis and restenosis. Gene therapy and treatment of vascular disease. The endothelium and cardiovascular disease. Understanding the role of free radicals and oxidation in patho physiology and the role of antioxidants in prevention of cardiovascular diseases. Particular emphasis will be placed on the role of nitric oxide in health and patho-physiology of cardiovascular disease. Molecular aspects of haemostasis and thrombosis will be covered in detail. Role of diet, obesity and diabetes in cardiovascular disease will be related to both environmental and genetic factors |
| BIOCM017 | Cellular and Molecular Aspects of Cardiovascular Disease (Masters Level) | UG | .5 | Division of Biosciences | This course will focus on the development of cardiovascular disease and its causes. The molecular basis of hyperlipidaemias. Transgenic model and gene therapy strategies for hyperlipidaemia. Molecular and cellular aspect of atherosclerosis and restenosis. Gene therapy and treatment of vascular disease. The endothelium and cardiovascular disease. Understanding the role of free radicals and oxidation in patho physiology and the role of antioxidants in prevention of cardiovascular diseases. Particular emphasis will be placed on the role of nitric oxide in health and patho-physiology of cardiovascular disease. Molecular aspects of haemostasis and thrombosis will be covered in detail. Role of diet, obesity and diabetes in cardiovascular disease will be related to both environmental and genetic factors |
| NEUR2006 | Cellular Neurophysiology | UG | .5 | Division of Biosciences | |
| BIOC3008 | Cellular Regulation in Biotechnology, Health and Disease | UG | .5 | Division of Biosciences | Specific topics that will be covered include plant metabolism and biotechnology, genetic engineering and biotechnology of algae and cyanobacteria (biofuels), host-pathogen interactions and the production of biocatalysts in bacteria. |
| BIOCG008 | Cellular Regulation in Biotechnology, Health and Disease | PG | 15 | Division of Biosciences | Specific topics that will be covered include plant metabolism and biotechnology, genetic engineering and biotechnology of algae and cyanobacteria (biofuels), host-pathogen interactions and the production of biocatalysts in bacteria. |
| BIOCM008 | Cellular Regulation in Biotechnology, Health and Disease (Masters Level) | UG | .5 | Division of Biosciences | Specific topics that will be covered include plant metabolism and biotechnology, genetic engineering and biotechnology of algae and cyanobacteria (biofuels), host-pathogen interactions and the production of biocatalysts in bacteria. |
| GENEG008 | Clinical Applications in Pharmacogenetic Tests | PG | 15 | Division of Biosciences | The module consists of two parts. The first is a series of seven, hour long lectures which cover the basic principles of pharmacogenetics. In the remaining 8-9 teaching slots, students will each be allocated a disease or disease area (allocation at the commencement of the course) and will be asked to prepare a presentation giving background about the disease, a review of the various medications being used to treat the disease, a review of the current evidence for genetic differences determining response to medication and risk of adverse drug responses and a proposal for future research activities. |
| PSYCGN46 | Clinical Practice in Context | PG | 15 | Division of Psychology and Language Sciences | This module aims to familiarize students with the typical framework and clinical settings within which therapeutic work with children and families takes place. It will encompass Child Protection issues, working as part of a multi-disciplinary team, ethical practice, understanding diversity and equality issues among others. |
| PSYCGN47 | Clinical Skills 1 | PG | 15 | Division of Psychology and Language Sciences | Competent therapy requires that the clinician be skilled in tailoring interventions to the needs, expectations and circumstances of the child and his or her family, whilst also maintaining a treatment focus and using appropriate intervention strategies. This module, which is both theoretical and practical, covers some of the key topics related to establishing and maintaining a treatment focus and using specific intervention strategies based on a multi-theoretical perspective. Topics would range from core clinical skills (clarification, confrontation etc.) to techniques specific to a range of theoretical perspectives (therapist's use of self, working with the transference, cognitive re-structuring, social skills training, systemic interventions etc.) |
| PSYCGN48 | Clinical Skills 2 | PG | 20 | Division of Psychology and Language Sciences | Competent therapy requires that the clinician be skilled in tailoring interventions to the needs, expectations and circumstances of the child and his or her family, whilst also maintaining a treatment focus and using appropriate intervention strategies. This module, which is both theoretical and practical, builds on what has been covered in 'Clinical Skills I', and covers some of the key topics related to using specific intervention strategies based on a multi-theoretical perspective, and planning and working towards endings. Topics would include techniques specific to a range of theoretical perspectives (therapist's use of self, working with the transference, cognitive re-structuring, social skills training, systemic interventions etc.) and techniques related to specific clinical settings (e.g. working with groups, with parents, with families etc.) |
| ANAT3105 | Clocks, Sleep and Biological Time | UG | .5 | Division of Biosciences | The aim of this module is to examine the importance of time, and oscillations, in a range of biological situations. The central theme will be the circadian or daily clock. We will look at what is currently known about the clock mechanisms (what makes the clock \'tick\') in a range of animal systems, from Drosophila to the mouse. This will include the genetic-molecular aspects of the clock, as well as some biochemistry and neurobiology. We will also examine how the clock regulates physiological events, such as seasonal reproduction, and human sleep-activity rhythms. The importance of light and the retina in setting the clock will be discussed.We will also look at the timing of hibernation, cell division and animal migration. |
| ANATG105 | Clocks, Sleep and Biological Time | PG | 15 | Division of Biosciences | The aim of this module is to examine the importance of time, and oscillations, in a range of biological situations. The central theme will be the circadian or daily clock. We will look at what is currently known about the clock mechanisms (what makes the clock 'tick') in a range of animal systems, from Drosophila to the mouse. This will include the genetic-molecular aspects of the clock, as well as some biochemistry and neurobiology. We will also examine how the clock regulates physiological events, such as seasonal reproduction, and human sleep-activity rhythms. The importance of light and the retina in setting the clock will be discussed.We will also look at the timing of hibernation, cell division and animal migration. |
| ANATM105 | Clocks, Sleep and Biological Time (Masters Level) | UG | .5 | Division of Biosciences | To provide a broad understanding of the relevance and mechanisms underlying biological timing, with emphasis on the circadian clock. |
| PSYCGD99 | Cognitive and Decision Sciences Dissertation | PG | 60 | Division of Psychology and Language Sciences | |
| PSYCG199 | Cognitive Behavioural Therapy for Children and Young People: Dissertation | PG | 60 | Division of Psychology and Language Sciences | This course provides an overview of research design and data analysis (both quantitative and qualitative) and a critical framework to view and contribute to the evidence-base relating to CBT with children and young people. This provides the basis for study around the thesis topic and individual research following a recognized/referenced research method. There will also be a focus on development of skills in preparation, analysis and presentation of work. |
| PSYC3209 | Cognitive Neuroscience | UG | .5 | Division of Psychology and Language Sciences | Experts in the field of cognitive neuroscience present a series of lectures on the neural underpinnings of mental functions. The first part of the module concentrates on explaining what cognitive neuroscience is, what it intends to study, and how it goes about studying it. Conceptual issues about relating mental functions onto physical brain activity will be discussed, along with different techniques that are currently available to measure brain function. The second part of the module concentrates on discussing what is currently known about how particular cognitive functions (e.g. attention, memory, and emotion) are supported by the brain. In addition to the lectures, the module relies on a number of assigned readings. These readings are taken from a key textbook (Gazzaniga, M.S., "Cognitive Neuroscience: Biology of the Mind") and scientific journals. At the end of the module, students will be able to critically read and evaluate research in the area of cognitive neuroscience and be able to appreciate what can, and cannot, be inferred from the methods available to study brain function. |
| PSYCG209 | Cognitive Neuroscience | PG | 15 | Division of Psychology and Language Sciences | See PSYC3209 |
| PSYCM209 | Cognitive Neuroscience (Masters Level) | UG | .5 | Division of Psychology and Language Sciences | See PSYC3209 |
| PSYCGC98 | Cognitive Neuroscience MRes Project | PG | 120 | Division of Psychology and Language Sciences | |
| ANATG009 | Cognitive Systems Neuroscience | PG | 15 | Division of Biosciences | The module discusses cognitive systems and processing in the central nervous system. As well as teaching how the central nervous system processes sensory information (visual, auditory and olfactory), higher-level perceptual and cognitive systems including language processing, face processing, the role of attentional systems, spatial representation and the use of fMRI to examine visual consciousness are also described. |
| PSYCG116 | Complex Problems | PG | 15 | Division of Psychology and Language Sciences | This module has two components in relation to CBT for children and young people with complex problems: learning about theory and knowledge and developing therapy skills. This module covers developmental disorders and learning difficulties, combination interventions and what to do if the intervention is not working. Therapy skills developed include techniques for using CBT with children with learning difficulties and developmental disorders, working with the network, and providing supervision. |
| BIOC3010 | Computational and Systems Biology : In Silico Analysis of Genes and Proteins and their Biological Roles | UG | .5 | Division of Biosciences | The course has three themes: (1) Genomics (including mapping, sequencing & assembly, coding region identification, genome projects & model genomes, disease genes, applications in therapy etc.), (2) Analyis of protein sequences (including an introduction to databases, information networks, the World Wide Web, sequence alignment, structural and/or functional motif recognition, estimation of significance, etc.),(3) Analysis of protein structure (including structure comparison, fold classification, structure prediction, protein evolution etc.). |
| BIOCG010 | Computational and Systems Biology : In Silico Analysis of Genes and Proteins and their Biological Roles | PG | 15 | Division of Biosciences | The course has three themes: (1) Genomics (including mapping, sequencing & assembly, coding region identification, genome projects & model genomes, disease genes, applications in therapy etc.), (2) Analyis of protein sequences (including an introduction to databases, information networks, the World Wide Web, sequence alignment, structural and/or functional motif recognition, estimation of significance, etc.),(3) Analysis of protein structure (including structure comparison, fold classification, structure prediction, protein evolution etc.). |
| BIOCM010 | Computational and Systems Biology: In Silico Analysis of Genes and Proteins and their Biological Roles (Masters Level) | UG | .5 | Division of Biosciences | The course has three themes: (1) Genomics (including mapping, sequencing & assembly, coding region identification, genome projects & model genomes, disease genes, applications in therapy etc.), (2) Analyis of protein sequences (including an introduction to databases, information networks, the World Wide Web, sequence alignment, structural and/or functional motif recognition, estimation of significance, etc.),(3) Analysis of protein structure (including structure comparison, fold classification, structure prediction, protein evolution etc.). |
| BIOL2015 | Computational Biology | UG | .5 | Division of Biosciences | Topics to be covered: 1. Statistics (12 lectures + 6 x 1 hour practicals) - linear models - generalised linear models - multivariate statistics - maximum likelihood and Bayesian approaches - resampling and permutation - experimental design and power analysis 2. Modelling (4 lectures +2 x 1 hour practicals) - dynamical models: population dynamics and epidemiology - population and quantitative genetics - game theory - optimisation - simulation approaches 3. Bioinformatics (4 lectures +2 x 1 hour practicals) - biological databases - methods in DNA, RNA and protein analysis |
| BIOL2015A | Computational Biology A | UG | .5 | Division of Biosciences | |
| PLING209 | Computational Methods for Speech and Hearing Science | PG | 15 | Division of Psychology and Language Sciences | Provides practical experience with a range of computing techniques useful for students wanting to pursue research in Speech and Hearing Science. |
| PSYCGR15 | Computer Programming | PG | 15 | Division of Psychology and Language Sciences | |
| PSYC2301 | Computing for Psychologists | UG | .5 | Division of Psychology and Language Sciences | Summary Computing for Psychologists is course for students with little prior experience in computer problem solving. For this reason, no prior knowledge, other than a basic understanding of windows 95/98/00 is assumed. The course consists of 10 two hour lecture sessions. Each lecture session will be split into two parts. The first part will involve a short introductory talk to cover new ideas. |
| PSYC2301A | Computing for Psychologists A | UG | .5 | Division of Psychology and Language Sciences | See PSYC2301 |
| PSYC1105 | Concepts and Methods in Psychology | UG | .5 | Division of Psychology and Language Sciences | This course aims to provide the context in which students can appreciate later first- and second-year courses in core areas of psychology, as connected elements of the wider subject. Students will be introduced to key conceptual issues, methodological approaches and significant findings in scientific psychology, their historical background, and the kinds of empirical evidence on which these findings are based. Students will be encouraged to think critically and evaluate their own understanding through quizzes. A scientific approach will be developed through an appreciation of how empirical data can be used to test competing theories. The course will have six over-arching themes which reflect the current diversity of the discipline. The themes are (1) science of mind and behaviour, including conscious and unconscious mental processes (2) development, including interplay of nature and nurture (3) cognition, including memory, perception, language (4) the brain, including the effects of psychoactive drugs and mental illnesses (5) individual differences, including personality, intelligence and sexuality and (6) social and emotional behaviour, including aggression and relationships |
| PSYC1105A | Concepts and Methods in Psychology A | UG | .5 | Division of Psychology and Language Sciences | This module is no longer available to affiliate students. |
| PSYCGB01 | Consulting Psychology | PG | 15 | Division of Psychology and Language Sciences | |
| HCSCGH18 | Conversation Analysis | PG | 15 | Division of Psychology and Language Sciences | Have you ever: • Wondered how a politician replies without answering the question? • Noticed how often football pundits say ‘at the end of the day’? • Marveled at how children learn the rules of conversation? • Felt uncomfortable when talking to someone and later wondered why? Humans are social animals; on a daily basis we use language as a tool for interacting, and conversation is the result. This module will help you to understand the process from a scientific viewpoint. It will teach you how to analyse the verbal and non-verbal aspects of everyday conversation, using the method and findings of Conversation Analysis (CA). A key part of the learning experience involves watching and analysing audiovisual recordings of interactions. CA not only provides a method for understanding ‘typical’ interaction, such as peer conversation, child-parent interactions, and interviews, it also extends our knowledge of communication disorders and professional interactions in healthcare and educational settings (e.g. doctor-patient, and teacher-pupil talk). Sessions will cover key findings in these areas, and discuss current CA research at UCL into child language development and acquired communication disorders. |
| PLIN1303 | Core Issues in Linguistics | UG | .5 | Division of Psychology and Language Sciences | |
| PLIN1303A | Core Issues in Linguistics | UG | .5 | Division of Psychology and Language Sciences | |
| PSYCGT12 | Core Psychoanalytic Theory Psychoanalysis | PG | 30 | Division of Psychology and Language Sciences | This module traces the development of psychoanalytic theory and technique. It provides an introduction to thematic areas of dreams, sexuality, trauma and anxiety / hysteria and explores psychoanalytic technique and psychopathology. More contemporary Freudian and British Independent psychoanalytic theorists are also covered in this module. There are taught seminars on psychoanalytic concepts of time and space. |
| PSYCRE01 | Coursework Assignment 1 | UG | 0 | Division of Psychology and Language Sciences | |
| PSYCRE02 | Coursework Assignment 2 | UG | 0 | Division of Psychology and Language Sciences | |
| PSYCRE03 | Coursework Assignment 3 | UG | 0 | Division of Psychology and Language Sciences | |
| PSYCRE04 | Coursework Assignment 4 | UG | 0 | Division of Psychology and Language Sciences | |
| PSYCREPA | Coursework Assignments 1-4 | UG | 0 | Division of Psychology and Language Sciences | |
| PSYCGS03 | Current Issues in Attitude Research | PG | 15 | Division of Psychology and Language Sciences | This course focuses on central construction of social cognition, of relevance for a variety of domains (e.g. marketing, consumer psychology, political psychology, racism and social discrimination). The course examines how attitudes are formed, their structure and implications for behaviour, their malleability, and how they can be changed. Various techniques to measure implicit and explicit attitudes are examined as well as the psychological and neural correlates of attitudes. Debates and theoretical models about attitude processing and measurement are discussed. The course focuses also on applications, such as marketing (e.g. persuasion), consumer behaviour, voting behaviour, prejudice and discrimination. |
| PSYCGC10 | Current Issues in Cognitive Neuroscience I: Fundamental Processes | PG | 15 | Division of Psychology and Language Sciences | This module discusses the current state of knowledge in the field of cognitive neuroscience. The focus is on our understanding of lower-level, fundamental cognitive processes. Examples include perception, attention, action, motor control, object recognition, face processing, the mirror system, and consciousness. Experts in each field will describe past and present findings on the topic, using their own research as a guideline and highlighting current controversies and debates. The module will explore findings from a range of neuroimaging techniques and lesion approaches. |
| PSYCGC08 | Current Issues in Cognitive Neuroscience II: Elaborative and Adaptive Processes | PG | 15 | Division of Psychology and Language Sciences | This module discusses the current state of knowledge in the field of cognitive neuroscience. The focus is on our understanding of elaborative and adaptive processes. Examples include memory, speech, language, number processing, social cognition, executive functions and cognitive control. Experts in each field will describe past and present findings on the topic, using their own research as a guideline and highlighting current controversies and debates. The module will explore findings from a range of neuroimaging techniques and lesion approaches. |
| PSYCGC09 | Current Issues in Cognitive Neuroscience III: Translational Research | PG | 15 | Division of Psychology and Language Sciences | This module discusses the current state of knowledge in the field of cognitive neuroscience. The focus is on our understanding of translational research. Examples include cognitive neuropsychiatry, recovery and rehabilitation after neurological damage, cognition across the life span, genetic underpinnings of cognition, and language in the deaf. Experts in each field will describe past and present findings on the topic, using their own research as a guideline and highlighting current controversies and debates. The module will explore findings from a range of neuroimaging techniques and lesion approaches. |
| PLIN3201 | Current Issues in Syntax | UG | .5 | Division of Psychology and Language Sciences | This course introduces students to a recent theory of a specific topic or a series of related topics in generative syntax. |
| PLING222 | Current Issues in Syntax | PG | 15 | Division of Psychology and Language Sciences | This course deals with one specific topic in current syntactic research, or with a few closely related topics. Since the material covered is closely associated with the lecturer\'s own research, the content of the course may change from year to year. However, the course will always involve the reading of recent research papers, class presentations by students, the writing of an individual research project, and of an essay that reports on the outcomes of that project. |
| BIOSG007 | Current Topics in Biodiversity, Evolution and Conservation | PG | 15 | Division of Biosciences | The course consists of 5 seminars and discussions and associated reading with invited speakers and will be run on alternate weeks over a 10 week period in Term 1. This course will complement BIOSG008 (Analytical Tools in Biodiversity, Evolutionary and Conservation Research 2012-2013), so that each week explores an aspect of the area covered by the previous week of BIOSG008. Students will also attend two other weekly seminar series in the Department of Genetics, Evolution and Environment (GEE), University College London. |
| PSYCGN62 | CYP IAPT: Basic Clinical Skills and the CYP IAPT model | PG | 60 | Division of Psychology and Language Sciences | |
| PSYCGN67C | CYP IAPT: CAMHS Service &Clinical Leadership: Embedding CYP IAPT through Cultural Change 1 C | PG | 30 | Division of Psychology and Language Sciences | |
| PSYCGN68C | CYP IAPT: CAMHS Service &Clinical Leadership: Embedding CYP IAPT through Cultural Change 2 C | PG | 30 | Division of Psychology and Language Sciences | |
| PSYCGN67 | CYP IAPT: CAMHS Service and Clinical Leadership: Embedding CYP IAPT through Cultural Change 1 | PG | 30 | Division of Psychology and Language Sciences | |
| PSYCGN68 | CYP IAPT: CAMHS Service and Clinical Leadership: Embedding CYP IAPT through Cultural Change 2 | PG | 30 | Division of Psychology and Language Sciences | |
| PSYCGN66 | CYP IAPT: CBT for Anxiety Disorders in Children and Adolescents | PG | 30 | Division of Psychology and Language Sciences | |
| PSYCGN65 | CYP IAPT: CBT for Depression in Children and Adolescents | PG | 30 | Division of Psychology and Language Sciences | |
| PSYCGN61 | CYP IAPT: Parent Training for Conduct Problems | PG | 60 | Division of Psychology and Language Sciences | |
| HCSCGH16 | Deafness: Cognition and Language | PG | 15 | Division of Psychology and Language Sciences | 1. Nature and types of prelingual deafness: genetic and physiological factors; epidemiology of non-syndromic deafness; social and educational conditions; and pathways for intervention and acculturation 2. Introduction to Sign Linguistics 3. Sign language development: the first years, school years 4. Sign language developmental impairments 5. Sign language as a second language 6. Psycholinguistics: cross-linguistic studies of signed and spoken language processing 7. Speech reading: the relationship between hearing and vision in language processing 8. Gesture in human communication 9. The deaf brain - The speaking/hearing/signing brain 10. Acquired impairments in sign language |
| PSYCGE07 | DEdPsy Combined Assignments | PG | 0 | Division of Psychology and Language Sciences | |
| PSYC2204 | Design and Analysis of Psychological Experiments | UG | .5 | Division of Psychology and Language Sciences | The topics covered are: Non-parametric statistical tests; introduction to Analysis of Variance (ANOVA); One-Way ANOVA (Between and within subjects designs); Contrast and Trend Analysis on One-Way ANOVA; Factorial ANOVA (Between and within subjects designs); Split-plot (Mixed) ANOVA. Non-linear Data Transformations; Correlation and Simple Regression (Revision); Multiple Regression; Hierarchical Regression; Forming New Variables for Existing Variables; The General Linear Model; Introduction to Factor Analysis |
| PSYC3014A | Design Experience 1 | UG | .5 | Division of Psychology and Language Sciences | |
| PSYCGI14 | Design Experience 1 | PG | 15 | Division of Psychology and Language Sciences | This module is organised as an intensive mini-project over a two-week period. Students work in small groups and the emphasis is on experiential learning. Students build and test a full-size model of a workstation for a real system and can thus experience first-hand the difficulties of ergonomic design and the effectiveness and limitations of various techniques. Each group also presents a case for the cost-benefit of ergonomics in HCI systems development, in a role-play presentation. |
| PSYCGI14C | Design Experience 1 | PG | 15 | Division of Psychology and Language Sciences | |
| PSYCGI12 | Design Experience 2 | PG | 15 | Division of Psychology and Language Sciences | This module is intended to integrate learning from the separate modules of the rest of the course. This will be done through a two-week long practical group mini-project followed by a presentation of the product design, and a period of essay writing. Staff will support the activities of students through a combination of monitoring, guidance and consultancy-like roles. The project is a practical design task, focussing on a specific user interface or human/machine system. Students are expected to draw on relevant theory and methods in order to develop a successful and effective design. The essay is in two parts, comprising a short overview of the human-centred design approach taken in the project and a reflective essay focussing on the student's growth in knowledge and experience through a discussion of how the taught modules and coursework have shaped their thought processes during the practical part of this module and through a critical reflection on their ability to function as a designer in the future. |
| PSYCGI07 | Design Practice | PG | 15 | Division of Psychology and Language Sciences | This module provides an introduction to design practice. It is strongly based on principles of design, on the study of designs both good and bad, and on the essential skills and methods that interaction designers need. Topics covered include ways of representing designs, methods for establishing the needs of users, how to devise suitable forms of solution to design problems, methods of visual design, and the use of testing to ensure a satisfactory outcome. Existing designs, covering a wide spectrum, will be subjected to scrutiny and discussion, and practice sessions will enable students to gain proficiency in using taught methods.
The course is delivered through a mix of lectures and practical design studios. During lectures students are encouraged to think critically about interactive design problems and techniques for eliciting requirements. During the design studios students will gain practical experience in using tools and techniques to explore and evaluate potential design solutions. The course culminates in a two-week Design Project, in which students are required to work as part of a small team to address a novel design problem using tools and techniques acquired during the taught component of the Design Practice module. |
| PSYCM007 | Design Practice (Masters Level) | UG | .5 | Division of Psychology and Language Sciences | |
| PSYC3007B | Design Practice B | UG | .5 | Division of Psychology and Language Sciences | |
| PSYCGI07C | Design Practice C | PG | 15 | Division of Psychology and Language Sciences | |
| PSYCGC20 | Designing and Analysing fMRI experiments | PG | 15 | Division of Psychology and Language Sciences | This module provides a comprehensive introduction to designing fMRI experiments and a basic introduction to analysing and interpreting the results. In parallel with the lectures, students will complete a mini-fMRI project of their own design that will involve designing and implementing the experiment, collecting approximately two hours of scanning data, analysing the results and presenting them in a short Journal of Neuroscience style paper. Each week will offer a 1.5 hour lecture and a 1 hour practical session aimed at reinforcing the lecture material via hands-on experience with real fMRI data. The module is aimed at anyone planning to use fMRI in their own research. |
| PLING301 | Development of Speech Perception and Production | PG | 15 | Division of Psychology and Language Sciences | This module will examine the development of speech perception and speech production during first language acquisition. In speech perception, it will review: - experimental methods used for testing speech perception in infants and older children - theoretical models of speech perception development - experimental findings regarding speech perception development in the first year of life - experimental findings regarding later development - speech development in children with hearing loss In speech production, it will review: - techniques for eliciting speech data in children - models of speech production development - experimental findings of speech production studies in children - issues of individual variability in speech production in children. The module will be delivered by a combination of lectures, seminars and practical sessions. The course will be supported by a Moodle site which will give access to lecture handouts, further supporting materials and a discussion forum. |
| PSYCGN22 | Development Psychopathology II: Development Disorders from Multiple Perspectives | PG | 15 | Division of Psychology and Language Sciences | This module primarily considers a series of specific disorders of childhood (for example, autism, depression and post-traumatic stress disorder) alongside certain traumatogenic factors (specifically maltreatment) associated with child and adult psychopathology. For each disorder, neuroscientific, cognitive and psychoanalytic models will be presented with an emphasis on how these approaches help to illuminate psychopathology for the clinician. |
| HCSCGH22 | Developmental Disorders of Language, Learning and Cognition | PG | 15 | Division of Psychology and Language Sciences | Lectures: 1. Introduction to Disorders of Language, Learning & Cognition 2. Methodological Issues in the study of developmental disorders 3. Dyslexia 4. Reading comprehension impairment 5. Dyscalculia 6. Attention Deficit Hyperactivity Disorder 7. Specific language impairment 8. Autism Spectrum Disorder 9. Interventions for Developmental Disorders – Randomised trials 10. Revision session |
| HCSCGH21 | Developmental Language Disorders and Cognitive Neuroscience | PG | 15 | Division of Psychology and Language Sciences | 1.Introduction to Specific Language Impairment 2. SLI and syntax: research findings from behavioural and imaging techniques 3. Auditory non-speech and speech perception in typical and atypical development: insights from behavioural, MEG and ERP techniques 4. The investigation of auditory processing and language processing in infants using ERP techniques 5. Phonological processing in typical and atypical language development 6. Introduction to Near Infrared Spectroscopy (NIRS) and NIRS/ERP and its application for studying speech and language processing in infants and children 7. Using MRI and fMRI to study auditory processing and language processing in typical and atypical development 8. The semantic and pragmatic interface in language acquisition and disorders 9. Practical exploration of imaging techniques: Understanding imaging experiments and techniques 10. Cross-linguistic perspectives of SLI |
| ANAT2008 | Developmental Neurobiology | UG | .5 | Division of Biosciences | The human brain takes more than 9 months to build and the better part of a lifetime to programme. It could be the most complex object in the Universe, so how is it made? We do not even know how many types of nerve cells make up the brain, but the number is very large and the main challenge of studying early neural development is to understand how this diversity is generated - how the future parts of the nervous system are demarcated, how their intricate nerve cell populations are produced, and how the neurons come to connect up in accurate synaptic circuits. In recent years, there have been great leaps in understanding the molecular signals that determine the identities and fates of developing neurons, guide growing axons to distant locations, and select targets for synapse formation. These mechanisms serve to sketch out an outline of the final wiring diagram of the nervous system, but the precision of the circuits needs to be refined by activity in use - by functional selection following superfluous growth. It is not yet clear where this refinement process ends and learning begins. The course is an introduction to development in the nervous system, from the earliest embryonic events to the development of perception and complex behaviour in the neonate. The emphasis is experimental, that is, less on the facts than on how they were found out and where they lead next. |
| ANATG002 | Developmental Neurobiology | PG | 15 | Division of Biosciences | The course will cover early development of the nervous system (including induction and initial patterning of the CNS, neural progenitors, and genetic analysis of laterality in the developing CNS), origin of neural phenotypes (including organizer patterning in the CNS, migration of cortical neurons and motor circuitry in the developing spinal cord), peripheral development (including neurogenesis and neuron-glial switch, and regulation of Schwann cell development and differentiation), and axons, synapses and circuits (including axon guidance in the visual system of Drosophila, axon outgrowth: Ca2+ in growth cones, and early motor neurone-target interactions). |
| PSYC2209 | Developmental Psychology | UG | .5 | Division of Psychology and Language Sciences | The course is taught in two sections. The cognitive development section begins with Piaget's approach to development from infancy to middle childhood, then goes on to consider more recent experimental work and complementary/alternative perspectives. The second section explores processes of socio-emotional development and factors influencing these. |
| HCSCGS12 | Developmental Speech, Language and Communication Difficulties | PG | 30 | Division of Psychology and Language Sciences | This module introduces students to the range of developmental speech, language and communication impairments and their disabling consequences, methods of speech and language therapy assessment and intervention, and important multidisciplinary links. |
| HMED3010 | Disease in History | UG | .5 | Division of Biosciences | 20 sessions. What is disease? How has our understanding of disease, and people’s experiences of disease, changed over time? This course will give you some new and challenging ways to think about these questions. We will take specific diseases such as cholera, tuberculosis, smallpox, plague, malaria and AIDS, and examine their social and medical impact during the past couple of centuries. In doing so, we will trace the interplay of scientific, clinical, social and moral judgements invested in ‘framing’ a disease. |
| HMEDG001 | Disease in History | PG | 15 | Division of Biosciences | What is disease? How has our understanding of disease, and people’s experiences of disease, changed over time? This course will give you some new and challenging ways to think about these questions. We will take specific diseases such as cholera, tuberculosis, smallpox, plague, malaria and AIDS, and examine their social and medical impact during the past couple of centuries. In doing so, we will trace the interplay of scientific, clinical, social and moral judgements invested in ‘framing’ a disease. |
| HMEDG016 | Disease in History | PG | 30 | Division of Biosciences | What is disease? How has our understanding of disease, and people’s experiences of disease, changed over time? This course will give you some new and challenging ways to think about these questions. We will take specific diseases such as cholera, tuberculosis, smallpox, plague, malaria and AIDS, and examine their social and medical impact during the past couple of centuries. In doing so, we will trace the interplay of scientific, clinical, social and moral judgements invested in ‘framing’ a disease. |
| HMEDM010 | Disease in History (Masters Level) | UG | .5 | Division of Biosciences | What is disease? How has our understanding of disease, and people’s experiences of disease, changed over time? This course will give you some new and challenging ways to think about these questions. We will take specific diseases such as cholera, tuberculosis, smallpox, plague, malaria and AIDS, and examine their social and medical impact during the past couple of centuries. In doing so, we will trace the interplay of scientific, clinical, social and moral judgements invested in ‘framing’ a disease. |
| HMED3010A | Disease in History A | UG | .5 | Division of Biosciences | |
| PSYCG115 | Disorder Specific Approaches | PG | 15 | Division of Psychology and Language Sciences | This module has two components in relation to disorder specific approaches in CBT with children, young people and families, namely learning about the basic theory and knowledge and developing therapy skills. This module specifically focuses on interventions depression, trauma and OCD, and covers CBT theory, practice and outcomes in relation to these presenting difficulties. |
| SPSC3003 | Disorders of Vocal Tract Structure and Function I | UG | 1 | Division of Psychology and Language Sciences | This course unit relates to the clinical investigation and management of vocal tract disorders, including speech, swallowing, fluency and voice. Part one of the unit is in year 3 and part 2 in year 4. Vocal Tract Structure and Function Part I includes information which is applicable to both units, such as neurological assessment, transcription skills and use of instrumentation, while retaining a primary focus on paediatrics. Topics in part I include the aetiology, assessment, diagnosis, treatment and management of neuromuscular and structural speech and swallowing disorders in children. The fluency component occurs near the end of the unit and covers all aspects of fluency in both paediatrics and adults and thus provides continuity from the paediatric into adult work. In order to successfully complete this course you will draw on knowledge from other course units. Specifically you will utilise: - Anatomy, physiology, neurology (SPSC2002) - ALD (SPSC2801) - ALD feeding assessment on clinical placement (SPSC1801) - Multi-disciplinary team / collaboration (SPSC2801) - Case history recording (SPSC2801) - World Health Organisation classifications (SPSC2801 & SPSC3801) - Interactive skills and communication skills (SPSC1801) - Counselling (SPSC2801 & SPSC3801) - Voice evaluation (SPSC1801) - Parent-Child interaction (SPSC2801) - Analytic listening, speech sound identification and description, transcription (SPSC1003 & SPSC1002) - Paediatric neurological assessment (SPSC2801) - Paediatric neurological disorders, especially cerebral palsy (SPSC2801) - Acoustic analysis of voice quality (SPSC1002) - Acoustics of speech production (SPSC2003) - Tools for speech analysis (SPSC2003) - Principles of delivery and evaluation of standardised assessments (SPSC1801) Vocal Tract Structure and Function Part II will be delivered in year 4 of the BSc degree. Part II draws explicitly on part I and is a continuation of the material, focussing on acquired disorders. The topic areas in part II include voice and voice disorders, normal swallow function and swallowing rehabilitation and the use of AAC in acquired motor speech disorders. |
| SPSC4002 | Disorders of Vocal Tract Structure and Function II | UG | 1 | Division of Psychology and Language Sciences | This course unit is part 2 of 2 units titled Vocal Tract Structure and Function. Vocal Tract Structure & Function Part I was delivered in year 3 of the BSc degree, and provided a grounding in, for example, neurological assessment, transcription skills, and the clinical use of instrumentation. This knowledge base will be used throughout the second part of the course. The primary focus of part I was the aetiology, assessment, diagnosis, treatment and management of neuromuscular and structural speech and swallowing disorders in children. |
| HCSCGS23 | Disorders of Vocal Tract: Structure and Function | PG | 30 | Division of Psychology and Language Sciences | This module is divided into two parts, taught throughout terms one and two. Disorder of Vocal Tract: Structure & Function Part I includes information which is applicable to both parts, such as neurological assessment, transcription skills and use of instrumentation, while retaining a primary focus on paediatrics. |
| PLING499 | Dissertation | PG | 75 | Division of Psychology and Language Sciences | The dissertation requires students to carry out independent research under supervision. Students select a topic in their area of specialization that can form the focus of an extended and sophisticated research project. In the ideal case, the dissertation provides a stepping stone to further research at PhD level. Each student will choose or will be assigned a thesis supervisor who will offer support and advice in the following areas: - Choice of topic - Access to relevant sources - Access to relevant data - Thesis plan - Supportive but challenging evaluation of the student's developing ideas. - Scholarly presentation of ideas |
| PLINGN99 | Dissertation | PG | 60 | Division of Psychology and Language Sciences | |
| PLING199 | Dissertation in Linguistics | PG | 60 | Division of Psychology and Language Sciences | The dissertation requires students to carry out independent research under supervision. The topic can be in any area of Linguistics, but should allow the student to draw on material that was covered in the modules taken, so that the research can achieve sufficient depth and the student can show evidence of their growing mastery of the subject area. |
| PLING299 | Dissertation in Linguistics (Advanced Level) | PG | 60 | Division of Psychology and Language Sciences | The dissertation requires students to carry out independent research under supervision. For a dissertation at advanced level, the student selects a topic in their area of specialization. This will allow the student to engage in a sophisticated piece of research whose outcome could form the basis for further research at PhD level. |
| PLING399 | Dissertation/Project in Language Science | PG | 60 | Division of Psychology and Language Sciences | The project requires students to carry out independent research under supervision. The topic can be in any area of Language Sciences, but should allow the student to draw on material that was covered in the modules taken, so that the research can achieve sufficient depth and the student can show evidence of their growing mastery of the subject area. |
| HCSCRS06 | Doctoral Research Project | UG | 0 | Division of Psychology and Language Sciences | |
| PHAR3006 | Drug Design and Development | UG | .5 | Division of Biosciences | This course is taught by the Departments of Medicine and Pharmacology and is about the discovery of new drugs. Students will consider the ways of identifying novel compounds for development and the processes which take place before such compounds are released onto the market following its introduction into clinical practice. The course includes an opportunity for project work on the development of a specific drug, a practical class on the effects of drugs on gastric secretion in human volunteers, seminars on ethics committee operation and on drug licensing and a one-day visit to the drug industry. |
| PHARG006 | Drug Design and Development | PG | 15 | Division of Biosciences | This course is taught by the Departments of Medicine and Pharmacology and is about the discovery of new drugs. Students will consider the ways of identifying novel compounds for development and the processes which take place before such compounds are released onto the market following its introduction into clinical practice. The course includes an opportunity for project work on the development of a specific drug, a practical class on the effects of drugs on gastric secretion in human volunteers, seminars on ethics committee operation and on drug licensing and a one-day visit to the drug industry. |
| PHARM006 | Drug Design and Development (Masters Level) | UG | .5 | Division of Biosciences | This course is taught by the Departments of Medicine and Pharmacology and is about the discovery of new drugs. Students will consider the ways of identifying novel compounds for development and the processes which take place before such compounds are released onto the market following its introduction into clinical practice. The course includes an opportunity for project work on the development of a specific drug, a practical class on the effects of drugs on gastric secretion in human volunteers, seminars on ethics committee operation and on drug licensing and a one-day visit to the drug industry. |
| PHAR3006A | Drug Design and Development A | UG | .5 | Division of Biosciences | |
| PHAR2001 | Drugs and the Mind | UG | .5 | Division of Biosciences | Drugs which affect the central nervous system can be used for therapeutic benefit, eg antidepressants, analgesics, tranquillisers, or to modify normal behaviour eg. amphetamine, cannabis, alcohol etc. In this course you will be told not only about what drugs do but how they are thought to do it. |
| PHAR2001A | Drugs and the Mind | UG | .5 | Division of Biosciences | |
| HMEDG010 | Early Modern English Medicine | PG | 15 | Division of Biosciences | Early Modern English Medicine The ‘medical cosmos’ of the early modern English world reflects historical changes and continuities in unique ways: diseases and remedies, patients and healers, knowledge and practice, scientific revolutions and ancient theories of the body - all these reflect the make-up of, and subtle shifts of meaning, in early modern society. This course will also discuss the task of historiography: is it a mere retelling of the past, or does it mirror the particular interests and concerns of our own medicalized modern world? > |
| HMEDG025 | Early Modern English Medicine | PG | 20 | Division of Biosciences | This course will consider the construction of healers, patients, bodies and sicknesses during the seventeenth and eighteenth centuries. To this end, this course will survey secondary literature and primary sources so as to investigate some political and social aspects of medicine during this period. |
| BIOL7008 | Ecological Genetics - Field Course | UG | .5 | Division of Biosciences | A half unit organised around a 10-day field course, currently sited in southern Spain. The course was designed to complement the BIOL 2007 Evolutionary Genetics course, and gives an introduction to the techniques of investigating the genetics and ecology of natural populations of plants and animals. Lectures and practicals take place in Spain during 10 days of the Easter Vacation. |
| BIOL2016 | Energy and Evolution | UG | .5 | Division of Biosciences | The course will cover major evolutionary transitions from a bioenergetic perspective. It will emphasize the impact of mechanistic innovations in bioenergetics on evolution and earth systems. The course will show how energetics necessarily underpinned the origin of life, and how the acquisition of new sources of energy (from water to oxygen) and new modes of genetic control (such as specialized bioenergetic genomes) enabled the evolution of innovations from photosynthesis and programmed cell death to eukaryotes, metazoans and endothermy. The unifying theme of energetics will give insights into diverse fields of biology, including environmental microbiology, genetics, biochemistry, physiology and plant sciences, helping to provide an integrated understanding of biology. |
| PSYCGC16 | Engagement and Assessment of Patients with Common Mental Health Problems | PG | 30 | Division of Psychology and Language Sciences | The course will focus on acquisition of knowledge, understanding and skills in engagement, assessment and shared decision making for low intensity CBT. This will focus on a core set of competences including active listening, engagement, alliance building, patient centred information gathering, information sharing and shared decision making. |
| PHOL3016 | Epithelial Function in Health and Disease | UG | 1 | Division of Biosciences | Epithelial cells form sheets that cover the surface of the body and line the internal organs and perform vectorial functions. The module will encompass four themes: • Cell Biology of Epithelial cells, • Vectorial transport in health and disease (absorption and secretion), • Epithelial-mesenchymal transition during wound healing, development and cancer; • Specialised function of epithelia in sensing the environment |
| PHOLG014 | Epithelial Function in Health and Disease | PG | 30 | Division of Biosciences | |
| PSYC3013A | Ergonomics for Design | UG | .5 | Division of Psychology and Language Sciences | |
| PSYCGI13 | Ergonomics for Design | PG | 15 | Division of Psychology and Language Sciences | This module assumes no previous knowledge of Ergonomics. It is taught through a mixture of lectures, hands-on practicals and groupwork. The syllabus draws from the wider discipline of ergonomics those topics that relate to the design and evaluation of human-machine systems, and in particular to human-computer systems. For example, the module includes relevant parts of workspace design, interface design, task analysis and risk assessment.
The module explains the physical abilities and limitations of people who use computer systems (the users) and the routes by which Ergonomics can help design systems that match the needs of the users and their tasks. Students gain an understanding of the physical demands that interactive systems and their use environments might place upon users, and the routes by which Ergonomics can address these demands. |
| PSYCGI13C | Ergonomics for Design | PG | 15 | Division of Psychology and Language Sciences | |
| PSYCM013 | Ergonomics for Design (Masters Level) | UG | .5 | Division of Psychology and Language Sciences | |
| HCSCRS01 | Establishing Research Foundations | UG | 0 | Division of Psychology and Language Sciences | |
| ANAT2099 | Ethics of Biomedical Research | UG | .5 | Division of Biosciences | The course will consist of seminar presentations and group tutorial/discussion sessions with assessed written assignments and regular and assessed presentations and debates. |
| PSYCGN42 | Evaluating Clinical Interventions | PG | 15 | Division of Psychology and Language Sciences | |
| PSYCGE99 | Evaluative Report on Project Work | PG | 0 | Division of Psychology and Language Sciences | |
| PSYCGC18 | Evidence-based Low-intensity Treatment for Common Mental Health Disorders | PG | 30 | Division of Psychology and Language Sciences | The course will focus on acquisition of knowledge, understanding and skills in necessary to provide effective for low intensity CBT including guided self-help, behavioural activation and computerised CBT. The course will place considerable emphasis on the role of participants in facilitating patient self-management. |
| BIOL2007 | Evolutionary Genetics | UG | .5 | Division of Biosciences | A course dealing with the forces which control evolution. Evolution is considered to have occurred if the frequencies of genes change in a population. Topics covered include genetic polymorphism, natural selection, random changes in evolution, and the genetic basis of speciation, including the genetic processes involved in human evolution. We discuss the maintenance of genetic variability, the role of chance in evolution, the origins of species and theories of evolution beyond the species level. The utility of evolutionary biology in disease and pest control, and in conservation also plays a part. Lecture topics include the effects of mutation, drift and selection (including directional, stabilizing, disruptive and kin selection), sexual selection, molecular evolution, mimicry, chromosomal evolution, coevolution, hybrid zones, speciation, macroevolution, the origin of the genome and the origin of life. |
| PHAR2003 | Experimental Pharmacology | UG | 1 | Division of Biosciences | This is a largely practical course, which is only available to students taking Pharmacology PHAR2002 which aims to develop experimental skills. In addition to a wide range of in-vitro experiments and studies of drug action in humans, the course includes student presentations, sessions to develop computer skills and also visits to research laboratories. Complementary, and only available to, students doing Pharmacology PHAR2002. |
| PLINGN02 | Experimental Phonetics | PG | 30 | Division of Psychology and Language Sciences | |
| ANAT3903 | Extended Experimental Project | UG | 1.5 | Division of Biosciences | Laboratory Research Project. |
| NEUR3903 | Extended Experimental Project | UG | 1.5 | Division of Biosciences | Not applicable |
| PHOL3003 | Fetal and Neonatal Physiology | UG | 1 | Division of Biosciences | This is an increasingly important area of physiology, both in terms of basic science and because of its clinical applications. This course addresses fundamental questions in this area with particular emphasis on an integrative or systems approach. A range of scientists and clinicians teach on it, and there are practical sessions in which current techniques for fetal and neonatal monitoring and research are demonstrated. With guided reading, students are encouraged to develop a special interest in one or two specific aspects of this area. |
| PHOLGG03 | Fetal and Neonatal Physiology | PG | 30 | Division of Biosciences | This is an increasingly important area of physiology, both in terms of basic science and because of its clinical applications. This course addresses fundamental questions in this area with particular emphasis on an integrative or systems approach. A range of scientists and clinicians teach on it, and there are practical sessions in which current techniques for fetal and neonatal monitoring and research are demonstrated. With guided reading, students are encouraged to develop a special interest in one or two specific aspects of this area. |
| BIOL2002 | Field Course in Environmental Biology | UG | .5 | Division of Biosciences | This course includes a field trip to the Scottish Highlands. The course provides an introduction to studying the effects of the environment on aquatic and terrestrial animals and plants. The course will run for two weeks in early June and be split between two sites. During the first part, we will be based in London and do field work on Hampstead Heath. For the second part, we will be travelling to Kindrogan Field Centre in Scotland. |
| BIOL1004 | First Year Core Skills | UG | 0 | Division of Biosciences | Students will attend a number of introductory key skills lectures, and personal tutorials at which key skill questionnaires providing self assessment of programmes in key skills will be discussed and monitored. They will also attend a post exam lecture series, Biology and Society, relating to societal issues relating to biology in the wider world (social, political, ethical, careers in biology, and conservation issues) and in key skills (scientific writing and public speaking). |
| ANATG026 | Forensic Osteology | PG | 15 | Division of Biosciences | |
| PLING198 | Foundations of Linguistics | PG | 15 | Division of Psychology and Language Sciences | A selection from the following topics will be covered: Linguistics as a branch of the cognitive sciences The history of modern linguistics Key concepts in theoretical linguistics Different approaches to language acquisition Biological and ethological approaches to language Language vs. communication Mental modularity Natural language and the language of thought |
| PSYCGPN1 | Foundations of Psychoanalytic Thought I: Freud and the Creation of Psychoanalysis | PG | 15 | Division of Psychology and Language Sciences | This module focuses entirely on the work of Sigmund Freud through the detailed reading and discussion of Freud's papers this course aims to outline Freud's early theories and then illustrate the important steps in the evolution of his thinking throughout his life. |
| PSYCGPN2 | Foundations of Psychoanalytic Thought II: Anna Freud and the Contemporary Freudians | PG | 15 | Division of Psychology and Language Sciences | This course aims at a critical understanding of the origins of psychoanalysis in the work of Sigmund Freud and of the role of psychoanalysis as both a particular method of treatment and a general theory of the mind (or 'psyche'). The course also aims to show how psychoanalytic ideas have developed since Freud's death in one particular tradition, that of Anna Freud and the 'Contemporary Freudians', and to critically examine how theoretical developments within the field relate to the theory and practice of clinical psychoanalysis. |
| BIOC3006 | Fundamental Biomolecular Mechanisms | UG | .5 | Division of Biosciences | New! This course has undergone a radical restructuring and now encompasses some of the most recent scientific discoveries and technical innovations. Twelve SMB lecturers teach their own research highlights on this course and in addition we have recruited four leading experts (from Birkbeck College, the National Institute for Medical Research and UCL Chemistry) to give guest seminars. Biochemistry 3003 takes the student on a journey that follows the flow of information in the cell, starting with nucleic acid synthesis and its regulation (replication, transcription, DNA repair and recombination, regulation by small noncoding RNAs), continuing with protein synthesis (translation) and ending with protein folding (chaperoning). The course aims to provide an in-depth understanding of protein structure and function. A number of structural, biochemical and biophysical methods are embedded in the course allowing the students to familiarise themselves with technologies including protein crystallography, nuclear magnetic resonance (NMR), electron microscopy (EM), F�rster resonance energy transfer (FRET), isothermal calorimetry (ITC), UV photo cross linking and cleavage. |
| BIOCG006 | Fundamental Biomolecular Mechanisms | PG | 15 | Division of Biosciences | New! This course has undergone a radical restructuring and now encompasses some of the most recent scientific discoveries and technical innovations. Twelve SMB lecturers teach their own research highlights on this course and in addition we have recruited four leading experts (from Birkbeck College, the National Institute for Medical Research and UCL Chemistry) to give guest seminars. Biochemistry 3003 takes the student on a journey that follows the flow of information in the cell, starting with nucleic acid synthesis and its regulation (replication, transcription, DNA repair and recombination, regulation by small noncoding RNAs), continuing with protein synthesis (translation) and ending with protein folding (chaperoning). The course aims to provide an in-depth understanding of protein structure and function. A number of structural, biochemical and biophysical methods are embedded in the course allowing the students to familiarise themselves with technologies including protein crystallography, nuclear magnetic resonance (NMR), electron microscopy (EM), F�rster resonance energy transfer (FRET), isothermal calorimetry (ITC), UV photo cross linking and cleavage. |
| BIOCM006 | Fundamental Biomolecular Mechanisms (Masters Level) | UG | .5 | Division of Biosciences | New! This course has undergone a radical restructuring and now encompasses some of the most recent scientific discoveries and technical innovations. Twelve SMB lecturers teach their own research highlights on this course and in addition we have recruited four leading experts (from Birkbeck College, the National Institute for Medical Research and UCL Chemistry) to give guest seminars. Biochemistry 3003 takes the student on a journey that follows the flow of information in the cell, starting with nucleic acid synthesis and its regulation (replication, transcription, DNA repair and recombination, regulation by small noncoding RNAs), continuing with protein synthesis (translation) and ending with protein folding (chaperoning). The course aims to provide an in-depth understanding of protein structure and function. A number of structural, biochemical and biophysical methods are embedded in the course allowing the students to familiarise themselves with technologies including protein crystallography, nuclear magnetic resonance (NMR), electron microscopy (EM), F�rster resonance energy transfer (FRET), isothermal calorimetry (ITC), UV photo cross linking and cleavage. |
| BIOL2012 | Fundamentals of Ecology | UG | .5 | Division of Biosciences | Ecology is the study of the factors affecting the distribution and abundance of individuals and species in the natural environment. It is also one of the most quantitative areas of biology. Estimating species abundances when the entire population is sampled; estimating whether or not a species has gone (or is going) extinct; predicting the future abundance and distribution of a species due to climate change -these are all examples of questions which require a combination of mathematics, statistics and data. This course will scale up from individuals, to populations, then to communities and onto ecosystems, and will be taught using a combination of theory and case studies from the scientific literature. Topics covered in detail 1. Population dynamics -density independence 2. Population dynamics of age-structured populations 3. Population dynamics and density dependence 4. The principles of competitive exclusion, coexistence, and founder control 5. The dynamics of predator-prey and host-parasite communities 6. Spatial structure at the individual scale: consequences for competition. 7. Spatial structure at the regional scale: Metapopulations and the importance of habitat fragmentation, dispersal and landscape structure. 8. Food webs: properties, stability and ecosystem services 9. Macro-ecological patterns: the latitudinal gradient of biodiversity; species area curves and diversity indices There will be three computer practicals: 1. Population regulation and age-structure (an Excel-based practical that will involve comparing a discrete time model to data) 2. Stability and instability of host-parasitoid communities (an Excel-based practical that will consider the Nicholson-Bailey and Hassell-Varley models for host-parasitoid communities) 3. Using spatial statistics to infer ecological processes (an R-based practical) |
| BIOL2004 | Fundamentals of Molecular Biology | UG | .5 | Division of Biosciences | Introduction to DNA. Structure of DNA. DNA as the genetic material. Gene structure and expression. DNA isolation. Restriction / modification enzymes used in molecular biology (ligase, polymerase, kinase, phosphatases, nucleases). DNA analysis. Gel electrophoresis / blotting / labelling DNA. DNA sequencing. Polymerase chain reaction. Cloning vectors. Plasmids, M13, lambda. Applications of DNA technology. A basic introduction to the use of DNA technology in biological research, biotechnology and medicine. eg in situ hybridization, transgenic organisms and production of recombinant proteins; molecular evolution; DNA fingerprinting; functional genomics; the new ‘whole genome’ sequencing technologies; molecular diagnosis of infection / contamination; ancient DNA; phylogenetics. |
| BIOLG004 | Fundamentals of Molecular Biology | PG | 15 | Division of Biosciences | |
| BIOL2004A | Fundamentals of Molecular Biology A | UG | .5 | Division of Biosciences | |
| PSYCGT10 | Fundamentals of Psychoanalytic Theory | PG | 30 | Division of Psychology and Language Sciences | This module aims at a critical understanding of the main psychoanalytic theories and models of the mind as these developed in the work of Freud. This module introduces an understanding of how the theories developed in conjunction with understanding particular pathologies, such as hysteria, which is at the heart of psychoanalytic theory as originally formulated by Sigmund Freud. It also introduces students to the particular task of understanding the significance of the clinical case report from Freud through to the present day. |
| BIOC2003 | Further Topics in Biochemistry | UG | .5 | Division of Biosciences | This 1/2 unit course, intended for students not specialising in Biochemistry, is a lecture course with tutorials. It covers topics in molecular biology and control of gene expression, immunology and the immune response, enzyme kinetics, membrane structure, haemoglobin structure and function, collagen and the extracellular matrix and intracellular protein targeting. |
| BIOC2003A | Further Topics in Biochemistry A | UG | .5 | Division of Biosciences | |
| PHAR2002 | General and Systematic Pharmacology | UG | 1 | Division of Biosciences | A comprehensive lecture course designed for students of Pharmacology, Physiology/Pharmacology (joint) and Medicinal Chemistry. The course covers the mechanisms of action and uses of the major groups of drugs and important aspects of pharmacokinetics and drug toxicity. Students must have a sound knowledge of physiology and biochemistry. |
| BIOC2002 | General Biochemistry | UG | 1 | Division of Biosciences | This whole course unit is designed for students whose principal discipline is not Biochemistry, but whose interests lie in the broad area of biological sciences. It is primarily a lecture course with tutorials. The first half of the course is taught with, and has the same content as, Biochemistry B13 namely molecular biology, immunology, haemoglobin, collagen, membrane proteins, enzymology and intracellular protein targetting. It then proceeds in the second term to cover topics in protein structure, endocrinology, lipid metabolism and transport, lipids and cardiovascular disease, transport processes, fast hormaonal signal transduction processes, detoxification mechanisms and carcinogeneisis, oncogenes, cell growth and a brief overview of cancer and gene defects and disease. |
| BIOCG005 | General Biochemistry | PG | 15 | Division of Biosciences | |
| BIOCM005 | General Biochemistry (Masters Level) | UG | .5 | Division of Biosciences | |
| BIOC2008 | General Biochemistry of Health | UG | .5 | Division of Biosciences | BIOC2008: General Biochemistry of Health is the follow-on course to BIOC1008: General Biochemistry. BIOC2008 has been explicitly designed in response to a request for suitable courses to be made available for students in the 'Health' stream of the new BASc Liberal Arts degree and for students in other cross-Faculty degree programmes, including Human Sciences and Natural Sciences. It is also suitable for a number of other degree programmes, including at least two of the Biomedical Sciences streams, Medicinal Chemistry and Biochemical Engineering and is suitable for iBSc and other degree programme students interested in taking BIOC modules that require more than an introductory level of biochemistry and molecular biology. Successful completion of BIOC2008 will permit registration in any of the BIOC Year 3 "Health & Disease" modules (BIOC3011, BIOC2012, BIOC3013, BIOC3015, BIOC3016 and BIOC3017). |
| BIOCG028 | General Biochemistry of Health | PG | 15 | Division of Biosciences | |
| BIOCM028 | General Biochemistry of Health (Masters Level) | UG | .5 | Division of Biosciences | |
| BIOC2008A | General Biochemistry of Health A | UG | .5 | Division of Biosciences | |
| PLINGN01 | General Phonetics and Phonology (including practical phonetics) | PG | 30 | Division of Psychology and Language Sciences | |
| PSYCGR14 | Generic Research Skills (Key Skills Portfolio) | PG | 15 | Division of Psychology and Language Sciences | |
| PSYCGR16 | Generic Research Skills (Qualitative Analysis) | PG | 15 | Division of Psychology and Language Sciences | |
| PSYCGR01 | Generic Research Skills (Statistics) | PG | 15 | Division of Psychology and Language Sciences | The course will cover various methods such as regression, ANOVA, ANCOVA, and repeated-measures analysis in the common framework of the General Linear Model (GLM). We will also cover extensions to linear mixed effects models and logistic regression. Particular attention will be given to the construction and comparison of models of the data. |
| PSYCGR10 | Generic Research Skills (Statistics) | PG | 15 | Division of Psychology and Language Sciences | |
| PSYC3307 | Genes and Behaviour | UG | .5 | Division of Psychology and Language Sciences | This module will provide a good overall understanding of the contribution of behavioural genetics research to the understanding of psychopathology and cognitive development. Various methods used in behavioural genetics research will be overviewed. Particular emphasis is given to how genetically informative study designs can be used to understand the way in which both genetic and environmental risk operates. The course will also cover the ethical implications of behavioural genetic research. |
| PSYC3307A | Genes and Behaviour A | UG | .5 | Division of Psychology and Language Sciences | See PSYC3307 |
| BIOC3016 | Genes to Disease | UG | .5 | Division of Biosciences | This course is suitable for intercalating medical students, third year BSc students including those studying biochemistry, natural sciences, biomedical sciences and neuroscience and MRES, MSc and MSci students. It is important to have a basic understanding of genetics, biochemistry and cell biology. This half course unit will cover characteristic genetic features of different diseases and will focus on the disease mechanisms and role of genetic abnormalities in a variety of neurodegenerative diseases. Neurodegenerative diseases are a very important cause of morbidity and mortality and with an ageing population they are becoming more prevalent. This course will explore the potential role that genetics play in these diseases and a description of the mutations that have been identified. It will cover our current understanding of the impact of the various disease related mutations at the biochemical, cell and molecular biological levels with an emphasis upon their relationship to the underlying pathology. Subjects covered include: genetics, linkage analysis and genetic heterogeneity, molecular basis of disease, patterns of inheritance and mutation mechanisms. The aetiology and disease mechanisms of Parkinson's, Alzheimer's, Prion, Huntington's, hereditary spastic paraparesis, motor neuron, Friedreich's ataxia, peripheral neuropathy and mitochondrial DNA diseases will be explored. Various general themes will also be developed including: the role of genetic models to study the diseases, the importance of protein aggregation, mitochondrial pathology, free radical damage, metals and the use of stem cells to study and treat the diseases |
| BIOCG016 | Genes to Disease | PG | 15 | Division of Biosciences | This course is suitable for intercalating medical students, third year BSc students including those studying biochemistry, natural sciences, biomedical sciences and neuroscience and MRES, MSc and MSci students. It is important to have a basic understanding of genetics, biochemistry and cell biology. This half course unit will cover characteristic genetic features of different diseases and will focus on the disease mechanisms and role of genetic abnormalities in a variety of neurodegenerative diseases. Neurodegenerative diseases are a very important cause of morbidity and mortality and with an ageing population they are becoming more prevalent. This course will explore the potential role that genetics play in these diseases and a description of the mutations that have been identified. It will cover our current understanding of the impact of the various disease related mutations at the biochemical, cell and molecular biological levels with an emphasis upon their relationship to the underlying pathology. Subjects covered include: genetics, linkage analysis and genetic heterogeneity, molecular basis of disease, patterns of inheritance and mutation mechanisms. The aetiology and disease mechanisms of Parkinson's, Alzheimer's, Prion, Huntington's, hereditary spastic paraparesis, motor neuron, Friedreich's ataxia, peripheral neuropathy and mitochondrial DNA diseases will be explored. Various general themes will also be developed including: the role of genetic models to study the diseases, the importance of protein aggregation, mitochondrial pathology, free radical damage, metals and the use of stem cells to study and treat the diseases |
| BIOCM016 | Genes to Disease (Masters Level) | UG | .5 | Division of Biosciences | This course is suitable for intercalating medical students, third year BSc students including those studying biochemistry, natural sciences, biomedical sciences and neuroscience and MRES, MSc and MSci students. It is important to have a basic understanding of genetics, biochemistry and cell biology. This half course unit will cover characteristic genetic features of different diseases and will focus on the disease mechanisms and role of genetic abnormalities in a variety of neurodegenerative diseases. Neurodegenerative diseases are a very important cause of morbidity and mortality and with an ageing population they are becoming more prevalent. This course will explore the potential role that genetics play in these diseases and a description of the mutations that have been identified. It will cover our current understanding of the impact of the various disease related mutations at the biochemical, cell and molecular biological levels with an emphasis upon their relationship to the underlying pathology. Subjects covered include: genetics, linkage analysis and genetic heterogeneity, molecular basis of disease, patterns of inheritance and mutation mechanisms. The aetiology and disease mechanisms of Parkinson's, Alzheimer's, Prion, Huntington's, hereditary spastic paraparesis, motor neuron, Friedreich's ataxia, peripheral neuropathy and mitochondrial DNA diseases will be explored. Various general themes will also be developed including: the role of genetic models to study the diseases, the importance of protein aggregation, mitochondrial pathology, free radical damage, metals and the use of stem cells to study and treat the diseases |
| BIOC3016A | Genes to Disease A | UG | .5 | Division of Biosciences | |
| BIOL2005 | Genetic Systems | UG | .5 | Division of Biosciences | This course aims to give students a detailed introduction to the major plant, animal and fungal models used to study eukaryotic genetics. Genetic model systems range from unicellular eukaryotes (yeasts and algae); to invertebrates (Drosophila and C. elegans); non-human vertebrates (zebrafish and mice) and higher plants (Arabidopsis). Methods of genetic analysis used to study these organisms include both classical (e.g. linkage mapping, mutant generation and screening) and molecular (e.g. transformation, transgenesis, the impact of large scale genome projects, comparative and reverse genetics) techniques. The advantages of particular models for different types of study (the genetics of obesity, mitochondrial function, programmed cell death, ras signalling, and eye development) will be discussed. |
| GENEG002 | Genetics of Cardiovascular and Related Complex Diseases | PG | 15 | Division of Biosciences | This module will provide a background to cardiovascular disease (CVD) and other related complex diseases and outline how genetics contributes to the development of these common disorders. The study of both polygenic and monogenic forms of the diseases will be outlined and how genetics may assist in CVD risk prediction in the future and personalised drug treatment. The content of the module is as follows: - Global burden of cardiovascular disease (CVD) and its genetic epidemiology. - Candidate gene approaches and genome wide association studies on CVD. - Genetic testing for CVD and the gene-environment interaction in determining disease risk. - The genetics of type 2 diabetes, MODY, hypertension, stroke and aortic abdominal aneurism, FH, cardiomyopathies and congenital heart disease. - Statistical analysis and scanning for complex disease genotypes and phenotypes - Using genetics to determine causality and the role of transcription factors in complex disease development - Personalised Medicine and translating genetics of disease into clinical practice |
| GENEM002 | Genetics of Cardiovascular and Related Complex Diseases (Masters Level) | UG | .5 | Division of Biosciences | This module will provide a background to cardiovascular disease (CVD) and other related complex diseases and outline how genetics contributes to the development of these common disorders. The study of both polygenic and monogenic forms of the diseases will be outlined and how genetics may assist in CVD risk prediction in the future and personalised drug treatment. The content of the module is as follows: - Global burden of cardiovascular disease (CVD) and its genetic epidemiology. - Candidate gene approaches and genome wide association studies on CVD. - Genetic testing for CVD and the gene-environment interaction in determining disease risk. - The genetics of type 2 diabetes, MODY, hypertension, stroke and aortic abdominal aneurism, FH, cardiomyopathies and congenital heart disease. - Statistical analysis and scanning for complex disease genotypes and phenotypes - Using genetics to determine causality and the role of transcription factors in complex disease development - Personalised Medicine and translating genetics of disease into clinical practice |
| GENEG003 | Genetics of Neurological Disease | PG | 15 | Division of Biosciences | Disorders of the nervous system are common and disabling. Although individually rare, cumulatively, Mendelian disorders affecting the nervous system function constitute a significant disease burden. Moreover huge insights have been gained by the study of the molecular pathogenesis of these disorders. In some instances whole new fields of genetic and molecular pathology have been elucidated (e.g. triplet repeat disorders). Genetics has also contributed to our understanding of a range of neurodegenerative conditions including common disorders such as Alzheimer's disease and Parkinson's disease. In fact there is no branch of neurology that has not had a direct and often dramatic impact of discovery of genetic defects. This situation is likely to continue with the technological advances allowing whole genome mapping for common traits. This module will give the students a background in the principal Mendelian diseases of the nervous system. The emphasis will be on providing them with a template to which they can add the emerging and rapidly changing genetic and molecular discoveries. Finally it will introduce the role of complex trait genetics in neurological disease which will tie in with other modules within the MSc. |
| GENEM003 | Genetics of Neurological Disease (Masters Level) | UG | .5 | Division of Biosciences | Disorders of the nervous system are common and disabling. Although individually rare, cumulatively, Mendelian disorders affecting the nervous system function constitute a significant disease burden. Moreover huge insights have been gained by the study of the molecular pathogenesis of these disorders. In some instances whole new fields of genetic and molecular pathology have been elucidated (e.g. triplet repeat disorders). Genetics has also contributed to our understanding of a range of neurodegenerative conditions including common disorders such as Alzheimer's disease and Parkinson's disease. In fact there is no branch of neurology that has not had a direct and often dramatic impact of discovery of genetic defects. This situation is likely to continue with the technological advances allowing whole genome mapping for common traits. This module will give the students a background in the principal Mendelian diseases of the nervous system. The emphasis will be on providing them with a template to which they can add the emerging and rapidly changing genetic and molecular discoveries. Finally it will introduce the role of complex trait genetics in neurological disease which will tie in with other modules within the MSc. |
| PSYCGR11 | Group Projects | PG | 15 | Division of Psychology and Language Sciences | |
| PSYC2206 | Health and Clinical Psychology | UG | .5 | Division of Psychology and Language Sciences | Description: The first part of this course aims to introduce the major theories of the aetiology of psychological and psychiatric disorders, and review research on the treatment of these disorders. The second part examines the major theoretical perspectives and empirical research on the role of psychological and social factors in the aetiology of disease. The course begins with two introductory lectures, one examining medical models and treatments of 'mental illness', the other examining psychological and social models of psychiatric disorders. The course includes a series of lectures on anxiety disorders, depression and schizophrenia. Individual lectures focus on eating disorders, PTSD, personality disorder, psychopathology which has no medical explanation and drug use/abuse. Themes running through most of the course include both theories and treatments of disorders from biological, cognitive-behavioural, social and psychoanalytic viewpoints. The second half of the course covers the role of psychological, social and behavioural factors in the onset and maintenance of disease. Three initial lectures draw on social psychological theory to outline determinants of health behaviour. Nine subsequent lectures address applications of psychology to the understanding, prevention and treatment of ill-health. Individual lectures focus on pain, screening for health risks, psychological influences on and responses to serious illness, sexual health, and smoking. |
| PSYC2206A | Health and Clinical Psychology A | UG | .5 | Division of Psychology and Language Sciences | See PSYC2206 |
| SPSC4003 | Health Psychology Across the Lifespan | UG | 1 | Division of Psychology and Language Sciences | Drawing primarily on work in health and clinical psychology, this unit/study area focuses on aspects of health and healthcare research, policy and practice relevant to speech and language therapy (SLT). One main theme of the unit focuses on SLT services and how they are delivered. A second main theme focuses on issues of mental health relevant to SLT and their incorporation within SLT clinical practice. While the range of disorders crosses the lifespan, most of the focus is on acquired disorders, and this unit therefore complements other final year teaching on acquired disorders such as that in SPSC4801/B2 and SPSC4002/B3. The unit will draw on skills from other units/study areas including psychology (SPSC3004) and the professional study units. |
| SPSC3001 | Hearing Sciences, Audiology and Speech Perception | UG | 1 | Division of Psychology and Language Sciences | This course builds on the knowledge and skills gained in Phonetic Science: Acoustics of Speech and Hearing (SPSC2003) and in Human Structure and Function (SPSC200). It will contribute to Professional Studies courses in both third and fourth years (SPSC3801; SPSC4801) and will be useful in clinical placements. |
| PHOL3002 | Heart and Circulation | UG | 1 | Division of Biosciences | The course builds upon your primary knowledge of the heart and circulation. Essential aspects of cardiac and vascular physiology will be considered. This will enable you to grasp a number of areas of experimental, applied and patho-physiology. |
| PHOLG020 | Heart and Circulation | PG | 15 | Division of Biosciences | The course builds upon your primary knowledge of the heart and circulation. Essential aspects of cardiac and vascular physiology will be considered. This will enable you to grasp a number of areas of experimental, applied and patho-physiology. |
| PHOLG043 | Heart and Circulation | PG | 30 | Division of Biosciences | |
| PHOLM002 | Heart and Circulation (Masters Level) | UG | 1 | Division of Biosciences | The course builds upon your primary knowledge of the heart and circulation. Essential aspects of cardiac and vascular physiology will be considered. This will enable you to grasp a number of areas of experimental, applied and patho-physiology. |
| PHOL3002A | Heart and Circulation A | UG | 1 | Division of Biosciences | |
| HMEDG002 | Historiography of Medicine | PG | 15 | Division of Biosciences | This course surveys and samples some of the major currents affecting the writing of the history of medicine. History writing can be described as a form of thinking about the present conducted at the remove of the past. Historiography (the history of the writing of that history) is about ‘the how’ and ‘the why’ of that thinking – the ways in which it has changed its make-up over time. Thus this course treats the history of medicine as an object of study in itself, with histories, philosophies, epistemologies, and politics. Along the way many of the major topics in the history of medicine will be touched upon. The goal is to enable students to understand and evaluate historical scholarship in science and medicine, and to apply those insights and appreciations in their own historical writing. A further goal is to learn how to read critically, understanding how this practice differs from merely ‘criticizing’. Through team-work and presentations, the course is also intended to hone practical job-getting skills. |
| HMEDG020 | Historiography of Medicine | PG | 20 | Division of Biosciences | This course surveys and samples some of the major currents affecting the writing of the history of medicine. History writing can be described as a form of thinking about the present conducted at the remove of the past. Historiography (the history of the writing of that history) is about 'the how' and 'the why' of that thinking - the ways in which it has changed its make-up over time. Thus this course treats the history of medicine as an object of study in itself, with histories, philosophies, epistemologies, and politics. Along the way many of the major topics in the history of medicine will be touched upon. The goal is to enable students to understand and evaluate historical scholarship in science and medicine, and to apply those insights and appreciations in their own historical writing. A further goal is to learn how to read critically, understanding how this practice differs from merely 'criticizing'. Through team-work and presentations, the course is also intended to hone practical job-getting skills. |
| PALS1005 | History and Concepts in Psychology and Language Sciences | UG | .5 | Division of Psychology and Language Sciences | The lectures on Language Learning and Language Development will address classic debates in the literature; students will be invited to participate in debating the issues themselves in tutorial groups. Lecture topics will include: Psychology as a Science Studying the Mind Psychopathology Origins of Neuropsychology Qualitative vs. Quantitative Methods Emotion Gender and Sexual Identity Language Learning (lecture + tutorial debate) Language Development (lecture +tutorial debate) Ethics of Research. |
| HMEDG099 | History of Medicine Dissertation | PG | 60 | Division of Biosciences | This component aims to give students first hand experience of original historical research, using and evaluating contemporary source materials, and placing their findings in the context of relevant work by other historians |
| ANAT2050 | Human Anatomy and Embryology | UG | 1 | Division of Biosciences | A course of human anatomy, histology and embryology that covers the structure and development of the cardiovascular, respiratory, digestive and urinogenital systems (term 1), and the head and neck, vertebral column and limbs (term 2). Clinical and comparative aspects are introduced as appropriate so as to draw out the relationship between structure and function. Lectures are supplemented by practical demonstration sessions in the Dissecting Room. The course comprises ANAT2051 Thorax, Abdomen and Pelvis (Part A)and ANAT2052 Head and Limbs (Part B). While it is expected that most students will take the full unit course it will be possible to take either Part A or Part B alone (each part is a half unit course). Part A is Term 1 of the full unit course and Part B Term 2. It is aimed at Year 2 students but is also open to year 3. |
| ANAT2051 | Human Anatomy and Embryology (A: Thorax, Abdomen and Pelvis) | UG | .5 | Division of Biosciences | ANAT2050 comprises the 2 0.5cu modules ANAT2051 Thorax, Abdomen and Pelvis (Part A)and ANAT2052 Head and Limbs (Part B). While it is expected that most students will take the full unit course it will be possible to take either Part A or Part B alone (each part is a half unit course). Part A is Term 1 of the full unit course and Part B Term 2. It is aimed at Year 2 students but is also open to year 3. |
| ANAT2051A | Human Anatomy and Embryology (A: Thorax, Abdomen and Pelvis) A | UG | .5 | Division of Biosciences | |
| ANAT2052 | Human Anatomy and Embryology (B: Head and Limbs) | UG | .5 | Division of Biosciences | ANAT2050 comprises ANAT2051 Thorax, Abdomen and Pelvis (Part A)and ANAT2052 Head and Limbs (Part B). While it is expected that most students will take the full unit course it will be possible to take either Part A or Part B alone (each part is a half unit course). Part A is Term 1 of the full unit course and Part B Term 2. It is aimed at Year 2 students but is also open to year 3. |
| GENEG001 | Human Genetics: Core Skills | PG | 15 | Division of Biosciences | The Core Skills Module consists of various analytical and technical units, the sociological implications raised by new genetic technologies together with presentation and writing skills |
| PSYC3207 | Human Learning and Memory | UG | .5 | Division of Psychology and Language Sciences | Short-term memory and encoding processes; consolidation; implicit learning; reliability of long-term memory; memory and the self; mechanisms of forgetting and retrieval; metamemory; aging and dementia; transfer-appropriate processing; memory systems and the neuroscience of memory. |
| PSYCG207 | Human Learning and Memory | PG | 15 | Division of Psychology and Language Sciences | See PSYC3207 |
| PSYCM207 | Human Learning and Memory (Masters Level) | UG | .5 | Division of Psychology and Language Sciences | See PSYC3207 |
| PSYC3207A | Human Learning and Memory A | UG | .5 | Division of Psychology and Language Sciences | See PSYC3207 |
| ANAT2010 | Human Neuroanatomy | UG | .5 | Division of Biosciences | There is a bias towards medically relevant information and the material covered is broadly similar to that in the neuroanatomy section of the medical curriculum. The first part of the course is an overview of the structure and function of the various regions of the CNS, its blood supply, and the cerebrospinal fluid. This is followed by a series of lectures that cover the major somatosensory and motor pathways, the thalamus, the cerebellum, the basal ganglia, the cerebral cortex, the limbic system, the control of autonomic and endocrine functions, and special sense pathways. There are also lectures on how movements are controlled, learning and memory, the biological basis of neurodegenerative disease, and regeneration in the nervous system. The course provides sufficient neuroanatomical background for students to take any of the third year Neuroscience courses offered by the Department of Anatomy and Developmental Biology. Practical work involves examining brains in the dissecting room |
| PSYC3111 | Human-Computer Interaction | UG | .5 | Division of Psychology and Language Sciences | Lecture topics include: learning to use devices; expert interactive behaviour; human error; searching for information on the web; evaluating systems. |
| PSYC3111A | Human-Computer Interaction A | UG | .5 | Division of Psychology and Language Sciences | See PSYC3111 |
| PHAR3005 | Immunopharmacology | UG | 1 | Division of Biosciences | As our knowledge of human disease increases it is becoming evident that inflammation plays a significant part in many pathologies. The diseases in which inflammation has a major role, not only includes the classical inflammatory diseases, such as asthma, arthritis, allergies and the auto-immune pathologies, but also atherosclerosis, ischemic-reperfusion injury, sepsis/multiply organ failure and COPD. Inflammation is also an important component of metabolic diseases, with evidence suggesting a link between diabetes obesity and inflammation, is an important of tumor genesis and is the underlying mechanism by which transplants are rejected. This course provides in-depth coverage of the core mechanism by which inflammation is initiated and maintained and discusses the state of the current and future research trends in its treatment. |
| PHAR3031 | Immunopharmacology | UG | .5 | Division of Biosciences | As our knowledge of human disease increases it is becoming evident that inflammation plays a significant part in many pathologies. The diseases in which inflammation has a major role, not only includes the classical inflammatory diseases, such as asthma, arthritis, allergies and the auto-immune pathologies, but also atherosclerosis, ischemic-reperfusion injury, sepsis/multiply organ failure and COPD. Inflammation is also an important component of metabolic diseases, with evidence suggesting a link between diabetes obesity and inflammation, is an important of tumor genesis and is the underlying mechanism by which transplants are rejected. This course provides in-depth coverage of the core mechanism by which inflammation is initiated and maintained and discusses the state of the current and future research trends in its treatment. |
| PHARG031 | Immunopharmacology | PG | 15 | Division of Biosciences | As our knowledge of human disease increases it is becoming evident that inflammation plays a significant part in many pathologies. The diseases in which inflammation has a major role, not only includes the classical inflammatory diseases, such as asthma, arthritis, allergies and the auto-immune pathologies, but also atherosclerosis, ischemic-reperfusion injury, sepsis/multiply organ failure and COPD. Inflammation is also an important component of metabolic diseases, with evidence suggesting a link between diabetes obesity and inflammation, is an important of tumor genesis and is the underlying mechanism by which transplants are rejected. This course provides in-depth coverage of the core mechanism by which inflammation is initiated and maintained and discusses the state of the current and future research trends in its treatment. |
| PHARM031 | Immunopharmacology (Masters Level) | UG | .5 | Division of Biosciences | As our knowledge of human disease increases it is becoming evident that inflammation plays a significant part in many pathologies. The diseases in which inflammation has a major role, not only includes the classical inflammatory diseases, such as asthma, arthritis, allergies and the auto-immune pathologies, but also atherosclerosis, ischemic-reperfusion injury, sepsis/multiply organ failure and COPD. Inflammation is also an important component of metabolic diseases, with evidence suggesting a link between diabetes obesity and inflammation, is an important of tumor genesis and is the underlying mechanism by which transplants are rejected. This course provides in-depth coverage of the core mechanism by which inflammation is initiated and maintained and discusses the state of the current and future research trends in its treatment. |
| 99PSGFC1 | Institute of Psychoanalysis: Foundation Course | PG | 30 | Division of Psychology and Language Sciences | |
| CELL2008 | Integrative Cell Biology | UG | 1 | Division of Biosciences | This new 1-unit course is a combination of two 0.5 unit courses CELL2006 Cell Biology and CELL2007 The Principles of Cellular Control - for information you should also study the database entries describing these two courses. CELL2008 explicitly fuses the contents of CELL2006 and CELL2007 in order to emphasise the importance of integrating the insights obtained in each. Consequently CELL2008 will teach you the major areas of contemporary cell biology including the mechanistics of cell signal transduction at an intermediate level in order to provide a foundation for more specialised third year courses. CELL2008 begins with a new broad-based study of eukaryotic cell biology that introduces how different parts of the cell are formed and function, and how one cell differs from another. In the second half of the course a detailed study of cell signalling mechanisms establishes a fusion between molecular-scale concepts with macroscopic biology. Coursework forms an important part of your study and is designed to illustrate specific cellular processes and techniques in greater detail. As with CELL2007 the course contains a compulsory one-week laboratory component (during the February reading week) that will provide a hands-on introduction to; 1/ Techniques of mammalian cell culture, propagation and transfection with foreign DNA; 2/ Fluorescent and visible light microscopy; 3/ The deduction of the organisation of signaling pathways through epigenetic study of C. elegans with mutations in genes coding signaling proteins; 4/ The application of basic bioinformatics to studies of signalling molecules. |
| PSYCGI10 | Interfaces and interactivity | PG | 15 | Division of Psychology and Language Sciences | The user interface is now recognized as a design object in its own right. A highly diversified field of user interface design has emerged, encompassing a remarkable variety of interactive technologies used in a near unlimited range of usage situations. Interaction design specialists need to be able to recognize the structural and functional elements of user interfaces in relation to the user's interaction. Understanding the design principles involved in creating effective user interfaces, and familiarity with the seminal user interfaces that guide design, are central to this specialism. The Interfaces and Interactivity module provides an in depth understanding of user interfaces and of the design knowledge that lies behind them. It examines user interfaces for desktop and non-desktop situations, for personal, corporate and specialist users in domains spanning from social computing through to safety critical systems. It surveys the technologies exploited in user interfaces, including multimodality and multimedia, augmented reality, tangibles, and it looks at exemplar user interfaces in which these technologies are deployed. It examines research findings and thinking about user interfaces and the knowledge that practitioners apply in creating user interfaces. It examines the contributions of creative and engineering design to user interfaces within a systems development context where user interface design collaborates with software engineering. It considers the user interfaces we may expect to see in the future as well as some of the most influential interfaces of the past. With its substantive focus on the user interface as designed object, the module complements the learning about design and evaluation methods gained in term 1, and the understanding of users and organisations gained in term 2. The module is arranged as a series of lectures in the morning sessions, and in the afternoons, as seminar-based discussion of selected readings, online research and presentation, and small scale on-line design investigations. |
| PSYCM010 | Interfaces and interactivity (Masters Level) | UG | .5 | Division of Psychology and Language Sciences | |
| PSYC3010B | Interfaces and interactivity B | UG | .5 | Division of Psychology and Language Sciences | |
| PSYCGI10C | Interfaces and interactivity C | PG | 15 | Division of Psychology and Language Sciences | |
| PLING223 | Interfaces in Syntax | PG | 15 | Division of Psychology and Language Sciences | This course deals with one or more topics that involve the interface between the syntax and a syntax-external system. The latter could be the interpretive system, the phonology, or the parser. The exact contents of the course change from year to year, to reflect developments in the field and the lecturer\'s own research. However, the course will always involve the reading of recent research papers, class presentations by students, the writing of an individual research project, and of an essay that reports on the outcomes of that project. |
| PLIN2202 | Intermediate Generative Grammar A | UG | .5 | Division of Psychology and Language Sciences | This course provides a mid-level introduction to generative grammar, with a special emphasis on theories that regulate word order. These include proposals that restrict syntactic combination (such as X-bar theory, antisymmetry, and so on), theories that regulate the distribution of arguments (case and theta-theory) and theories that regulate the distribution of adverbials (such as the hierarchies that determine the relative order of adverbials). |
| PLING221 | Intermediate Generative Grammar A | PG | 15 | Division of Psychology and Language Sciences | This course provides a mid-level introduction to generative grammar, with a special emphasis on theories that regulate word order. These include proposals that restrict syntactic combination (such as X-bar theory, antisymmetry, and so on), theories that regulate the distribution of arguments (case and theta-theory) and theories that regulate the distribution of adverbials (such as the hierarchies that determine the relative order of adverbials). |
| PLIN2203 | Intermediate Generative Grammar B | UG | .5 | Division of Psychology and Language Sciences | This course offers an intermediate-level introduction to the issue of locality in generative syntax. |
| PLING226 | Intermediate Generative Grammar B | PG | 15 | Division of Psychology and Language Sciences | This course offers an intermediate-level introduction to the issue of locality in generative syntax. |
| PLIN2108 | Intermediate Phonetics and Phonology A | UG | .5 | Division of Psychology and Language Sciences | The module forms the first half of an intermediate-level curriculum in language sound structure (the second half being formed by PLIN2109 Intermediate Phonetics and Phonology B). The course builds on the foundations laid by PLIN1101 Introduction to Phonetics and Phonology A and PLIN1102 Introduction to Phonetics and Phonology B (or equivalent first-level courses). It discusses fundamental theoretical and empirical questions arising from the scientific study of languages' sound systems. It provides participants with hands-on experience of analysing phonetic and phonological data |
| PLING216 | Intermediate Phonetics and Phonology A | PG | 15 | Division of Psychology and Language Sciences | The module forms the first half of an intermediate-level curriculum in language sound structure (the second half being formed by PLING217 Intermediate Phonetics and Phonology B). The course builds on the foundations laid by PLING113 Introduction to Phonetics and Phonology A and Introduction to Phonetics and Phonology B (or equivalent first-level courses). It discusses fundamental theoretical and empirical questions arising from the scientific study of languages' sound systems. It provides participants with hands-on experience of analysing phonetic and phonological data |
| PLIN2109 | Intermediate Phonetics and Phonology B | UG | .5 | Division of Psychology and Language Sciences | The module forms the second half of an intermediate-level curriculum in language sound structure (the first half being formed by PLIN2108 Intermediate Phonetics and Phonology A). It builds on the foundations laid by PLIN1101 Introduction to Phonetics and Phonology A and PLIN1102 Introduction to Phonetics and Phonology B (or equivalent first-level courses). It discusses fundamental theoretical and empirical questions arising from the scientific study of languages' sound systems. It provides participants with hands-on experience of analysing phonetic and phonological data. |
| PLING217 | Intermediate Phonetics and Phonology B | PG | 15 | Division of Psychology and Language Sciences | The module forms the second half of an intermediate-level curriculum in language sound structure (the first half being formed by PLING216 Intermediate Phonetics and Phonology A). The course builds on the foundations laid by PLING113 Introduction to Phonetics and Phonology A and B (or equivalent first-level courses). It discusses fundamental theoretical and empirical questions arising from the scientific study of languages' sound systems. It provides participants with hands-on experience of analysing phonetic and phonological data |
| PSYCG110 | Introduction to CBT in Context | PG | 15 | Division of Psychology and Language Sciences | This module has two components, namely learning about the basic theory and knowledge of CBT and developing therapy skills. For theory and knowledge, this module will cover a basic introduction to cognitive behaviour therapy (CBT), and its applications with children and young people. It will also provide an introduction to the basic framework of CBT which involves the relationship of thoughts, feelings and behaviour. For skills development, the module will focus on introducing the CBT competency framework, clarifying ethical aspects of practice and will introduce the core practice of formulation. |
| PLIN1601 | Introduction to Children's Language Development | UG | .5 | Division of Psychology and Language Sciences | After introducing language acquisition as a theoretical issue, the course will concentrate on empirical evidence of the nature and effects of input to children, and the nature of children\'s language production and comprehension at different stages, including discussion of the processes by which language is acquired. |
| PLIN1601A | Introduction to Children's Language Development | UG | .5 | Division of Psychology and Language Sciences | |
| PSYCGD01 | Introduction to Cognitive Science | PG | 15 | Division of Psychology and Language Sciences | The course introduces basic issues in the philosophy of science and the philosophy of mind that are relevant to research in psychology. Topics will include: Inference and explanation; Dualism, functionalism, identity theories; Computational models of the mind; Mental causation; Theories of Consciousness; Free will and the ‘illusion of conscious will. Crane. T. (2003). The Mechanical Mind. Routledge, (2nd edition) Okasha, S. (2002). Philosophy of Science: A Very Short Introduction. OUP. Kim, J. (2006). Philosophy of mind. Westview. (2nd edition) |
| PSYCG114 | Introduction to Disorder Specific Approaches | PG | 15 | Division of Psychology and Language Sciences | This module has two components in relation to disorder specific approaches in CBT with children, young people and families, namely learning about the basic theory and knowledge and developing therapy skills. It will also consider research and practice in relation to outcomes. It will give an overview on disorder specific practice with this population, and specifically focus on interventions with anxiety, anger and aggression, and aim to develop CBT skills with these presenting difficulties. |
| PALS1006 | Introduction to Experimental Methods | UG | .5 | Division of Psychology and Language Sciences | Students learn the principles of research methodology in addition to basic descriptive and inferential statistics (bivariate correlation, simple linear regression, t-tests and their nonparametric versions). The use of a statistical computing programme, SPSS, is introduced at the outset of the Term. There are no prerequisites for this course. The mathematical content of this course is minimal and we use computers for all but the simplest calculations. |
| PLIN1201 | Introduction To Generative Grammar A | UG | .5 | Division of Psychology and Language Sciences | This course introduces students to the scientific study of human language, with special emphasis on sentence structure. |
| PLIN1202 | Introduction To Generative Grammar B | UG | .5 | Division of Psychology and Language Sciences | This course complements PLIN1201. It introduces students to several properties of "mental grammar" (the system of rules that determines a speaker/hearer's language). |
| BIOL1005 | Introduction to Genetics | UG | .5 | Division of Biosciences | An introduction to the genetics of a variety of creatures from peas to humans. Mendelism, linkage, genetic ratios, linkage maps, chromosomes, mitochondrial inheritance, mutation, quantitative genetics, family structure, evolutionary genetics and natural selection. |
| ANAT1003 | Introduction to Human Anatomy | UG | .5 | Division of Biosciences | Anatomy 1003 is an introductory course in human anatomy and developmental biology (embryology) aimed at non-specialists. The course will cover topographical anatomy of the nervous system, cardiovascular system, respiratory system and digestive system. It will also cover introductory developmental biology and stem cell biology. The module will be taught by lectures and practical classes (anatomy lab, development practical, Grant Museum). A series of seminars on more specialised topics will also be provided. |
| ANAT1003A | Introduction to Human Anatomy A | UG | .5 | Division of Biosciences | |
| BIOL2006 | Introduction to Human Genetics | UG | .5 | Division of Biosciences | This course introduces the subject of human genetics, to enable students to appreciate the implications of genetic research for society and also to provide a basis for more advanced studies. The unifying topic of this course is how genes and their interactions, either with other genes or with the environment, make us what we are. When these interactions break down genetic disease may result, and it is often through these genetic mistakes that we are able to work out what happens in the normal situation. First comes a reminder that Mendelian rules of inheritance can be applied to human families but that this is not always straightforward to interpret. Not all traits are inherited in a simple Mendelian fashion and the methods by which quantitative and multifactorial traits are studied are introduced. These methods are followed by a section on molecular genetics which continues into genetic mapping techniques which culminated in the multi billion dollar human genome project. Within this section we examine some of the better known human genetic diseases which are interesting both for their own sake but also as examples of the results obtained using the molecular methods discussed earlier. One week is spent considering chromosomes. The human genome project has now moved on from the study of �the� human DNA sequence to the study of variation between individuals and populations. The existence of genetic variation, polymorphism, has been known for many years and we look at this both from a historical perspective as well as considering how this is of interest to medicine and to the pharmaceutical industry. The fourth week of the course considers the nature and origin of genetic variation and gives a historical outline of the human genome project. In the fifth week we consider cancer, the biggest problem of genetic disease and finally we look at the study of human populations. |
| BIOL2006A | Introduction to Human Genetics A | UG | .5 | Division of Biosciences | |
| PLIN1302 | Introduction to Language | UG | .5 | Division of Psychology and Language Sciences | An introduction to the main areas of linguistics, including the application of scientific methodology in linguistics. |
| BIOC1010 | Introduction to Microbiology | UG | .5 | Division of Biosciences | An introduction to selected aspects of prokaryotic microbiology, eukaryotic microbiology and virology, together with practical training in basic microbiological techniques. The course is intended to: 1. Provide an introduction to the diversity of microorganisms including viruses, bacteria, archaea, protozoa, algae, fungi and slime moulds. 2. Underline the importance of microbes for biomedicine; for the ecology of the planet, and as model organisms for genetics, molecular biology and cell biology. 3. Present lectures, laboratory exercises and coursework at a level that provides a continuation of material presented in school studies and provides a base for second year courses in the life sciences. |
| NEUR1004 | Introduction to Neuroscience | UG | .5 | Division of Biosciences | This seminar-based 0.5 CU module is mandatory for Year 1 students on the BSc and MSci Neuroscience degree programmes and is not available to other students. The size of the group allows much of the teaching to be informal and interactive. Background reading, oral presentation and the submission of written work are major and important components. Regular participation in seminars and the making of an oral presentation to the group are module requirements, and the written work also forms part of the assessment scheme. |
| PSYCGN24 | Introduction to Neuroscience Methods | PG | 15 | Division of Psychology and Language Sciences | This module presents an introduction to a range of methods for studying the brain and cognitive and affective processing, including: fMRI, EEG, PET, Neuropsychology, TMS, and Neuropsychoanalysis. |
| PLIN1101 | Introduction to Phonetics and Phonology A | UG | .5 | Division of Psychology and Language Sciences | An introductory course in phonetics, including lab work, transcription and aural/oral practice. |
| PLIN1102 | Introduction to Phonetics and Phonology B | UG | .5 | Division of Psychology and Language Sciences | A continuation of PLINP101. The course introduces the concept of phonemic transcription and discusses the features of connected speech in English. Teature representations of segments are introduced and the concept of formal phonological rules and underlying representations are discussed. An introduction to acoustics and speech perception. |
| PSYC1103 | Introduction To Psychological Experimentation | UG | .5 | Division of Psychology and Language Sciences | Description: In this course students are introduced to the various experimental methods used in the different disciplines of Psychology. In each session, students participate in experiments and then the experimental design and procedure are discussed and the data collected. The analysed data are then provided to the students in a report-back session. Students are required to write 8 laboratory reports and these form the basis for the assessment. |
| PSYC6002 | Introduction to Psychology | UG | .5 | Division of Psychology and Language Sciences | Although this module is designed as an introduction for students in the Biological Sciences, it also forms a general introduction to psychology for all students seeking an elective module in psychology. The module consists of a selection of key topics in psychology, with emphasis on biological aspects of psychology and on cognitive psychology. The module also includes an introduction to psychological experiments. By the end of the module students should know what kinds of topics are addressed in psychology, have basic knowledge of several key areas in psychology and have an idea how psychological research is conducted. Topics covered may include: Motivation, Emotion, Hunger, Pain, Stress, Sleep, Action, Love and Attachment, Decision Making, Memory, Cognition, Attention and Perception, Learning, Intelligence, Mental Illness |
| BIOL3005 | Introduction to Research | UG | 1.5 | Division of Biosciences | The course provides the opportunity to undertake an individual research project of 9 weeks duration (including writing the assessed report) under supervision. Projects can be based on experimental research, field work, theoretical or data analysis. You will develop skills in designing experiments, framing questions, and, where relevant, planning the details and implementing the practical work. You will also receive guidance on assessing results and on presenting the project in both written and verbal form. You will also be expected to read relevant literature. |
| PLIN1001 | Introduction to Semantics and Pragmatics A | UG | .5 | Division of Psychology and Language Sciences | This course is an introduction to the study of meaning in natural language and to some basic logical concepts and their application in semantics and pragmatics. |
| PLIN1002 | Introduction to Semantics and Pragmatics B | UG | .5 | Division of Psychology and Language Sciences | This course is a continued introduction to the study of meaning in formalized and natural languages (from PLIN1001) |
| PSYC6001 | Introduction to Social and Business Psychology | UG | .5 | Division of Psychology and Language Sciences | The aim of this course is to give non-psychology students an understanding of the issues, theories and methods on business psychology. The history, philosophy and methodology of this particular branch of psychology will be discussed, as well as how business psychology is applied in organisations. |
| PALS1004 | Introduction to Speech Science | UG | .5 | Division of Psychology and Language Sciences | This module will introduce the concepts, methods and terminology essential to the scientific study of spoken language. It will cover the phonetic description of speech production, the quantitative analysis of speech sounds, and sources of variation and variety in speech. Topic will include: • Introduction to the structure & function of the larynx and vocal tract • Introduction to concepts and terminology of articulatory phonetics • Introduction to the phonology of English words and sentences • Audio recording of speech • Acoustic analysis of speech signals • Variation and variety of speech sounds |
| PLINGH05 | Introduction to Speech Sciences | PG | 15 | Division of Psychology and Language Sciences | This module provides an introduction to the acoustics of speech production, acoustical analysis of speech, speech perception, and experimental techniques to examine speech perception. The course is taught by a one-hour lecture each week, followed by a 1.5 hour laboratory (7 weeks) or tutorial session (3 weeks). |
| HCSCGS16 | Introduction to Speech, Hearing and Audiology | PG | 15 | Division of Psychology and Language Sciences | This module introduces students to the scientific bases of speech perception and production, hearing, and audiology. The course links closely with HCSCGS14 (Phonetics and Phonology) and with HCSCGS17 (Anatomy and Physiology of Speech, Language and Hearing). It also has links with HCSCGS23 (Disorder of Vocal Tract: Structure and Function). |
| PSYC1104 | Introduction to Statistical Methods in Psychology | UG | .5 | Division of Psychology and Language Sciences | The aims of this course are to give students a grounding in a variety of descriptive and inferential statistical methods commonly used in Psychology. The course also provides a foundation for the more advanced 2204 course, and gives students the necessary statistical knowledge required for the 1103 laboratory course. Students are also introduced to computer-based statistical analysis (Minitab). The topics covered in the course are: Basic Statistical Concepts; Scales of Measurement; Research Designs; Frequency Distributions, Bar Charts and Scattergrams; Measures of Central Tendency and Dispersion; Parameter Estimation; Linear Transformations and Standard Scores, The Normal Distribution and Z Scores; Probability; Contingency Tables; The Binomial Distribution; Hypothesis Testing; t-Tests; Analysis of Variance; Simple Linear Regression; Correlation; Chi-square. |
| HCSCGH10 | Introduction to the Brain and Imaging the Brain | PG | 15 | Division of Psychology and Language Sciences | Module overview The module will introduce students to the central nervous system and to the functional localization of different parts of the brain. Particular emphasis will be placed on brain structures known to be involved in language processing. Students will learn about the different imaging technologies currently in use (MRI and fMRI, ERP and MEG and TMS), their relative strengths and weaknesses; the principles upon they are based; the research designs employed by them; and the interpretation of brain images derived from their use. The module will be taught by researchers who are experts in their field. |
| PHAR2005 | Introductory Pharmacology | UG | .5 | Division of Biosciences | To provide students with a knowledge of the actions and uses of a range of important drugs with an emphasis on the mechanisms of action. |
| PHAR2005A | Introductory Pharmacology | UG | .5 | Division of Biosciences | |
| PLIN3001 | Issues in Pragmatics | UG | .5 | Division of Psychology and Language Sciences | The course addresses current debates within the field of pragmatics from the interdisciplinary perspective of cognitive science, linguistics and the philosophy of language. The specific topics may vary from year to year, but will fall within the following areas: the linguistic underdeterminacy of speaker meaning, the semantics/ pragmatics interface, pragmatic processes contributing to truth-conditional content, minimalist versus contextualist semantics, the role of context and the role of speaker intentions, similarities and differences in the aims of semantic theories and communication theories, relevance theory, lexical pragmatics and the nature of word meaning, the role of pragmatics in the interpretation of specific kinds of texts (e.g. legal texts, literary texts). |
| PLING204 | Issues in Pragmatics | PG | 15 | Division of Psychology and Language Sciences | The course addresses current debates within the field of pragmatics from the interdisciplinary perspective of cognitive science, linguistics and the philosophy of language. The specific topics may vary from year to year, but will fall within the following areas: the linguistic underdeterminacy of speaker meaning, the semantics/ pragmatics interface, pragmatic processes contributing to truth-conditional content, minimalist versus contextualist semantics, the role of context and the role of speaker intentions, similarities and differences in the aims of semantic theories and communication theories, relevance theory, lexical pragmatics and the nature of word meaning, the role of pragmatics in the interpretation of specific kinds of texts (e.g. legal texts, literary texts). |
| PSYCGD03 | Judgment and Decision-Making | PG | 15 | Division of Psychology and Language Sciences | This module will introduce normative and descriptive models of judgments and choice. Formal models will include the axioms of probability, Bayesian networks, decision theory and game theory. The classic violations of these normative models will be critically discussed, in particular probability biases and choice anomalies. Current psychological models of judgment and choice will be presented, including heuristics and biases; prospect theory and sampling approaches. These will be evaluated and linked with more general principles of cognition. |
| PSYCGD04 | Knowledge, Learning and Inference | PG | 15 | Division of Psychology and Language Sciences | This module introduces the range of computational formalism and methods that are currently used in the cognitive sciences. These will include Bayesian methods, symbolic approaches from artificial intelligence, machine learning techniques, and neural networks. The course will also show how these techniques can be applied to explain specific cognitive phenomena, by describing a range of current computational models. Students will also have the opportunity to develop their own simple computational models of cognitive processes. |
| PHAR3010 | Laboratory Research Project | UG | 1.5 | Division of Biosciences | Laboratory Research Project |
| HCSCGH19 | Language Acquisition | PG | 15 | Division of Psychology and Language Sciences | Please choose new module code: PLING156. (The course will introduce students to the stages of normal language development. Different theoretical approaches to language acquisition will be introduced and evaluated in light of research findings. While the course will focus on recent experimental work on first language acquisition within the Principles and Parameters framework and later developments of Chomsky's linguistic theory, other theoretical approaches will also be covered and evaluated in light of research findings. Topics covered will include the acquisition of syntax, semantics and pragmatics. Outline: Introduction Acquisition of basic word order: OV, VO and root infinitives Structure dependence in child language Acquisition of negation and question formation Acquisition of the binding principles Acquisition of the binding principles continued Acquisition of universal quantification Acquisition of topic Acquisition of focus Overview) |
| PLING156 | Language Acquisition | PG | 15 | Division of Psychology and Language Sciences | This course introduces students to the scientific study of how language is acquired by typically developing children, with special reference to the period after the onset of syntax, at around 2 years. |
| PSYC2208 | Language and Cognition | UG | .5 | Division of Psychology and Language Sciences | This course explores how the human mind and brain is able to understand and produce language in order to communicate. In addition to looking at the language abilities of healthy adults, we also look at language processing within bilinguals and within patients with language deficits and at the computational models that have been developed to explain these remarkable abilities. We explore how these linguistic abilities relate to our other cognitive abilities and examine topics such as how concepts and categories are represented and at the processes that are involved in different types of human reasoning. |
| HCSCGH17 | Language Disorders: Topics in Aphasia and Dementia | PG | 15 | Division of Psychology and Language Sciences | Module overview: The module deals with (1) language disorders in aphasic patients of different diagnostic category. Particular emphasis is placed on the language production and comprehension deficits of Broca's aphasic patients. (2) The organisation of the semantic system is explored via the study of the dementias, particularly of semantic dementia. |
| PHOL3902 | Library Project | UG | 1 | Division of Biosciences | A literature-based project allowing final year students to research, utilizing library resources, on a physiological topic offered by a member of staff in the Division of Biosciences or associated departments. |
| PHAR3009 | Library Research Project | UG | 1 | Division of Biosciences | Library Project |
| BIOL1006 | Life on Earth | UG | .5 | Division of Biosciences | The course will begin by discussing the evidence for the emergence of life, the origins of the solar system and the conditions under which life emerged and the origin of eukaryotic cells. The theory behind reconstructing trees of evolutionary relatedness will be introduced and patterns of relatedness in the living world discussed, ranging from familiar creatures to new and bizarre forms being discovered in the depths of the oceans and under the earth’s surface. All 5 kingdoms of life will be covered with a particular focus on the evolution of plants and their importance to global biodiversity and on the many groups of invertebrates and vertebrates including ourselves. |
| BIOL1006A | Life on Earth A | UG | .5 | Division of Biosciences | |
| HCSCGS15 | Linguistics | PG | 15 | Division of Psychology and Language Sciences | - This module introduces students to linguistic structure and meaning and the analysis of language data, especially data from children and adults with language impairments. It links closely with HCSCGS12 (Developmental Speech, Language & Communication Difficulties), HCSCGS13 (Psychological & Linguistic Perspectives on Development), HCSCGS14 (Phonetics & Phonology) and HCSCGS22 (Management of Acquired Communication Difficulties). The course does not assume any explicit, formal knowledge of "traditional grammar". |
| SPSC2001 | Linguistics II | UG | .5 | Division of Psychology and Language Sciences | This course builds on the knowledge and skills already acquired in Linguistics I and in Normal Language Development. Familiarity with the phonological/phonetic concepts covered in these first year units is also assumed. The course is taught in the Autumn and Spring Terms. |
| PLIN7309 | Linguistics of Sign Language | UG | .5 | Division of Psychology and Language Sciences | This course introduces students to the linguistic study of signed languages, including sign language phonology, morphology, syntax and sociolinguistic variation. The module will begin by introducing the notion of language modality and why it is important for linguists to study signed languages. The bulk of the module will focus within the core areas of linguistics: phonology, morphology, lexicon, syntax, semantics/pragmatics, and discourse. Other areas covered will include language modality and sociolinguistic variation and language contact. The module will end by considering the implications of sign languages for language universals. |
| BIOL3004 | Literature Review | UG | 1 | Division of Biosciences | The course provides the opportunity to undertake an individual review of published literature on a specified topic under supervision. You will develop skills in searching literature databases, reading and critically evaluating published work and presenting it in a scientific report. |
| PLIN3401 | Long Essay/Project | UG | 1 | Division of Psychology and Language Sciences | Article-length essay or project report on a linguistic topic. |
| HMED3004 | Madness and Society | UG | .5 | Division of Biosciences | 20 sessions. This course examines the ways in which deviant behaviour has been identified and controlled from the ancient world to the present. Topics include the witch hunts in Western Europe, the history of suicide, the rise of the asylum, mad monarchs, spies and visionaries, gendered madness, criminal insanity and degeneration, the growth of the psychiatric profession, Freud, Jung and anti-psychiatry, and the tensions between organic, analytical and sociological explanations of insanity. |
| HMED3004A | Madness and Society | UG | .5 | Division of Biosciences | This course examines the ways in which deviant behaviour has been identified and controlled from the ancient world to the present. Topics include the witch hunts in Western Europe, the history of suicide, the rise of the asylum, mad monarchs, spies and visionaries, gendered madness, criminal insanity and degeneration, the growth of the psychiatric profession, Freud, Jung and anti-psychiatry, and the tensions between organic, analytical and sociological explanations of insanity. |
| HMEDG009 | Madness and Society | PG | 15 | Division of Biosciences | This course examines the ways in which deviant behaviour has been identified and controlled from the ancient world to the present. Topics include the witch hunts in Western Europe, the history of suicide, the rise of the asylum, mad monarchs, spies and visionaries, gendered madness, criminal insanity and degeneration, the growth of the psychiatric profession, Freud, Jung and anti-psychiatry, and the tensions between organic, analytical and sociological explanations of insanity. |
| HMEDG031 | Madness and Society | PG | 30 | Division of Biosciences | This course examines the ways in which deviant behaviour has been identified and controlled from the ancient world to the present. Topics include the witch hunts in Western Europe, the history of suicide, the rise of the asylum, mad monarchs, spies and visionaries, gendered madness, criminal insanity and degeneration, the growth of the psychiatric profession, Freud, Jung and anti-psychiatry, and the tensions between organic, analytical and sociological explanations of insanity. |
| HMEDM004 | Madness and Society (Masters Level) | UG | .5 | Division of Biosciences | This course examines the ways in which deviant behaviour has been identified and controlled from the ancient world to the present. Topics include the witch hunts in Western Europe, the history of suicide, the rise of the asylum, mad monarchs, spies and visionaries, gendered madness, criminal insanity and degeneration, the growth of the psychiatric profession, Freud, Jung and anti-psychiatry, and the tensions between organic, analytical and sociological explanations of insanity. |
| PSYCGR98 | Main Project | PG | 60 | Division of Psychology and Language Sciences | |
| PSYCGT11 | Major Schools of Psychoanalysis | PG | 30 | Division of Psychology and Language Sciences | This module traces the development of psychoanalysis in France and Britain since Freud's death. It provides coverage of the work of Melanie Klein and Wilfred Bion, Anna Freud, DW Winnicott, and Jacques Lacan. |
| PHOL1001 | Mammalian Physiology | UG | 1 | Division of Biosciences | The subject is covered broadly in a set of 43 lectures. The introductory lectures on cell physiology deal with the movement of solute across cell membranes, membrane and action potentials and the special properties of excitable tissues. The principle organ systems are then covered conventionally: circulation, respiration, the gastro-intestinal tract, the nervous system, endocrines and the kidney. A set of practicals and self-instructional sessions with practical elements running on most Thursday afternoons. |
| PHOL1002 | Mammalian Physiology | UG | .5 | Division of Biosciences | A half course unit introductory module in systems Physiology. |
| HCSCGS22 | Management of Acquired Communication Difficulties | PG | 30 | Division of Psychology and Language Sciences | This Module introduces students to acquired communication difficulties in both adults and children, and develops the theoretical and therapeutic frameworks underlying the principles of assessing and managing people with these problems. The Module has links with all the other Modules of the degree, but is linked most closely with HCSCGS21 (Professional & Clinical Studies II), HCSCGS23 (Disorder of Vocal Tract: Structure & Function), HCSCGS12 (Developmental Speech, Language & Communication Difficulties). |
| ANAT3003 | Mechanisms of Development | UG | .5 | Division of Biosciences | This course will consider the cellular and molecular events which underlie animal development and cell differentiation, drawing on examples of a range of vertebrate and invertebrate organisms. Topics to be covered include maternal, gap and pair-rule genes, imaginal disks and signalling pathways, gastrulation, hindbrain and PNS patterning, limb development and regeneration, neural induction and aspects of development in the human adult. |
| ANAT3005 | Mechanisms of Development | UG | 1 | Division of Biosciences | This module will consider the cellular and molecular events which underlie animal development and cell differentiation, drawing on examples from both vertebrate and invertebrate organisms. Model organisms covered include Drosophila, sea urchin, zebrafish, Xenopus, chick and mouse. Topics include induction of the mesoderm and nervous system, gastrulation, neural development, mammalian fertilization and early human development, mouse genetics and early development, Drosophila genetics and gastrulation, gene regulatory networks, development and evolution, stem cells and developmental clocks. The module aims to bring knowledge and understanding of developmental biology to the level of current research. It allows students to become acquainted directly with the model systems involved, and develop practical skills useful for future careers in biomedical research. Four or five practicals will complement the lecture component, based on animal models studied (e.g., Drosophila, Xenopus, zebrafish, chick, mammal). (Please note, the 1.0 CU ANAT3005 comprises the lectures of the 0.5 CU ANAT3003 module, plus practicals and extra lectures.) |
| ANATG003 | Mechanisms of Development | PG | 15 | Division of Biosciences | This course will consider the cellular and molecular events which underlie animal development and cell differentiation, drawing on examples of a range of vertebrate and invertebrate organisms. Topics to be covered include maternal, gap and pair-rule genes, imaginal disks and signalling pathways, gastrulation, hindbrain and PNS patterning, limb development and regeneration, neural induction and aspects of development in the human adult. |
| ANATM003 | Mechanisms of Development (Masters Level) | UG | .5 | Division of Biosciences | |
| ANATM005 | Mechanisms of Development (Masters Level) | UG | 1 | Division of Biosciences | |
| HMED3006 | Medicine and Modern Society | UG | .5 | Division of Biosciences | 20 sessions. This course will explore the emergence of modern medicine from the 18th century to the present day in European society. It will assess how historians have interpreted the radical changes in the last 250 years of European medicine and the intellectual contexts in which they have done so. We will discover how the response of medical practitioners, institutions, legislators and the general public to health problems always reflected and at the same time contributed to changing social and cultural ideas and attitudes within contemporary European society. We will also see how historians are never the authors of their own thoughts. |
| HMEDG011 | Medicine and Modern Society | PG | 30 | Division of Biosciences | This module explores the development of modern medicine, medicines, and medical practice in the context of demographic, social, economic and political change since 1800. Beginning with an examination of Thomas McKeown’s theory of the modern rise of population, it will include discussion of growing state involvement in the provision of health care, the shaping of the modern medical profession and medical institutions, the emergence of modern scientific medicine and public reaction to it, drug discovery and ensuing problems, the rise of the welfare state, changing relations between doctors and patients, and the ‘fall’ of modern medicine. The geographical focus will be on Britain, with reference to Western Europe and North America. |
| HMEDM006 | Medicine and Modern Society (Masters Level) | UG | .5 | Division of Biosciences | This course will explore the emergence of modern medicine from the 18th century to the present day in European society. It will assess how historians have interpreted the radical changes in the last 250 years of European medicine and the intellectual contexts in which they have done so. We will discover how the response of medical practitioners, intstitutions, legislators and the general public to health problems always reflected and at the same time contributed to changing and cultural ideas and attitudes within contemporary European society. We will also see how historians are never the authors of their own thoughts. |
| HMED3006A | Medicine and Modern Society A | UG | .5 | Division of Biosciences | |
| HMEDG026 | Medicine and Society 1800-2000 | PG | 20 | Division of Biosciences | This option explores the development of modern medicine, medicines, and medical practice in the context of demographic, social, economic and political change since 1800. Beginning with an examination of Thomas McKeown's theory of the modern rise of population, it will include discussion of growing state involvement in the provision of health care, the shaping of the modern medical profession and medical institutions, the emergence of modern scientific medicine and public reaction to it, drug discovery and ensuing problems, the rise of the welfare state, changing relations between doctors and patients, and the 'fall' of modern medicine. The geographical focus will be on Britain, with reference to Western Europe and North America. |
| HMED3017 | Medicine in Literature | UG | .5 | Division of Biosciences | |
| HMEDG008 | Medicine in Literature | PG | 15 | Division of Biosciences | This course explores literature at the intersection of history and philosophy of medicine. We will discuss in how far literary representations can reflect subjective experiences of illness and suffering, the view of patients and practitioners in different historical contexts, and the impact of science on understandings of the body. Readings for the course include not only novels but also other creative literary representations of medicine, such as short stories, plays and poetry. |
| HMEDG023 | Medicine in Literature | PG | 20 | Division of Biosciences | This course explores literature at the intersection of history and philosophy of medicine. We will discuss in how far literary representations can reflect subjective experiences of illness and suffering, the view of patients and practitioners in different historical contexts, and the impact of science on understandings of the body. Readings for the course include not only novels but also other creative literary representations of medicine, such as short stories, plays and poetry. |
| HMED3017A | Medicine in Literature A | UG | .5 | Division of Biosciences | |
| PALS1003 | Memory | UG | .5 | Division of Psychology and Language Sciences | The course will focus on the key theories of memory, including both historical and current perspectives. Students will learn about the components of sensory memory, the working memory model, and explicit and implicit long-term memory systems, as well as the brain structures thought to underlie these. For each memory system, consideration will be given to the role that system might play in language. The majority of the course will focus on the normal adult system. However, the final two lectures will examine what happens when memory goes wrong in the case of amnesia, and the development of memory in childhood. |
| PSYC1201 | Memory and Decision | UG | .5 | Division of Psychology and Language Sciences | This course aims to provide honours-level coverage of a core area of psychology, building on the introductory overview provided by 1105, and giving the background for students to undertake specialist third year options in this area. Specifically it aims to introduce normative and descriptive theories of various different types of decision making, and to enable students to understand basic processes of memory encoding, organisation and retrieval. The inter-dependence between decision making and memory will be highlighted by covering memory-based processes in decision-making (e.g. direct retrieval of previously effective decision strategies, the availability heuristic) and decision processes in memory (e.g. confidence assessments, signal detection models of recognition). Specific topics include: Expected utility theory and its variants; decision analysis; heuristics and biases; ecological (Brunswikian) approaches to decision making; cooperative group decision making; game theory and its applications; risk-taking behaviour, fairness; trust. Definitions of memory; formation, consolidation and disruption of the memory trace; distinction between semantic and episodic memory; autobiographical memory; remembering in everyday life; feelings of knowing, metamemory and confidence in retrieval; individual differences in memory and the study of mnemonics and mnemonists; memory in a social context; effects of convulsive therapies on remembering; case studies of effects of brain damage (closed head injury, boxing, psychosurgery). |
| BIOC2005 | Metabolism and Its Regulation | UG | .5 | Division of Biosciences | The aims of this course are to provide an understanding of metabolic processes in eukaryotes and prokaryotes. The course will cover areas such as compartmentation, transport mechanisms, electron transport and ATP synthesis, photosynthesis, carbohydrate and fat metabolism, metabolism and ageing, fermentation pathways and bioenergy (e.g. production of ethanol and butanol), other types of microbial metabolism (e.g. oxidation of iron and sulphur) and how they are controlled. |
| PSYCGC15 | Methods in Cognitive Neuroscience I: Lesion Approaches | PG | 15 | Division of Psychology and Language Sciences | This module teaches students how lesion approaches can be used to advance the field of cognitive neuroscience. A series of case demonstrations will be given, each of a patient with a circumscribed brain lesion and associated functional deficit. Theoretical issues surrounding neuropsychological data, and how to use magnetic resonance imaging to characterize structural and functional aspects of brain lesions, will be discussed. The module also considers 'virtual lesions', brought about by transcranial magnetic and direct current stimulation. Practical, theoretical, and methodological aspects of this technique will be explored. Lesion techniques in humans will be discussed alongside work using animal models. |
| PSYCGC11 | Methods in Cognitive Neuroscience II: Neuroimaging | PG | 15 | Division of Psychology and Language Sciences | This module focuses on modern techniques for imaging the human brain. Students will be taught the key principles of a range of neuroimaging techniques, including magnetic resonance imaging (MRI), positron emission tomography (PET), electroencephalography (EEG), and magnetoencephalography (MEG). The methodological limitations of these techniques will be discussed and there will be an opportunity to observe the techniques in action. The module explores how each technique can be used to understand mind-brain relations in patients and healthy individuals, emphasizing their relative advantages and disadvantages. Students will learn about the analysis and interpretation of neuroimaging data, and how to disseminate findings. |
| BIOC2001 | Molecular Biology | UG | 1 | Division of Biosciences | An integrated course in molecular biology with teaching inputs from the Departments of Biochemistry & Molecular Biology and Biology. The following topics will be included: Bacteria and bacteriophages as experimental systems; microbial genetics; transduction, transformation, conjugation. Structure of nucleic acids; techniques of sequencing, PCR and mutation analysis; Protein synthesis; mechanism, genetic code information, protein targeting. Recombinant DNA technology and control of gene expression in prokaryotes and eukaryotes; Mutation and mutagenesis; properties of plasmid, transposons, insertion elements. Eukaryotic molecular biology: contribution of lower eukaryotes; chromosome, nucleosomes, higher order structure; gene control in development, levels of control; DNA replication. Mapping the human genome. |
| BIOC2001A | Molecular Biology A | UG | 1 | Division of Biosciences | |
| BIOL3010 | Molecular Evolution | UG | .5 | Division of Biosciences | In the last few decades, molecular genetics has grown explosively, and generated an enormous amount of DNA and protein sequence data. The trend is continuing as many whole genomes are now being sequenced in various genome projects. There is now an acute need for making sense of this flood of data, and for training in bioinformatics to take advantage of the available methods. Evolutionary analysis has been ever more important in this effort. By comparing genes and genomes across species, one can interpret Nature�s grand experiment over millions of years of evolution and detect evidence of natural selection on genes and gene regions, thus gaining insights into their functional significance. In this course, students will learn about exciting new developments in comparative genomics and the tools and techniques of modern molecular evolution, bioinformatics, and phylogenetics. |
| BIOLG010 | Molecular Evolution | PG | 15 | Division of Biosciences | In the last few decades, molecular genetics has grown explosively, and generated an enormous amount of DNA and protein sequence data. The trend is continuing as many whole genomes are now being sequenced in various genome projects. There is now an acute need for making sense of this flood of data, and for training in bioinformatics to take advantage of the available methods. Evolutionary analysis has been ever more important in this effort. By comparing genes and genomes across species, one can interpret Nature�s grand experiment over millions of years of evolution and detect evidence of natural selection on genes and gene regions, thus gaining insights into their functional significance. In this course, students will learn about exciting new developments in comparative genomics and the tools and techniques of modern molecular evolution, bioinformatics, and phylogenetics. |
| BIOLM010 | Molecular Evolution (Masters Level) | UG | .5 | Division of Biosciences | In the last few decades, molecular genetics has grown explosively, and generated an enormous amount of DNA and protein sequence data. The trend is continuing as many whole genomes are now being sequenced in various genome projects. There is now an acute need for making sense of this flood of data, and for training in bioinformatics to take advantage of the available methods. Evolutionary analysis has been ever more important in this effort. By comparing genes and genomes across species, one can interpret Nature�s grand experiment over millions of years of evolution and detect evidence of natural selection on genes and gene regions, thus gaining insights into their functional significance. In this course, students will learn about exciting new developments in comparative genomics and the tools and techniques of modern molecular evolution, bioinformatics, and phylogenetics. |
| BIOC3024 | Molecular Mechanisms of Gene Expression and Regulation | UG | .5 | Division of Biosciences | |
| BIOCG024 | Molecular Mechanisms of Gene Expression and Regulation | PG | 15 | Division of Biosciences | Gene expression in bacteria: integrated control networks, two component signal transduction systems. Transcriptional regulation in higher organisms and molecular techniques for studying gene function: the pre-inititaion complex, signals that activate transcription factors, DNA cloning and complementation teachniques for identifying DNA-protein and protein-protein interactions; chromtin structure and gene expression; studying gene regulation and function in vivo. Post transcriptional and translational control of gene expression: RNA splicing, RNA editing and mRNA stbaility; examples of alternative splicing. Protein synthesis - mechanisms and regulation of translation. |
| BIOCM024 | Molecular Mechanisms of Gene Expression and Regulation (Masters Level) | UG | .5 | Division of Biosciences | |
| PHAR3003 | Molecular Pharmacology | UG | .5 | Division of Biosciences | The course deals with the quantitative principles that underlie the study of the action of drugs at receptors beginning with the physical chemical principles which underlie drug-receptor interactions. The molecular nature of receptors is considered in detail and a critcal and quantitative approach to the analysis and interpretation of pharmacological data is developed. This course provides core information for B.Sc. Pharmacology and M.Sci. Medical Chemistry students and supplements existing course unit options for final year students in related degree programmes in the Faculty of Life Sciences. |
| PHARG003 | Molecular Pharmacology | PG | 15 | Division of Biosciences | The course deals with the quantitative principles that underlie the study of the action of drugs at receptors beginning with the physical chemical principles which underlie drug-receptor interactions. The molecular nature of receptors is considered in detail and a critcal and quantitative approach to the analysis and interpretation of pharmacological data is developed. This course provides core information for B.Sc. Pharmacology and M.Sci. Medical Chemistry students and supplements existing course unit options for final year students in related degree programmes in the Faculty of Life Sciences. |
| PHARM003 | Molecular Pharmacology (Masters Level) | UG | .5 | Division of Biosciences | The course deals with the quantitative principles that underlie the study of the action of drugs at receptors beginning with the physical chemical principles which underlie drug-receptor interactions. The molecular nature of receptors is considered in detail and a critcal and quantitative approach to the analysis and interpretation of pharmacological data is developed. |
| PHAR3003A | Molecular Pharmacology A | UG | .5 | Division of Biosciences | |
| BIOSG098 | MRes Biosciences Research Project | PG | 120 | Division of Biosciences | Not applicable |
| BIOSG003 | MRes Biosciences Research Seminars | PG | 15 | Division of Biosciences | In order to acquire the skills to carry out research it is necessary to gain in depth theoretical knowledge and practical experience in a specialised topic. However, it is also important to gain an appreciation of the different fields within the biosciences and how crossing disciplines can provide further insight and illustrate the potential for collaborative or multidisciplinary research. An important aspect of successful collaboration is to be able to cross scientific boundaries by reviewing the literature and communicating a specialist topic in simple but accurate terms that can be understood by non-experts in the field. Assessment will be 100% coursework consisting of two assignments. |
| BIOSG002 | MRes Biosciences Research Skills | PG | 15 | Division of Biosciences | In addition to academic learning and the acquisition of practical skills within the laboratory, training in scientific research requires a range of skills for data and reference management and the verbal, written and visual communication of science. |
| BIOSG099 | MRes Synthetic Biology Research Project | PG | 120 | Division of Biosciences | |
| GENEG099 | MSc Genetics of Human Disease : Research Project | PG | 90 | Division of Biosciences | Not Applicable |
| PSYCGI98 | MSc HCI-E Project | PG | 60 | Division of Psychology and Language Sciences | Each MSc student undertakes a practical project under the general supervision of University staff. The subject is decided after consultation between the Teaching Director, the supervisor(s) and the student. The write-up of the project is in the form of a dissertation and counts as an important part of the MSc assessment. Projects may be based in UCLIC, any University Department, a research laboratory, or externally in industry. The problem investigated can be research or applications orientated. The presentation of the project is always in the form of an academic dissertation (about 12000 words), whether the investigation is laboratory-orientated or applications-orientated. The student is expected to bring in a good balance of the subjects covered by the course, taking an interdisciplinary approach to the problem and backing the practical side of the project with a full relevant literature review. A few students may be supervised by academics in other departments, most commonly Computer Science. |
| ANATG007 | MSc Neuroscience: Journal Club | PG | 30 | Division of Biosciences | The module aims to help students to read and understand research papers effectively and critically. Introductory lectures will be provided that cover the basic areas of the field to be discussed during the journal club. All students will be provided with either one or two journal papers a week in advance of the journal club, and each week two students will give an introductory presentation on the paper(s). The papers will be either relevant to the topic which is being taught that week, or will be very recent papers covering the most recent advances in neuroscience research. |
| ANATG099 | MSc Neuroscience: Research Project | PG | 90 | Division of Biosciences | A laboratory research project conducted in a Neuroscience laboratory of the students choosing within UCL (there are over 400 different research groups operating at UCL in the broad field of Neuroscience). UCL's research strength in Neuroscience is the best in Europe and arguably number 2 in the world. The students are expected to work for two days per week in the laboratory until the end of March and then full time in the laboratory for the remainder of the course. A written dissertation in the form of a research article that could be submitted to the Journal of Neuroscience with an additional 1000 word critique of the methods employed in the project and a viva voce examination form the assessment of the module. It is of vital importance that this assessment method is employed for two reasons. First, the MSc Neuroscience is an intensive, research led taught masters programme with research methodology, critical understanding and knowledge of cutting edge research forming the reason d'etre of the entire programme. The assessment in the form of the students preparing a research paper that could be submitted to a prestigious journal gives the students a vital experience of how to present data for peer review in clear and concise terms. Second, the research project is a lengthy one and requires a considerable amount of effort on the part of prospective supervisors who agree to take a student on for a whole calendar year and to provide the necessary research reagents and consumables for that student. The resulting generation of a dissertation that is already formatted and presented in the form of a journal article is a valuable way of the course attracting more prospective supervisors to take on MSc Neuroscience students. |
| GENEG098 | MSc Pharmacogenetics and Stratified Medicine: Research Project | PG | 60 | Division of Biosciences | Not Applicable |
| PSYCGN99 | MSc Psychodynamic Developmental Neuroscience: Research Thesis | PG | 100 | Division of Psychology and Language Sciences | Students undertake a piece of independent research under the supervision of a research mentor at Yale with additional input from a UCL affiliated 2nd supervisor. During the first year in London students are paired with an individual academic research supervisor in Yale. Students arrive in Yale by September of the second year. In the Fall all students must present their proposal (orally and in written form) to a group of Yale and UCL academics to garner feedback and make any necessary amendments. During the rest of the year each student must complete their research project. The final dissertation should contain a comprehensive literature review mindful of psychoanalytic perspectives. |
| PSYCGS99 | MSc Social Cognition: Dissertation | PG | 60 | Division of Psychology and Language Sciences | |
| PSYCGT98 | MSc Theoretical Psychoanalytic Studies: Dissertation | PG | 60 | Division of Psychology and Language Sciences | |
| BIOLM005 | MSci Research Project in Biological Sciences (Masters Level) | UG | 2 | Division of Biosciences | The course provides the opportunity to undertake an individual research project of 9 weeks duration (including writing the assessed report) under supervision. Projects can be based on experimental research, field work, theoretical or data analysis. You will develop skills in designing experiments, framing questions, and, where relevant, planning the details and implementing the practical work. You will also receive guidance on assessing results and on presenting the project in both written and verbal form. You will also be expected to read relevant literature. |
| PHOLM901 | MSci Research Project in Life Sciences (Masters Level) | UG | 2 | Division of Biosciences | A research project designed for those final year MSci students on the Natural Sciences programme whose major stream is in the Faculty of Life Sciences. A range of project titles will be offered within the Faculty to complement the taught material in such streams. Under supervision, students will carry out original experimental and/or modeling work. They will then write a dissertation critically analysing and presenting their results. Students will also be expected to defend an oral presentation of their work. |
| PSYCGN40 | Multiple Perspectives on Child Development 1 | PG | 15 | Division of Psychology and Language Sciences | The first half of this module will consider the systemic contexts for child development in terms of family networks, extended families, school and peer-groups, professional systems and cultural contexts. Emotional and social development in terms of attachment, theory of mind and mentalisation will be covered. By the end of this module students will have a good grasp of social and emotional development in the context of the relationships the child has with others and with the world around the child. |
| PSYCGN41 | Multiple Perspectives on Child Development 2 | PG | 15 | Division of Psychology and Language Sciences | The second half of the child development module will focus on chronological development of an individual infant, but drawing on multiple perspectives and continuing to bear in mind the systemic and relational understanding gained from term I. By the end of this module students will have a good grasp of the basic developmental milestones and several different frameworks for understanding these. |
| NEUR3018 | Neural Basis of Motivation and Learning | UG | .5 | Division of Biosciences | The module is centred around the group of neural structures traditionally described as the limbic system which are involved in learning, memory, emotion, motivation and navigation. They include the amygdala, septum, hippocampus, and prefrontal cortex. The course consists of a set of lectures on the anatomy, physiology and role in behaviour of these structures, as well as the molecular, cellular and genetic basis for their involvement in these behaviours. In addition tutorials will be given on specific topics raised in the lectures. |
| NEURM018 | Neural Basis of Motivation and Learning (Masters Level) | UG | .5 | Division of Biosciences | The module is centred around the group of neural structures traditionally described as the limbic system which are involved in learning, memory, emotion, motivation and navigation. They include the amygdala, septum, hippocampus, and prefrontal cortex. The course consists of a set of lectures on the anatomy, physiology and role in behaviour of these structures, as well as the molecular, cellular and genetic basis for their involvement in these behaviours. |
| NEUR3018A | Neural Basis of Motivation and Learning A | UG | .5 | Division of Biosciences | |
| NEUR3041 | Neural Computation: Models of Brain Function | UG | .5 | Division of Biosciences | This module examines how behaviour results from the properties of neurons and synapses in the brain. Some simple computational models of how networks of neurons can be used to perform useful functions are introduced and applied to help understand several examples of the neural bases of behaviour in humans and animals. Topics covered will include the role of synaptic plasticity in learning and memory, the coding of information by the firing rate and time of firing of neurons, the neural bases of memory, coordination of action, audition, olfaction,and conscious awareness. Neural systems studies will include the motor, parietal and frontal cortices, the hippocampus, cerebellum and the spine. |
| NEURG041 | Neural Computation: Models of Brain Function | PG | 15 | Division of Biosciences | This module examines how behaviour results from the properties of neurons and synapses in the brain. Some simple computational models of how networks of neurons can be used to perform useful functions are introduced and applied to help understand several examples of the neural bases of behaviour in humans and animals. Topics covered will include the role of synaptic plasticity in learning and memory, the coding of information by the firing rate and time of firing of neurons, the neural bases of memory, coordination of action, audition, olfaction,and conscious awareness. Neural systems studies will include the motor, parietal and frontal cortices, the hippocampus, cerebellum and the spine. |
| NEURM041 | Neural Computation: Models of Brain Function (Masters Level) | UG | .5 | Division of Biosciences | 1. To introduce the consideration of neurons and synapses in terms of their computational properties and interpretation of their action in terms of information processing. 2. To introduce the analysis of an animal's ability to learn, remember or act in terms of the action of neurons and synapses within the animal's nervous system. 3. To understand several examples of how the action of individual neurons and synapses in various parts of the central nervous system contribute to the learning, memory or behaviour of an organism. |
| NEUR3041A | Neural Computation: Models of Brain Function A | UG | .5 | Division of Biosciences | |
| ANATG006 | Neurobiology of Degeneration and Repair | PG | 15 | Division of Biosciences | The module will cover damage, regeneration and repair, pathology of the nervous system and neurological disease (including sodium channels and epilepsy, mitochondria and neurodegenerative disease, brain and spinal cord injury: use of glial cells as reparative bridges, and use of stem cells in animal models of CNS disorders); genetics and mechanisms involved in mood disorders such as schizophrenia. |
| ANAT3029 | Neurobiology of Neurodegenerative Diseases (extended) | UG | 1 | Division of Biosciences | The last few years have seen a remarkable increase in our understanding of the basic biological mechanisms underlying human neurodegenerative diseases. Identification of mutations in a variety of genes, found to encode proteins present in neuro-pathological inclusions, has suggested that a common feature of all these diseases might be the intracellular accumulation of fibrous protein aggregates within neurons, resulting in neuronal cell death. This course will discuss this novel hypothesis in the light of contemporary research, and provide a foundation for our current understanding of neurodegenerative diseases. The 0.5 CU version of the module (ANAT3028) consists of the lecture series and is examined by one three-hour exam, whereas this 1.0 CU version (ANAT3029) comprises the same lectures and exam, but additionally requires submission of a 6,000 word dissertation together with a short (10 minute) oral presentation. It is recommended that students start thinking about their coursework essay in Term 1, even though the lectures are in Term 2. |
| ANATG029 | Neurobiology of Neurodegenerative Diseases (extended) | PG | 30 | Division of Biosciences | The last few years have seen a remarkable increase in our understanding of the basic biological mechanisms underlying human neurodegenerative diseases. Identification of the mutations in tau, underlying many familial forms of dementia and of the mutations in a-synuclein and parkin, found in familial cases of Parkinson's disease, has provided a molecular basis for these two classes of disease. Similarly the discovery of neuronal intranuclear inclusions containing proteins with expanded poly-glutamine sequences again provides a unifying pathogenic mechanism for 10 triplet-repeat expansion diseases (best illustrated by Huntington's disease). It therefore seems that a common feature of all these diseases is the intracellular accumulation of fibrous protein aggregates within neurons (and/or glial cells?) which leads to neurodegeneration. This course will discuss this novel hypothesis in the light of contemporary research and provide a foundation for our current understanding of neurodegenerative diseases. The 0.5 CU version of the module (ANATG028) consists of the lecture series and is examined by one three-hour exam, whereas this 1.0 CU version (ANATG029) comprises the same lectures and exam, but also the writing of a 6,000 word essay on a relevant topic of the student's choice (to be approved by the module organizer). It is recommended that students start thinking about their coursework essay in Term 1, even though the lectures are in Term 2. |
| PSYCGN30 | Neuroimaging and Clinical Applications | PG | 20 | Division of Psychology and Language Sciences | This course provides complimentary teaching of psychoanalytic and neuroscientific approaches to understand clinical disorders in a series of parallel lectures. A range of clinical disorders are considered including: addictions; bipolar disorder; psychosis; depression; anxiety and ADHD. |
| PLIN7311 | Neurolinguistics | UG | .5 | Division of Psychology and Language Sciences | An introduction to the neuroscience of language and its implication for linguistics. The ultimate goal of neuroscience of language is to understand how language is represented in the brain, this presupposes some understanding of the nature of language representations, of how those representations are processed and the functioning of the brain. |
| PLING157 | Neurolinguistics | PG | 15 | Division of Psychology and Language Sciences | An introduction to the neuroscience of language and its implication for linguistics. The ultimate goal of neuroscience of language is to understand how language is represented in the brain, this presupposes some understanding of the nature of language representations, of how those representations are processed and the functioning of the brain. |
| PHAR3001 | Neuropharmacology | UG | 1 | Division of Biosciences | In recent years many developments, such as the use of levo dopa in Parkinsonism, the manipulation of excitation in epilepsy and the discovery of endogenous opioids, have brought basic neuropharmacology and the successful treatment of disorders of the C.N.S. much closer together. It is likely that future prospects for drug therapy in neurology and psychiatry will depend very much on a better understanding of neurotransmitter function and manipulation. This neuropharmacology course tries to provide a basis for such an understanding. The evidence for different transmitters (from morphological, electrophysiological, pharmacological and biochemical studies) is evaluated so as to build up a picture of their pre- and post-synaptic actions and their interactions in specific pathways and brain areas. This knowledge is then applied to a consideration of various disease states and drug action. Special emphasis is given to neurotransmitter function and malfunction in epilepsy, Parkinsonism, memory, cell death and pain states and to the mode of action of drugs in these conditions. Students attend a comprehensive series of lectures given by experts in the field. The evaluation of published work and a proper appreciation of the problems facing research workers is helped by practical experience of the methods used. Accordingly students taking the whole unit (C3) will perform individual or group projects on the release and electrophysiological and behaviourial effects of neurotransmitters and their modification by drugs. |
| PHAR3002 | Neuropharmacology | UG | .5 | Division of Biosciences | This course consists of lectures and discussions offered in the full unit (C3) course. No practical work. |
| PHAR3002A | Neuropharmacology | UG | .5 | Division of Biosciences | |
| PHARG002 | Neuropharmacology | PG | 15 | Division of Biosciences | This course consists of lectures and discussions offered in the full unit (C3) course. No practical work. |
| PHARM001 | Neuropharmacology (Masters Level) | UG | 1 | Division of Biosciences | n recent years many developments, such as the use of levo dopa in Parkinsonism, the manipulation of excitation in epilepsy and the discovery of endogenous opioids, have brought basic neuropharmacology and the successful treatment of disorders of the C.N.S. much closer together. It is likely that future prospects for drug therapy in neurology and psychiatry will depend very much on a better understanding of neurotransmitter function and manipulation. This neuropharmacology course tries to provide a basis for such an understanding. The evidence for different transmitters (from morphological, electrophysiological, pharmacological and biochemical studies) is evaluated so as to build up a picture of their pre- and post-synaptic actions and their interactions in specific pathways and brain areas. This knowledge is then applied to a consideration of various disease states and drug action. Special emphasis is given to neurotransmitter function and malfunction in epilepsy, Parkinsonism, memory, cell death and pain states and to the mode of action of drugs in these conditions. Students attend a comprehensive series of lectures given by experts in the field. The evaluation of published work and a proper appreciation of the problems facing research workers is helped by practical experience of the methods used. Accordingly students taking the whole unit (C3) will perform individual or group projects on the release and electrophysiological and behaviourial effects of neurotransmitters and their modification by drugs. |
| PHARM002 | Neuropharmacology (Masters Level) | UG | .5 | Division of Biosciences | This course consists of lectures and discussions offered in the full unit (C3) course. No practical work. |
| PHAR3001A | Neuropharmacology A | UG | 1 | Division of Biosciences | |
| HCSCGH20 | Neuroscience of Language | PG | 15 | Division of Psychology and Language Sciences | Module overview: The objective of the module is to familiarize students with the work of neuroscientists whose research focuses on speech and language; familiarize them with these state of the art research methods and their applications; and help them to critically read the relevant literature. It is expected that by the end of the module students will know the possibilities and limitations of using imaging technology in studying language processing both in normal and patient populations; will know the questions contemporary neuroscientists are interested in; will be confident readers of research papers. The module will be taught by UCL lecturers who are active researchers in the area of neuroscience of language. Each week a different lecturer will present his/her own research. Students will be asked to read an original paper for each session and be able to discuss it in class. |
| HCSCGH98 | Neuroscience, Language and Communication Project | PG | 60 | Division of Psychology and Language Sciences | |
| BIOC3012 | Nutrition and Metabolism in Health and Disease | UG | .5 | Division of Biosciences | |
| BIOCG012 | Nutrition and Metabolism in Health and Disease | PG | 15 | Division of Biosciences | |
| BIOCM012 | Nutrition and Metabolism in Health and Disease (Masters Level) | UG | .5 | Division of Biosciences | The aim of this course is to explore molecular aspects of nutrition, metabolism and endocrinology which are of great practical significance to maintenance of a healthy population both in the UK and elsewhere. We begin by investigating the role of vitamins, a subject that has returned to centre stage in terms of health in which fact and fiction will be clearly separated. The current epidemic of obesity and diabetes will be explored and also the lesser understood metabolic syndrome which affects a very high percentage of our population. For the first time we introduce new key topics such as protein energy malnutrition and nutrient -gene interactions. The importance of iron and trace metals will be presented at a molecular level. A new hormone, ghrelin, will be presented for the first time in the course and also details of growth hormone secretagogues. As in the past, we will deal with steroid hormones and congenital hyperplasia as an example of dysfunction. The subject of osteoporosis is of increasing importance to the health of the elderly and will be explained in full. |
| PSYCGN45 | Observation 1: Parent Infant | PG | 15 | Division of Psychology and Language Sciences | This module focuses upon the infant's development in the early months of life and how the relationship with the primary caregiver becomes established and consolidated. The vicissitudes of this relationship are examined through the linking of direct observations to the appropriate theoretical perspectives. Through this repeated task, the students are encouraged to develop the skills of integration between theory and observation. |
| PSYCGP28 | Observation I: Parent Infant | PG | 15 | Division of Psychology and Language Sciences | This module focuses upon the infants development in the early months of life and how the relationship with the primary caregiver becomes established and consolidated. The vicissitudes of this relationship are examined through the linking of direct observations to the appropriate theoretical perspectives. |
| PSYCGP29 | Observation II: Toddler Observation | PG | 15 | Division of Psychology and Language Sciences | Students observe a fortnightly toddler group for an hour and a half which is held at the Anna Freud Centre and attend weekly one hour seminars to present and discuss these observations. This module focuses upon the toddlers development towards separation and individuation from the primary care giver as the child's motor and cognitive capacities increase. |
| PSYCGP30 | Observation III: Observation of a Nursery-school aged Child | PG | 15 | Division of Psychology and Language Sciences | Students observe weekly for one hour in local nursery schools and attend weekly one hour seminars to present and discuss these observations. This module focuses upon the expansion and development of the young child's social relating as observed in a nursery setting. |
| PSYC9001A | One-Term Psychology Research Project A | UG | .5 | Division of Psychology and Language Sciences | Students are required to produce an empirical, experimental piece of work on a psychological topic. Students will be responsible for conducting research under the supervision of a member of faculty. Students will usually meet with their supervisor to discuss the project at least once per week. This research project should culminate in a written report akin to a manuscript prepared for submission to a psychological journal (2500-3500 words). Please note that students can only take this module if they are able to find a member of faculty to supervise them. |
| PSYC9001B | One-Term Psychology Research Project B | UG | .5 | Division of Psychology and Language Sciences | Students are required to produce an empirical, experimental piece of work on a psychological topic. Students will be responsible for conducting research under the supervision of a member of faculty. Students will usually meet with their supervisor to discuss the project at least once per week. This research project should culminate in a written report akin to a manuscript prepared for submission to a psychological journal (2500-3500 words). Please note that students can only take this module if they are able to find a member of faculty to supervise them. |
| PSYC3108 | Organisational Psychology | UG | .5 | Division of Psychology and Language Sciences | This module will cover in some detail theories and research on issues currently topical in Organisational Psychology from job motivation, leadership and stress to the future of work. |
| PSYCG108 | Organisational Psychology | PG | 15 | Division of Psychology and Language Sciences | See PSYC3108 |
| PSYC3108A | Organisational Psychology A | UG | .5 | Division of Psychology and Language Sciences | See PSYC3108 |
| ANAT3042 | Pain | UG | .5 | Division of Biosciences | This module aims to present an integrated approach to pain. Through a series of 18 lectures students will be presented with information about the basic mechanisms of pain and its clinical manifestations. Students will also be introduced to current ideas about therapy and management and to the problems inherent in measurements of pain. A series of seminars based on reading topics will be held at the end of the course. |
| ANATG042 | Pain | PG | 15 | Division of Biosciences | This module aims to present an integrated approach to pain. Through a series of 18 lectures students will be presented with information about the basic mechanisms of pain and its clinical manifestations. Students will also be introduced to current ideas about therapy and management and to the problems inherent in measurements of pain. A series of seminars based on reading topics will be held at the end of the course. |
| ANATM042 | Pain (Masters Level) | UG | .5 | Division of Biosciences | This module aims to present an integrated approach to pain. Through a series of 18 lectures students will be presented with information about the basic mechanisms of pain and its clinical manifestations. Students will also be introduced to current ideas about therapy and management and to the problems inherent in measurements of pain. A series of seminars based on reading topics will be held at the end of the course. |
| PSYC2207 | Perception, Attention and Action | UG | .5 | Division of Psychology and Language Sciences | The course aims to provide you with a basic understanding of core theoretical issues and experimental findings in the study of a) the representation of events in the outside world through neural activity, b) the processing of information in the auditory and visual sensory systems, c) the effects of attention on visual and auditory perception and d) the control of complex motor behaviour. |
| PSYC2207A | Perception, Attention and Action A | UG | .5 | Division of Psychology and Language Sciences | See PSYC2207 |
| PALS1002 | Perception, Attention and Learning | UG | .5 | Division of Psychology and Language Sciences | This course is an introduction to topics in visual (and auditory) attention, auditory perception and learning intended to provide a background in knowledge of these areas through a series of lectures, supporting tutorials and practical sessions. We provide a brief historical background as well as a modern perspective, discussing early cognitive theories, recent theoretical accounts and how neuroimaging has advanced our knowledge of the brain mechanisms involved in perception, attention, and learning. The course also covers some disorders of perception and attention, and highlights the links with language through lectures on speech perception and attention. There are ten one hour lectures, three supporting tutorials involving discussion and practical demonstrations. |
| PLIN3605 | Performance Documentation A | UG | .5 | Division of Psychology and Language Sciences | |
| PLIN3606 | Performance Documentation B | UG | .5 | Division of Psychology and Language Sciences | |
| GENEG009 | Pharmacogeneomics, Adverse Drug Reactions and Biomarkers | PG | 15 | Division of Biosciences | |
| PLIN3002 | Philosophy of Language | UG | .5 | Division of Psychology and Language Sciences | This course explores conceptual and logical questions about linguistic theory, with a focus on the study of meaning. |
| PLING202 | Philosophy of Language | PG | 15 | Division of Psychology and Language Sciences | A selection from the following topics will be covered: - Foundational issues in semantic theory - Theories of truth as theories of meaning - Reference and referring expressions - Quantificational terms vs. referring expressions - Semantic reference and speaker reference - Proper names - meaning and understanding - Definite descriptions - meaning and understanding - Indexicals - meaning and use - Vagueness - Saying and implicating - Minimalism versus contextualism - Saturation versus free enrichment - Free enrichment versus implicature - Word meaning and concepts |
| PLIN3101 | Phonetic Theory | UG | .5 | Division of Psychology and Language Sciences | To develop an understanding of how communicative meanings are encoded through articulation in speech by taking a critical look at recent work in experimental phonetics and exploring a number of theoretical issues in phonetics and phonology. |
| PLING154 | Phonetic Theory | PG | 15 | Division of Psychology and Language Sciences | This course will present a critical examination of how phonetics relates to other disciplines in linguistics by exploring a number of theoretical issues in phonetic science, with focus on how human speech can effectively transmit multiple layers of communicative meanings through an articulation process. It will cover issues relating to coarticulation, distinctive features, timing and coordination, speech acquisition and vocal expression of emotions, and demonstrate how they are mechanistically interrelated based on an articulatory-functional view of speech. Also will be discussed is research methodology in terms of its importance for the theoretical development in phonetic science. |
| HCSCGS14 | Phonetics and Phonology | PG | 15 | Division of Psychology and Language Sciences | This module introduces students to the practical and theoretical study of speech sounds (phonetics), and to the systematic use of such sounds in language (phonology). Some attention is paid to typical patterns of developmental and disordered speech. It links closely with HCSCGS15 (Linguistics), HCSCGS16 (Introduction to Speech, Hearing and Audiology), HCSCGS12 (Developmental Speech, Language and Communication Difficulties) and HCSCGS17 (Anatomy and Physiology of Speech, Language and Hearing). It also has links with Year B modules, including HCSCGS23 (Disorder of Vocal Tract: Structure and Function). |
| PLING113 | Phonetics and Phonology | PG | 30 | Division of Psychology and Language Sciences | An introduction to the study of the design properties of the sound systems of human language. Building on a basic knowledge of articulatory phonetics, this course looks at the acoustic properties and cognitive organisation of speech sounds, how and why they change in different contexts and how they are organised into prosodic constituents. Data are drawn from the widest possible range of languages. The focus is on how to construct arguments for the lexical representation of sounds and how to formalise phonological processes. |
| PLING111 | Phonetics and Phonology I | PG | 15 | Division of Psychology and Language Sciences | An introduction to the study of the design properties of the sound systems of human language. Building on a basic knowledge of phonetics, this course looks at the cognitive organisation of speech sounds and at how and why they change in different contexts. Data are drawn from the widest possible range of languages. The focus is on how to construct arguments for the lexical representation of sounds and how to formalise phonological processes. |
| PLINGN03 | Phonetics and Phonology of English | PG | 30 | Division of Psychology and Language Sciences | PLING150 Sociolinguistics PLIN2101 Phonology of English |
| SPSC2003 | Phonetics Science 2: Acoustics of Speech and Hearing. | UG | 1 | Division of Psychology and Language Sciences | This course gives an overview of the processes of spoken language communication that are concerned with how phonological units are encoded in sound, propagated and decoded. Taking as a basis knowledge of articulatory phonetics and relevant anatomy, the course describes the acoustics of speech production, the instrumental analysis of speech sounds and the decoding of sounds in the ear. |
| PLIN2101 | Phonology of English | UG | .5 | Division of Psychology and Language Sciences | Gaining an awareness of patterns underlying the surface detail of English phonetics. Developing an understanding of how the taxonomic-phonemic and the generativist approaches to phonology may be applied to English and of their strengths and weaknesses in handling the data. |
| PHAR2004 | Physiological Pharmacology | UG | 1 | Division of Biosciences | A course of lectures, tutorials and practicals which aims to provide students of physiology or related subjects with a broad knowledge of the mechanisms of action of drugs. The illustrative practicals (6) are selected to reinforce the lecture material and help develop laboratory skills. |
| PSYCRC11 | Placement 1 | UG | 0 | Division of Psychology and Language Sciences | |
| PSYCRC12 | Placement 2 | UG | 0 | Division of Psychology and Language Sciences | |
| PSYCRC13 | Placement 3 | UG | 0 | Division of Psychology and Language Sciences | |
| PSYCRC14 | Placement 4 | UG | 0 | Division of Psychology and Language Sciences | |
| PSYCRC15 | Placement 5 | UG | 0 | Division of Psychology and Language Sciences | |
| PSYCRC16 | Placement 6 | UG | 0 | Division of Psychology and Language Sciences | |
| PSYCGE05 | Placement File (Part I) | PG | 0 | Division of Psychology and Language Sciences | |
| PSYCGE06 | Placement File (Part II) | PG | 0 | Division of Psychology and Language Sciences | |
| BIOL3002 | Plants, Environment and Climate Change | UG | .5 | Division of Biosciences | Topics include: plants and nitrogen availability; drought and plant production; compatible solutes; flooding tolerance; cold and freezing stress; photoinhibition and photoprotection; photorespiration and the evolution of C4 photosynthesis; CAM photosynthesis as adaptation to limited water availability; response of plants to elevated CO2; vegetation change and carbon sinks; effect of climate change on senescence and other phenological events; atmospheric pollution and acid rain; gaseous NOx and NHy pollution; ozone pollution. |
| BIOLG002 | Plants, Environment and Climate Change | PG | 15 | Division of Biosciences | Topics include: physiology of metal tolerance; plants and nitrogen availability; drought and plant production; compatible solutes; flooding tolerance; cold and freezing stress; photoinhibition and photoprotection; photorespiration and the evolution of C4 photosynthesis; CAM photosynthesis as adaptation to limited water availability; response of plants to elevated CO2; vegetation change and carbon sinks; effect of climate change on senescence and other phenological events; atmospheric pollution and acid rain; gaseous NOx and NHy pollution; ozone pollution. |
| BIOLM002 | Plants, Environment and Climate Change (Masters Level) | UG | .5 | Division of Biosciences | Topics include: plants and nitrogen availability; drought and plant production; compatible solutes; flooding tolerance; cold and freezing stress; photoinhibition and photoprotection; photorespiration and the evolution of C4 photosynthesis; CAM photosynthesis as adaptation to limited water availability; response of plants to elevated CO2; vegetation change and carbon sinks; effect of climate change on senescence and other phenological events; atmospheric pollution and acid rain; gaseous NOx and NHy pollution; ozone pollution. |
| BIOL3002A | Plants, Environment and Climate Change A | UG | .5 | Division of Biosciences | |
| PHAR2006 | Practical Pharmacology | UG | .5 | Division of Biosciences | A selection of practicals and follow-up sessions designed for students taking Pharmacology PHAR2002 It provides reinforcement of the material in those courses and also aims to develop practical skills. |
| PLIN2105 | Practical Phonetics | UG | .5 | Division of Psychology and Language Sciences | To develop practical phonetic skills of speech sound perception, production and representation, with the use of the International Phonetic Alphabet (IPA) as a tool. |
| PLING219 | Practical Phonetics | PG | 15 | Division of Psychology and Language Sciences | To develop practical phonetic skills of speech sound perception, production and representation, with the use of the International Phonetic Alphabet (IPA) as a tool. |
| PSYCRC07 | Practical Statistics | UG | 0 | Division of Psychology and Language Sciences | |
| ANATGS10 | Practice of Science | PG | 30 | Division of Biosciences | |
| PLIN2002 | Pragmatic Theory | UG | .5 | Division of Psychology and Language Sciences | This module explores the nature of human communication and the relation between the linguistic encoding of meaning and the (much more extensive) speaker meaning communicated in context. Some recent theories of communication and utterance comprehension are introduced. |
| PLING201 | Pragmatic Theory | PG | 15 | Division of Psychology and Language Sciences | The following topics will be covered: - The goals of a pragmatic theory - The data of a pragmatic theory - Linguistic codes and pragmatic inference - Maxim-based approaches to pragmatics - The cognitive principle of relevance - The communicative principle of relevance - The nature of the context of interpretation - Disambiguation and reference assignment - Conversational implicature - Non-literal language use (metaphor and irony) - Pragmatics and the modularity of mind - Testing pragmatic theories |
| PLIN2004 | Pragmatics and Cognition | UG | .5 | Division of Psychology and Language Sciences | This module explores several areas of pragmatics in which experimental research has been conducted in order to test opposing theories. A wide range of empirical studies will be examined (including studies of language production and comprehension in adults, as well as typical and atypical development in children), while keeping a focus on the underlying theories. Special attention will be paid to Relevance Theory, as a cognitive pragmatic theory that has generated empirical work in various areas of pragmatics. |
| PLING203 | Pragmatics and Cognition | PG | 15 | Division of Psychology and Language Sciences | This module explores several areas of pragmatics in which experimental research has been conducted in order to test opposing theories. A wide range of empirical studies will be examined (including studies of language production and comprehension in adults, as well as typical and atypical development in children), while keeping a focus on the underlying theories. Special attention will be paid to Relevance Theory, as a cognitive pragmatic theory that has generated empirical work in various areas of pragmatics. |
| PSYCGD02 | Principles of Cognition | PG | 15 | Division of Psychology and Language Sciences | This module outlines general theoretical principles that underlie cognitive processes across many domains, ranging from perception and memory, to reasoning and decision making. The focus will be on general, quantitative regularities, and the degree to which theories focusing on specific cognitive scientific topics can be constrained by such principles. There will be particular emphasis on understanding cognitive principles that are relevant to theories of decision making. The course will also deal with the issue of which mental processes are subject to general theoretical principles, and which must be understood one-by-one. |
| NEUR3002 | Principles of Neurosurgery | UG | .5 | Division of Biosciences | Neurosurgery is a broad field covering a range of diagnostic and therapeutic interventions that target pathological processes affecting the brain, spine and peripheral nerves. The course consists of a comprehensive course of lectures on neuroanatomy, neurophysiology and pathology, diagnostic techniques and therapeutic interventions. |
| HCSCGS11 | Professional and Clinical Studies I | PG | 60 | Division of Psychology and Language Sciences | This module introduces students to the professional and clinical skills required by speech and language therapists and there is a focus on working with clients with developmental difficulties. |
| HCSCGS21 | Professional and Clinical Studies II | PG | 60 | Division of Psychology and Language Sciences | This Module develops the students\' professional and clinical skills and promotes their transfer to a range of adult client groups and settings. It builds on skills developed during Year A of the course, and integrates skills and knowledge from all other Year B Modules, with the aim of highlighting the links between theory and practice. Modules HCSCGS22 (Management of Acquired Communication Difficulties) and 2.3/HCSCGS23 (Vocal Tract Structure & Function) are particularly relevant here. This Module includes clinical placements, supporting workshops and tutorials. |
| SPSC2801 | Professional Studies 2: Principles of Management of Communication Difficulties | UG | 1 | Division of Psychology and Language Sciences | This course will introduce the students to the principles of speech and language therapy management. There will be a primary focus on children and adults with developmental communication difficulties. Students will be encouraged to draw on material taught in Year 1 and other units in Year 2 so that they are well prepared for all subsequent professional studies units in the degree. |
| SPSC3801 | Professional Studies 3: Management of Children with Communication Difficulties. | UG | 1 | Division of Psychology and Language Sciences | This course will continue to develop the students\' knowledge and skills relating to speech and language therapy management of children with communication difficulties. It builds on teaching in Years 1 and 2, particularly in Professional Studies Units 1 and 2. In order to achieve course aims, students must draw on material taught in previous years and other units in Year 3. |
| SPSC4801 | Professional Studies 4: Management of Acquired Communication Difficulties | UG | 1 | Division of Psychology and Language Sciences | This course unit will develop the students\' knowledge and skills related to the speech and language therapy management of acquired communication difficulties in both adults and children. The course will enable the students to identify the characteristics of communication difficulties acquired as a result of brain damage caused by disease (stroke, dementia, tumour, acute infection) and trauma (head injury). It will also develop the students\' knowledge of the theoretical basis and principles of a range of assessments and intervention approaches used with clients with acquired communication difficulties. The course builds on teaching in Years 1, 2 and 3, particularly Professional Studies units 1, 2 and 3. In order to achieve the course aims, students must draw on material taught in previous years and in the other units in Year 4. |
| PSYCGD05 | Programming for Cognitive Science | PG | 15 | Division of Psychology and Language Sciences | This module introduces students to the basics of programming for cognitive and decision science. It will be made up of two main components: (1) Designing and programming simple laboratory experiments; (2) Computational modelling and simulation. The course will involve both theoretical and practical work. Students will program their own cognitive science experiments, and learn how to build simple computational models and run simulations. These practical projects will be tied in with the empirical and theoretical work covered in other modules (e.g., judgment and decision-making; knowledge, learning and inference). |
| PLIN3601 | Progress Portfolio A | UG | .5 | Division of Psychology and Language Sciences | |
| PLIN3602 | Progress Portfolio B | UG | .5 | Division of Psychology and Language Sciences | |
| SPSC4901 | Project in Speech Communication | UG | 1 | Division of Psychology and Language Sciences | Students select a topic of interest to them and carry out a research project normally involving both literature and empirical research under the supervision of a staff member having appropriate expert knowledge. Projects based on literature research only are permitted, but not encouraged. |
| SPSC4902 | Project in Speech Sciences | UG | .5 | Division of Psychology and Language Sciences | |
| PSYCGC99 | Project Report | PG | 60 | Division of Psychology and Language Sciences | |
| PSYCGP31 | Psychoanalytic Perspectives on Child Development 3: Latency and Adolescence | PG | 15 | Division of Psychology and Language Sciences | This module explores the child’s growing sense of identity (including gender identity) during latency and adolescence as the child moves from the family into the wider social world. It will consider the role of the parents, family and cultural environment in facilitating the youngster’s trajectory to adulthood. The theory will be illustrated with clinical case presentations showing how the techniques and approach of psychoanalytic psychotherapy need to be modified to engage with latency-aged or adolescent-aged youngsters. |
| PSYCGP24 | Psychoanalytic Perspectives on Child Development I: Infancy | PG | 15 | Division of Psychology and Language Sciences | This module examines a variety of psychoanalytic theories of infant development from pregnancy through birth and to one year of age. These include the classical Psychoanalytic perspective the theories of Anna Freud, Klein, Winnicott and Lacan as well as Bowlby's attachment theory. |
| PSYCGP25 | Psychoanalytic Perspectives on Child Development II: Toddlerhood and Early Childhood | PG | 15 | Division of Psychology and Language Sciences | This module focuses on normal development during toddler hood and early childhood from a psychoanalytic perspective. It includes the consideration of the role of play language and cognitive development and the child's developing understanding of the self and of family relationships. |
| PLIN7308 | Psycholinguistics: Stages in Normal Language Development | UG | .5 | Division of Psychology and Language Sciences | This course introduces students to the scientific study of how language is acquired by typically developing children, with special emphasis on development after the onset of syntax, at around 2 years. |
| HCSCGS13 | Psychological and Linguistic Perspectives on Development | PG | 15 | Division of Psychology and Language Sciences | This module introduces students to typical language and psychological development, and links closely with HCSCGS15 (Linguistics) and HCSCGS12 (Developmental speech, language and communication difficulties). |
| PSYC3104 | Psychology and Education | UG | .5 | Division of Psychology and Language Sciences | Topics have been selected to illustrate the typical application of a wide range of psychological theory and research to educational practice. Aspects of both normal learning and development and atypical performance and behaviour are sampled and examples are drawn where possible from the professional practice of educational and child psychologists. The following areas are included: Motivation in education. Inclusion of children with special educational needs. Exclusion from school. School ethos and student identity. The use of language in school. Literacy development. Numeracy development. Dyslexia. Bullying. Restorative justice. |
| PSYCG104 | Psychology and Education | PG | 15 | Division of Psychology and Language Sciences | See PSYC3104 |
| SPSC3004 | Psychology of Language and Communication | UG | .5 | Division of Psychology and Language Sciences | This course aims to provide a comprehensive overview of current psychological theories of human language and communication and to introduce the students to cognitive neuropsychology of language. It assumes knowledge of introductory psychology, clinical neurology, phonetics and linguistics and basic knowledge of experimental design and statistics. With respect to other units in Year III, SPSC3004 relates most closely to SPSC3801 and SPSC3001. SPSC3801 and SPSC3004 will provide the students with theoretical knowledge of speech and language disorders and with analytical skills, SPSC3801 from the developmental perspective, SPSC3004 from the adult perspective. It will be particularly the analytical skills that will be complementary and mutually useful. In relation to SPSC3001, some topics covered in SPSC3004 will assume knowledge and understanding of a number of concepts and theories introduced in SPSC3001. |
| PSYC9002A | Psychology Readings A | UG | .5 | Division of Psychology and Language Sciences | The Psychology Readings is designed to give students an opportunity to earn credit for reading articles and books in a specified area of psychology. The readings course will be supervised by a member of the psychology faculty who will meet with the student a minimum of once per week to discuss progress. The readings can be used to explore an area of psychology not offered in other courses by the department. Or, it can be used to allow the student to learn more about a previously taught topic in greater depth. The readings must culminate in the production of a written review paper (approx 5000 words). Please note that students can only take this course if they are able to find a member of faculty to supervise them. |
| PSYC9002B | Psychology Readings B | UG | .5 | Division of Psychology and Language Sciences | The Psychology Readings is designed to give students an opportunity to earn credit for reading articles and books in a specified area of psychology. The readings course will be supervised by a member of the psychology faculty who will meet with the student a minimum of once per week to discuss progress. The readings can be used to explore an area of psychology not offered in other courses by the department. Or, it can be used to allow the student to learn more about a previously taught topic in greater depth. The readings must culminate in the production of a written review paper (approx 5000 words). Please note that students can only take this course if they are able to find a member of faculty to supervise them. |
| PSYC2400 | Psychology Study Abroad Module | UG | 4 | Division of Psychology and Language Sciences | |
| PHAR3008 | Psychopharmacology | UG | .5 | Division of Biosciences | This course outlines what is known about the actions of drugs that affect mood and behaviour. Key themes include the neurobiological basis of specific psychiatric disorders and their drug treatment and drugs of abuse. The lectures concentrate on the effects on behaviour of specific classes of drugs. All these topics will build on knowledge acquired in the second year (PHAR2001) and the third year (PHAR3001/3002) courses. There will also be small-group tutorials and a film demonstration of how drugs can affect behaviour of rodents and humans. All these sessions will aim to develop students’ ability to appraise scientific literature and to provide the background material for the written assessment. |
| PHARG008 | Psychopharmacology | PG | 15 | Division of Biosciences | This course outlines what is known about the actions of drugs that affect mood and behaviour. Key themes include the neurobiological basis of specific psychiatric disorders and their drug treatment and drugs of abuse. The lectures concentrate on the effects on behaviour of specific classes of drugs. All these topics will build on knowledge acquired in the second year (PHAR2001) and the third year (PHAR3001/3002) courses. There will also be small-group tutorials and a film demonstration of how drugs can affect behaviour of rodents and humans. All these sessions will aim to develop students’ ability to appraise scientific literature and to provide the background material for the written assessment. |
| PHARM008 | Psychopharmacology (Masters Level) | UG | .5 | Division of Biosciences | This course outlines what is known about the actions of drugs that affect mood and behaviour. Key themes include the neurobiological basis of specific psychiatric disorders and their drug treatment and drugs of abuse. The lectures concentrate on the effects on behaviour of specific classes of drugs. All these topics will build on knowledge acquired in the second year (PHAR2001) and the third year (PHAR3001/3002) courses. There will also be small-group tutorials and a film demonstration of how drugs can affect behaviour of rodents and humans. All these sessions will aim to develop students’ ability to appraise scientific literature and to provide the background material for the written assessment. |
| BIOL1002 | Quantitative Biology | UG | .5 | Division of Biosciences | An introduction to mathematical and quantitative methods for biology students. The course will be concerned with data collection and processing and will be illustrated with a range of biological examples eg., analysing the results of genetic crosses, investigating the prevalence of parasitic infections in insects, detecting skewed sex ratios and analysis of data collected from questionnaires. |
| BIOL1002A | Quantitative Biology A | UG | .5 | Division of Biosciences | |
| PLING224 | Readings in Syntax | PG | 15 | Division of Psychology and Language Sciences | This course is an advanced exploration of one or more issues in syntactic theory. We will discuss seminal papers on and current approaches to some issue or issues of current interest in generative grammar. The topic for the course will change from year to year. |
| PLIN3202 | Readings in Syntax A | UG | .5 | Division of Psychology and Language Sciences | This course offers an advanced exploration of a specific topic in generative syntax. |
| PHAR3004 | Receptor Mechanisms | UG | .5 | Division of Biosciences | This course is about the mechanisms involved in the generation of a response following receptor activation, either by a natural hormone or neurotransmitter or by drug action, and how drugs may interfere with receptor-mediated responses. Mechanisms involving ligand-gated ion channels, voltage-dependent calcium channels and potassium channels, G-proteins, second messengers (e.g. inositol phosphates, diacylglycerol) and cellular kinases and phosphatases are then considered in detail, together with the role of calcium. A final section draws these themes together by examining integrated cell responses such as the control of the release of insulin from the pancreas. The course material is supplemented by group presentations and discussion of selected research papers related to the core lectures and by the preparation of an essay by each student. |
| PHARG004 | Receptor Mechanisms | PG | 15 | Division of Biosciences | This course is about the mechanisms involved in the generation of a response following receptor activation, either by a natural hormone or neurotransmitter or by drug action, and how drugs may interfere with receptor-mediated responses. Mechanisms involving ligand-gated ion channels, voltage-dependent calcium channels and potassium channels, G-proteins, second messengers (e.g. inositol phosphates, diacylglycerol) and cellular kinases and phosphatases are then considered in detail, together with the role of calcium. A final section draws these themes together by examining integrated cell responses such as the control of the release of insulin from the pancreas. The course material is supplemented by group presentations and discussion of selected research papers related to the core lectures and by the preparation of an essay by each student. |
| PHARM004 | Receptor Mechanisms (Masters Level) | UG | .5 | Division of Biosciences | This course is about the mechanisms involved in the generation of a response following receptor activation, either by a natural hormone or neurotransmitter or by drug action, and how drugs may interfere with receptor-mediated responses. Mechanisms involving ligand-gated ion channels, voltage-dependent calcium channels and potassium channels, G-proteins, second messengers (e.g. inositol phosphates, diacylglycerol) and cellular kinases and phosphatases are then considered in detail, together with the role of calcium. A final section draws these themes together by examining integrated cell responses such as the control of the release of insulin from the pancreas. The course material is supplemented by group presentations and discussion of selected research papers related to the core lectures and by the preparation of an essay by each student. |
| PHAR3004A | Receptor Mechanisms A | UG | .5 | Division of Biosciences | |
| ANATG008 | Receptors and Synaptic Signalling | PG | 15 | Division of Biosciences | How the world of ion channels, neurotransmitters and their receptors contribute to neuronal processing will be explored. From the biophysical properties of ion channels to exploring their role in synaptic plasticity and neuropathologies. |
| HCSCGH15 | Rehabilitation of Acquired Neurogenic Communication Difficulties | PG | 15 | Division of Psychology and Language Sciences | Recovery from aphasia; what and how? Spoken word production: levels of breakdown and remediation Sentence processing: levels of breakdown and remediation Reading and writing difficulties: levels of breakdown and remediation Auditory single word input processing: levels of breakdown and remediation |
| PSYC2203 | Research and Quantitative Methods in Psychology | UG | .5 | Division of Psychology and Language Sciences | The course builds on PSYC1103, the First Year laboratory course. The main aim of the course is to enable students to design and carry out a piece of experimental work, to analyse it, and to write a report. Students carry out four labs, one in each of the following areas: Visual Perception, Language/Cognition, Body Awareness and Constructing and using Questionnaires. The fifth project (mini project) is carried out in an area selected by the student, and is supervised by an appropriate member of staff. |
| PSYCGB99 | Research Dissertation | PG | 60 | Division of Psychology and Language Sciences | |
| PSYCGN50 | Research Dissertation | PG | 100 | Division of Psychology and Language Sciences | Students undertake a piece of independent research during their 2nd year. This work is supervised by a member of UCL/AFC staff (who all hold honorary UCL contracts). The research project will encourage students to integrate their theoretical and clinical learning, and consider an issue/question relevant to developmental psychopathology from both domains. |
| HCSCGS25 | Research Methods | PG | 15 | Division of Psychology and Language Sciences | This Module introduces students to research methods and statistical analyses relevant to the study of communication disorders, enabling access to literature relevant to all Modules and providing knowledge and skills relevant to Module HCSCGS26 (Project). |
| PSYCGN32 | Research Methods 1: Research Skills | PG | 15 | Division of Psychology and Language Sciences | |
| PSYCGP98 | Research Methods and Dissertation | PG | 60 | Division of Psychology and Language Sciences | This course of lectures and seminars aims to develop the understanding and skills necessary to carry out high quality psychoanalytically and developmentally informed research, developing a research question, reviewing the relevant literature, devising an appropriate research design, undertaking data collection, using the correct methods of analysis and writing up a psychological report. It aims to cover the conceptual foundations of quantitative and qualitative research methodologies, and consideration of their appropriate uses. The course aims to develop critical reading and evaluation skills, the techniques necessary to conduct literature searches (electronically and via libraries), and those relevant to writing a psychological report. |
| PLINGM01 | Research Methods and Statistics | PG | 15 | Division of Psychology and Language Sciences | |
| SPSC2004 | Research Methods and Statistics I | UG | .5 | Division of Psychology and Language Sciences | This introduction to Research Methods and Statistics is taught in the Autumn Term only. Students learn the principles of research methodology in addition to basic descriptive and elementary inferential statistics. The use of a statistical computing programme, SPSS, is introduced at the outset of the Autumn Term. There are no prerequisites for this course. The mathematical content of this course is minimal and we use computers for all but the simplest calculations. Students who have taken statistics at A level will find that they have already covered some of the course content. However, this course introduces several additional statistical tests. In addition, A-level courses do not include instruction on the use of SPSS and do not place as much emphasis of the interpretation of the results as this course does. These are essential components of this unit. |
| SPSC3005 | Research Methods and Statistics II | UG | .5 | Division of Psychology and Language Sciences | This study area introduces students to a range of research methods particularly suited to the study of communication disorders, and builds on skills and knowledge acquired in course unit SPSC2004 (Research Methods and Statistics 1) to introduce more advanced statistical techniques. |
| PSYCGN27 | Research Methods II: Introduction to Statistical Analysis | PG | 15 | Division of Psychology and Language Sciences | The course will cover a range of topics in descriptive and inferential statistics including: sampling distributions, descriptive statistics, measures of association and measures of difference. Methods for evaluating reliability and validity will also be addressed. The emphasis will be on carrying out statistical tests using SPSS and interpreting and communicating the results of analysis effectively. |
| PSYCGN28 | Research Methods III: Evaluating Research Literature | PG | 15 | Division of Psychology and Language Sciences | The course involves weekly small group presentations in which individual students will present a current research article for evaluation and critical review by the group. The focus will be on helping students to evaluate the particular research design and methodology used. |
| PSYCRC04 | Research Methods in Clinical Psychology | UG | 0 | Division of Psychology and Language Sciences | |
| HCSCRS02 | Research Methods in Primary Care (SLT) | UG | 0 | Division of Psychology and Language Sciences | |
| HCSCGH11 | Research Methods: Principles, Skills and Applications | PG | 30 | Division of Psychology and Language Sciences | Autumn Term Introduction to research design Describing groups of data Variability and distributions Tests, standardisation and z-scores Independence and dependence of data, correlation Estimation and confidence intervals Inferential statistics: Two-sample tests Analysis of Variance Two-way ANOVA for independent groups ANOVAs with within-subject factors Linear regression Chi - squared Revision followed by practice exam Revision and Mock Exam Feedback Exam Spring term Linear regression Chi - squared Introduction to multiple regression Using multiple regression to evaluate processing models Introduction to ANCOVA Using ANCOVA to track developmental trajectories Introduction to single case analysis Comparison of single case analysis from different theoretical approaches |
| PLINGM04 | Research Plan | PG | 15 | Division of Psychology and Language Sciences | |
| PLING402 | Research Preparation A | PG | 15 | Division of Psychology and Language Sciences | The Research Preparation module engages the student in a number of linked activities that contribute towards their preparation for the dissertation (and larger research projects in general) and towards developing their skills in communicating complex ideas to a variety of audiences. Teaching will normally consist of - Participation in an advanced course in the area of specialization - One-to-one meetings with a supervisor - Specialist reading group(s), bringing together research staff and research students, where students will lead discussion of current research papers. - Student-led seminar bringing together students from all three strands of the MRes, where students will present the content of a current research papers to a less specialist audience. |
| PLING403 | Research Preparation B | PG | 15 | Division of Psychology and Language Sciences | The Research Preparation B module builds on Research Preparation A. It engages the student in a number of linked activities that contribute towards their preparation for the dissertation (and larger research projects in general) and towards developing their skills in communicating complex ideas to a variety of audiences. Teaching will normally consist of - Participation in an advanced class in the area of specialization - One-to-one meetings with a supervisor - Specialist reading group(s), bringing together research staff and research students, where students will lead discussion of current research papers. - Student-led seminar bringing together students from all three strands of the MRes, where students will present the content of a current research papers to a less specialist audience. |
| HCSCGS26 | Research Project | PG | 60 | Division of Psychology and Language Sciences | This Module introduces students to the conduct of research in an area relevant to the practice of speech and language therapy, and links closely with HCSCGS25 (Research Methods). |
| PLINGM99 | Research Project | PG | 105 | Division of Psychology and Language Sciences | |
| PSYC3901 | Research Project | UG | 1 | Division of Psychology and Language Sciences | This is an empirical, usually experimental, piece of research on a psychological topic of the student's own choice. Projects are completed under the supervision of a member of staff. There are two pieces of work which contribute to the module mark: The first piece, the Research Proposal, is worth 10% of the total mark for the Project (guideline length 1000 words). The main project report is worth 90% of the module mark. |
| PHARM010 | Research Project (Masters Level) | UG | 2 | Division of Biosciences | Laboratory Research Project |
| BIOC2009 | Research Project Foundations | UG | 0 | Division of Biosciences | This course aims to 1) Provide students with an understanding of the molecular basis of processes involved in regulating function including: cellular membranes, cellular organelles, the cytoskeleton, cell motility, cell-cell interactions, interactions of cells with extracellular matrix, the molecular basis of programmed cell death, cell division, differentiation and immortalisation. 2) Provide students with an understanding of the techniques used in cell biology and how to use these to study gene function. 3) Provide students with the intellectual framework whereby the student develops the ability to design and execute experiments, to analyse experimental data and to draw qualitative and quantitative conclusions and to determine whether such conclusions are justified. |
| BIOSG094 | Research Project I | PG | 60 | Division of Biosciences | A research project designed for MRes students in the Biodiversity, Evolution & Conservation programme in the Department of Genetics, Evolution & Environment, Division of Biological Sciences programme in the Faculty of Life Sciences. A range of project titles will be offered within Biodiversity, Evolution & Conservation from UCL-GEE, the Natural History Museum, and the Institute of Zoology to complement the taught material in the programme. Under supervision, students will carry out original experimental, field, modeling and/or analytical work. They will then write a dissertation critically analysing and presenting their results. Students will also be expected to prepare and defend a poster presentation of their work. |
| BIOSG095 | Research Project II | PG | 60 | Division of Biosciences | A research project designed for MRes students in the Biodiversity, Evolution & Conservation programme in the Department of Genetics, Evolution & Environment, Division of Biological Sciences programme in the Faculty of Life Sciences. A range of project titles will be offered within Biodiversity, Evolution & Conservation from UCL-GEE, the Natural History Museum, and the Institute of Zoology to complement the taught material in the programme. Under supervision, students will carry out original experimental, field, modeling and/or analytical work. They will then write a dissertation critically analysing and presenting their results. Students will also be expected to prepare and defend an oral presentation of their work. |
| PHOL3904 | Research Project in Physiology | UG | 1.5 | Division of Biosciences | A research based project allowing final year students to conduct original research in the laboratory of a member of academic staff or in one of the laboratories of our associated Institutes. |
| HMED3002 | Research Project in the History of Medicine | UG | 1.5 | Division of Biosciences | Research projects will be original research, 10,000 – 15,000 words in length, developed from a topic of personal interest or a special area of expertise, and supervised by an appropriate tutor. |
| PLING401 | Research Skills in Linguistics | PG | 15 | Division of Psychology and Language Sciences | The two-term syllabus consists of workshops devoted to research methods in linguistics: - how to plan a one-year project - how to conduct library research - how to read a paper with statistical analysis - how to write an abstract for a conference - how to present a poster, and related topics. In the second term, students pursuing an experimentally-oriented project will have a workshop on experimental design, while students pursuing a more theoretically-based research topic will participate in a workshop on software for tree-drawing, phonetic typesetting and bibliography management. |
| PSYCRC99 | Research Thesis | UG | 0 | Division of Psychology and Language Sciences | |
| PSYCRE99 | Research Thesis | UG | 0 | Division of Psychology and Language Sciences | |
| PSYCRERT | Research Thesis | UG | 0 | Division of Psychology and Language Sciences | |
| PHOLG004 | Respiration | PG | 15 | Division of Biosciences | This course examines the control of breathing particularly in humans, in a wide range of physiological and pathophysiological conditions including exercise, altitude, sleep and asthma. The relationship between respiratory function, structural anatomy and pathological states are explored. |
| PHOL3001 | Respiration in Health and Disease | UG | .5 | Division of Biosciences | This course examines the control of breathing particularly in humans, in a wide range of physiological and pathophysiological conditions including exercise, altitude, sleep and asthma. The relationship between respiratory function, structural anatomy and pathological states are explored. |
| PHOLM001 | Respiration in Health and Disease (Masters Level) | UG | .5 | Division of Biosciences | This course examines the control of breathing particularly in humans, in a wide range of physiological and pathophysiological conditions including exercise, altitude, sleep and asthma. The relationship between respiratory function, structural anatomy and pathological states are explored. |
| BIOL2013 | Second Year Core Skills | UG | 0 | Division of Biosciences | Students will attend personal tutorials at which key skill questionnaires providing self assessment of progress in key skills will be discussed and monitored. In the post exam period in term 3 they will attend a lecture on essay writing, and use of literature references. They will then, in the same period, prepare a short (1000 word) referenced introduction to their third year project and become proficient with reference management software |
| PLING305 | Second-Language Speech Learning | PG | 15 | Division of Psychology and Language Sciences | This module will examine the development of speech perception and speech production during second language acquisition. It will review: experimental methods used for testing speech perception and production, interference between first- and second-language phonetics and phonology, changes in first-language processing resulting from second-language learning, explanations for the decline in plasticity with age, comparisons with early bilingualism, comparisons with first-language acquisition, comparisons with other examples of adult plasticity (e.g., stroke recovery, acclimatization to a cochlear implant), effects of learning more than two languages, links between perception and production, effects of auditory processing vs. linguistic categorization, effects of noise and hearing impairment on second-language speech perception, and training methods for second-language speech learning. |
| PLIN2008 | Semantic-Pragmatic Development | UG | .5 | Division of Psychology and Language Sciences | The module focuses on children's developing pragmatic competence and, within this domain, a selection from the following topics will be covered: - The acquisition of various cognitive abilities necessary for full-fledged linguistic communication (e.g., grasp of understanding of common ground). - The development and understanding of pointing and ostensive gestures. - The role of pragmatics in language acquisition, and in particular, word learning. - The early production and understanding of pronouns. - The early production and understanding of quantifiers. - The early production and understanding of scalar inferences (and other types of implicatures). - The early production and understanding of non-literal language (metaphor and irony). |
| PLIN3003 | Semantic-Pragmatic Development | UG | .5 | Division of Psychology and Language Sciences | The module focuses on children's developing pragmatic competence and, within this domain, a selection from the following topics will be covered: - The acquisition of various cognitive abilities necessary for full-fledged linguistic communication (e.g., grasp of understanding of common ground). - The development and understanding of pointing and ostensive gestures. - The role of pragmatics in language acquisition, and in particular, word learning. - The early production and understanding of pronouns. - The early production and understanding of quantifiers. - The early production and understanding of scalar inferences (and other types of implicatures). - The early production and understanding of non-literal language (metaphor and irony). |
| PLING210 | Semantic-Pragmatic Development | PG | 15 | Division of Psychology and Language Sciences | The module focuses on children's developing pragmatic competence and, within this domain, a selection from the following topics will be covered: - The acquisition of various cognitive abilities necessary for full-fledged linguistic communication (e.g., grasp of understanding of common ground). - The development and understanding of pointing and ostensive gestures. - The role of pragmatics in language acquisition, and in particular, word learning. - The early production and understanding of pronouns. - The early production and understanding of quantifiers. - The early production and understanding of scalar inferences (and other types of implicatures). - The early production and understanding of non-literal language (metaphor and irony). |
| PLING103 | Semantics and Pragmatics | PG | 30 | Division of Psychology and Language Sciences | The following topics will be covered: - Propositional logic (syntax, semantics, proofs) - Predicate logic (syntax, semantics, proofs) - Comparing logic to natural language - Lexical semantics and the nature of concepts - Formal theories of natural language semantics - Syntax-semantics interface - Semantics/pragmatics distinction - Explicit/implicit distinction - Linguistic underdeterminacy of speaker meaning - Kinds of context-sensitivity and pragmatic processes - Gricean pragmatics - Relevance-theoretic pragmatics - Semantics, pragmatics and cognitive modularity - Disambiguation and reference assignment - Non-literal language use (metaphor and irony) - Conversational implicature - Pragmatic inference and theory of mind |
| PLING101 | Semantics and Pragmatics I | PG | 15 | Division of Psychology and Language Sciences | A selection from the following topics will be covered: - Propositional logic (syntax, semantics, proofs) - Comparing logic to natural language - Lexical semantics and the nature of concepts - Semantics/pragmatics distinction - Explicit/implicit distinction - Linguistic underdeterminacy of speaker meaning - Kinds of context-sensitivity and pragmatic processes - Gricean pragmatics - Relevance-theoretic pragmatics - Semantics, pragmatics and cognitive modularity - Disambiguation and reference assignment - Non-literal language use (metaphor and irony) - Conversational implicature - Pragmatic inference and theory of mind. |
| BIOL3012 | Sex, Genes and Evolution | UG | .5 | Division of Biosciences | A lecture and seminar course on modern aspects of evolutionary genetics and sociobiology. The course will concentrate on (a) the evolution of sex and its consequences and (b) evolutionary conflicts between individuals and genes within individuals. A wide range of topics will be covered including: the evolutionary origins of sexual reproduction; the maintenance and consequences of selfish genetic elements (meiotic drive genes, cytoplasmic genes, transposable elements, B chromosomes); the evolution of sex chromosomes; the evolution of distinct sexes; the origin and evolution of social insects; sexual selection; sperm competition; genomic imprinting; the inheritance of acquired characters; the biology of ageing. The course is designed to attract students from a diverse range of backgrounds. In previous years, students have attended from Biology, Ecology, Genetics, Human Genetics, Human Sciences, Intercalated Medical Students, Zoology and the Human Evolution MSc. |
| BIOLG012 | Sex, Genes and Evolution | PG | 15 | Division of Biosciences | A lecture and seminar course on modern aspects of evolutionary genetics and sociobiology. The course will concentrate on (a) the evolution of sex and its consequences and (b) evolutionary conflicts between individuals and genes within individuals. A wide range of topics will be covered including: the evolutionary origins of sexual reproduction; the maintenance and consequences of selfish genetic elements (meiotic drive genes, cytoplasmic genes, transposable elements, B chromosomes); the evolution of sex chromosomes; the evolution of distinct sexes; the origin and evolution of social insects; sexual selection; sperm competition; genomic imprinting; the inheritance of acquired characters; the biology of ageing. The course is designed to attract students from a diverse range of backgrounds. In previous years, students have attended from Biology, Ecology, Genetics, Human Genetics, Human Sciences, Intercalated Medical Students, Zoology and the Human Evolution MSc. |
| BIOLM012 | Sex, Genes and Evolution (Masters Level) | UG | .5 | Division of Biosciences | A lecture and seminar course on modern aspects of evolutionary genetics and sociobiology. The course will concentrate on (a) the evolution of sex and its consequences and (b) evolutionary conflicts between individuals and genes within individuals. A wide range of topics will be covered including: the evolutionary origins of sexual reproduction; the maintenance and consequences of selfish genetic elements (meiotic drive genes, cytoplasmic genes, transposable elements, B chromosomes); the evolution of sex chromosomes; the evolution of distinct sexes; the origin and evolution of social insects; sexual selection; sperm competition; genomic imprinting; the inheritance of acquired characters; the biology of ageing. The course is designed to attract students from a diverse range of backgrounds. In previous years, students have attended from Biology, Ecology, Genetics, Human Genetics, Human Sciences, Intercalated Medical Students, Zoology and the Human Evolution MSc. |
| PSYCGS02 | Social Cognition, Affect and Motivation | PG | 15 | Division of Psychology and Language Sciences | This course focuses on a central construct in social cognition, of relevance for a variety of domains (e.g., marketing, consumer psychology, political psychology, racism and social discrimination). The course examines how attitudes are formed, their structure and implications for behaviour, their malleability, and how they can be changed. Various techniques to measure implicit and explicit attitudes are examined, as well as the physiological and neural correlates of attitudes. Debates and theoretical models about attitude processing and measurement are discussed. The course focuses also on applications, such as marketing (e.g., persuasion), consumer behaviour, voting behaviour, prejudice and discrimination. |
| PSYCGS04 | Social Neuroscience | PG | 15 | Division of Psychology and Language Sciences | This course provides an interdisciplinary approach to the study of how neural processes implement social judgment and behavior, and how social factors affect neural and physiological activity. It combines theorizing and methods from social psychology, neuroscience, and psychophysiology to understand social judgment and action. The course utilizes electroencephalography (EEG), event-related brain potentials (ERPs), functional magnetic resonance (fMRI), and facial electromyography (facial EMG) to address socio-cognitive research questions. The course includes an overview of socio-cognitive programmatic research including the Self, person perception, theory of mind, mirror neurons, stereotyping and prejudice, social exclusion, affect and self-regulation. |
| PSYC1202 | Social Psychology | UG | .5 | Division of Psychology and Language Sciences | The themes, methods and ideas of social psychology will be introduced in this course. We will look at how individuals understand themselves and other people, the relationship between behaviour, self and the social situation, and the forces that govern interactions between individuals and groups. We will pay particular attention to the emerging field of social cognitive neuroscience, and moves to understand social phenomena with the tools of cognitive and perceptual psychology. |
| PSYC3102 | Social Psychology | UG | .5 | Division of Psychology and Language Sciences | The module addresses contemporary theorizing and research in social psychology with an emphasis on social cognition and self-regulation. Domains that will be addressed include: automatic and controlled processes in social cognition; stereotype activation and inhibition; mood and subjective experiences; socially situated cognition; asymmetric social relations of status and power; imitation and behaviour complementarity; self-control and goal pursuit. |
| PSYCG102 | Social Psychology | PG | 15 | Division of Psychology and Language Sciences | See PSYC3102 |
| PLIN7305 | Sociolinguistics | UG | .5 | Division of Psychology and Language Sciences | This course aims to introduce the ways in which spoken language can vary as a result of social factors such as class, age and gender. |
| PLING150 | Sociolinguistics | PG | 15 | Division of Psychology and Language Sciences | This course aims to develop students' awareness of the complex relationship between spoken language and society through discussion of the literature and through experience of handling data collected from existing studies of language variation. Understanding patterns of spoken language variation requires a multidisciplinary approach, and so during the course students will be introduced to aspects of historical linguistics, language acquisition, speech perception and production. Throughout the course, the focus will be on accent variation and change and so it is assumed that students will be familiar with basic concepts in phonetics and phonology. |
| PSYC3009B | Sociotechnical Systems: IT and the Future of Work | UG | .5 | Division of Psychology and Language Sciences | |
| PSYCGI09 | Sociotechnical Systems: IT and the Future of Work | PG | 15 | Division of Psychology and Language Sciences | The technology we use is changing rapidly. New technical possibilities including developments in user interface design, access to networks and remote storage are bringing about changes as great as the introduction of personal computers in the 1980s. This module looks at these changes from the perspective of organizational psychology – in other words in the context of social relationships and organizational structures, processes and culture. Predicting the future is hazardous but we will also look at how the innovations we are experiencing are likely to lead to consequences for the nature of work. The module will be run in two streams, one theoretical and the other practical. The theoretical stream will look at the literature on job design and work organization, placing emphasis on ‘sociotechnical systems’. This is an approach which has been highly regarded over the last fifty years and which is now increasing in importance as researchers and practitioners realise that it addresses the issues which are clearly becoming relevant. The practical stream will look at a particular issue using ‘soft systems methodology’, an approach which explicitly deals with the difficulties raised by studying social and technical systems in their organizational context. The theoretical stream will be delivered through guided readings with presentations from outside contributors. These presentations will present relevant case studies, the role of social media and the important matter of security. The two streams will be assessed independently. |
| PSYCGI09C | Sociotechnical Systems: IT and the Future of Work | PG | 15 | Division of Psychology and Language Sciences | |
| PSYCM009 | Sociotechnical Systems: IT and the Future of Work (Masters Level) | UG | .5 | Division of Psychology and Language Sciences | |
| PHOL3009 | Space Medicine and Extreme Environment Physiology | UG | 1 | Division of Biosciences | PHOL1001 and PHOL2002 or equivalent i.e. phase 1 MBBS |
| PHOLG041 | Space Medicine and Extreme Environment Physiology | PG | 30 | Division of Biosciences | |
| PHOLM009 | Space Medicine and Extreme Environment Physiology (Masters Level) | UG | 1 | Division of Biosciences | 1.To provide an understanding of the physiological effects of the space environment upon the human body. 2.To provide an understanding of the biomedical problems associated with long and short duration manned space flight. 3.To provide an overview of medical and health care systems required for long duration space flight. 4.To provide an understanding of the physiological effects of short and long duration exposure to terrestrial high altitude environments. |
| PSYCGR13 | Special Research Methods (Options) | PG | 30 | Division of Psychology and Language Sciences | |
| PSYCGR12 | Special Research Methods (Philosophical Issues) | PG | 15 | Division of Psychology and Language Sciences | |
| BIOL3008 | Species Conservation and Biodiversity | UG | .5 | Division of Biosciences | Humans are causing enormous changes in the natural environment, threatening the existence of many species and habitats. Conservation biology is the science behind efforts to stem this loss of natural diversity, seeking to answer questions from the very general (such as what determines current patterns of threat across all species) to the very specific (such as the reasons for decline in a particular species). This is an extremely broad subject, drawing on a wide range of traditionally separate disciplines in attempting to provide solutions to the full range of conservation problems. Given this breadth, the course does not attempt to provide comprehensive coverage of the subject, but will instead concentrate on a number of key biological issues that form an important part of current conservation research. Led by researchers from the Institute of Zoology (the research arm of the Zoological Society of London) teaching will rely heavily on tutorial discussions based around real life case studies, supported by lectures and private study. The learning process will therefore require a high degree of commitment to work outside the classroom, and a willingness to contribute to groups discussions. Weekly summaries of the results of private study, in the form of briefing notes on case studies, will form the assessed coursework. |
| BIOLG008 | Species Conservation and Biodiversity | PG | 15 | Division of Biosciences | Humans are causing enormous changes in the natural environment, threatening the existence of many species and habitats. Conservation biology is the science behind efforts to stem this loss of natural diversity, seeking to answer questions from the very general (such as what determines current patterns of threat across all species) to the very specific (such as the reasons for decline in a particular species). This is an extremely broad subject, drawing on a wide range of traditionally separate disciplines in attempting to provide solutions to the full range of conservation problems. Given this breadth, the course does not attempt to provide comprehensive coverage of the subject, but will instead concentrate on a number of key biological issues that form an important part of current conservation research. Led by researchers from the Institute of Zoology (the research arm of the Zoological Society of London) teaching will rely heavily on tutorial discussions based around real life case studies, supported by lectures and private study. The learning process will therefore require a high degree of commitment to work outside the classroom, and a willingness to contribute to groups discussions. Weekly summaries of the results of private study, in the form of briefing notes on case studies, will form the assessed coursework. |
| BIOLM008 | Species Conservation and Biodiversity (Masters Level) | UG | .5 | Division of Biosciences | Humans are causing enormous changes in the natural environment, threatening the existence of many species and habitats. Conservation biology is the science behind efforts to stem this loss of natural diversity, seeking to answer questions from the very general (such as what determines current patterns of threat across all species) to the very specific (such as the reasons for decline in a particular species). This is an extremely broad subject, drawing on a wide range of traditionally separate disciplines in attempting to provide solutions to the full range of conservation problems. Given this breadth, the course does not attempt to provide comprehensive coverage of the subject, but will instead concentrate on a number of key biological issues that form an important part of current conservation research. Led by researchers from the Institute of Zoology (the research arm of the Zoological Society of London) teaching will rely heavily on tutorial discussions based around real life case studies, supported by lectures and private study. The learning process will therefore require a high degree of commitment to work outside the classroom, and a willingness to contribute to groups discussions. Weekly summaries of the results of private study, in the form of briefing notes on case studies, will form the assessed coursework. |
| PSYC3205 | Speech | UG | .5 | Division of Psychology and Language Sciences | Terminology from Phonetics. Pulmonary and laryngeal systems. Acoustic characteristics of phonation signal. Frequency response of vocal tract. Spectrographic representation of speech. Application to speech production: Levelt’s model of speech control and critique. The EXPLAN model of speech control Production: Speech timing –cerebellum, Wing-Kristofferson, STI, Down syndrome, Parkinson’s speech. Coarticulation-phenomena and theories. Speaker differences. Dialogue interaction Ethics of experimental work on production. DSM-IV and classification of speech disorders Effects of hearing problems on speech control (otitis media and cochlear implants). Agrammatic aphasia speech.Stuttering its diagnosis and treatment. Speech perception; phenomena and theories. Categorical perception. Perception of accented speech. Auditory scene analysis and applications to speech perception. Motor theory of speech perception and mirror neurons. |
| PSYCG205 | Speech | PG | 15 | Division of Psychology and Language Sciences | See PSYC3205 |
| PSYC3205A | Speech A | UG | .5 | Division of Psychology and Language Sciences | See PSYC3205 |
| HCSCGH12 | Speech Processing | PG | 15 | Division of Psychology and Language Sciences | 1. Introduction - basic phonetic and phonological concepts 2. Introduction - basic acoustic phonetics 3. Prosody and emotion in speech 4. Prosody - speech rhythm 5. Speech prosody from an articulatory-functional perspective 6. Speech processing schemes for cochlear implants 7. Speech perception - Aspects of low level speech processing 8. Sociophonetics: The impact of variability on speech perception 9. Foreign accent syndrome 10. Speech production and perception in the brain |
| GENEG005 | Statistics for Interpreting Genetic Data | PG | 15 | Division of Biosciences | The module will provide an introduction to computer-based statistical methods of analyzing and interpreting genetics data. The topics to be covered include population genetics (both forward-in-time and backward-in-time models), the study of disease transmission in families (twin studies, segregation and linkage analysis), genetic epidemiology, Mendelian randomization, genetic association studies, genome-wide analyses, fine mapping. The effects on association analyses of admixture and population stratification. The emphasis will be on students doing analyses in class, in groups, and on their own, and on their interpretation of the results. |
| PHOL2005 | Structure and Function of Nervous Systems | UG | .5 | Division of Biosciences | This module is an introduction to neurobiology, and is aimed at students who are planning further studies in the area of neuroscience. It covers neural structure and function, organisation of the vertebrate nervous system, sensory pathways and perception, neurochemistry and pharmacology and the neural basis of behaviour. The module is available in the second year. It assumes a basic knowledge of biological principles (e.g. A-level). The module is taught jointly by staff from the research departments of Cell and Developmental Biology (CDB), and Neuroscience, Physiology and Pharmacology (NPP), and is intended to complement modules with more specialised neurobiology content. |
| PHOL2005A | Structure and Function of Nervous Systems | UG | .5 | Division of Biosciences | |
| PSYCGC14 | Structure and Function of the Brain | PG | 15 | Division of Psychology and Language Sciences | This module outlines basic neuroanatomy and measurement of the human and animal brain. Students will be taught physiological and structural principles underlying the anatomical organization of the brain and the functional segregation of higher cognitive functions, starting from the cellular level (synapses, action potentials) and working up to a more detailed consideration of the major anatomical divisions. Neurotransmitter systems and their role in defining functional architecture will be described. Major functional circuits will be outlined, with an emphasis on their anatomical organization and connectivity. Aspects of how to measure the brain will be discussed. |
| PLIN7109 | Stuttering | UG | .5 | Division of Psychology and Language Sciences | The recently-released film The King's Speech has raised public awareness of stuttering. Stuttering is a disorder that usually starts in childhood and most cases recover by teenage. One in twenty children start to stutter, but this drops by teenage to one in 100. Few teenagers who stutter recover in later life (it appears that George VI was the one in 100). Considerable effort has been directed at identifying which children who stutter will recover and which will not, a matter of importance for the individual and society alike. Comparison of groups of people who persist or recover suggests several factors may be significant. Biological (genetics and brain differences), linguistic and motor factors, and type of stuttering symptom are reliably reported to differ between such groups. This course gives the student the skills to evaluate the evidence, theories and practical issues associated with stuttering in early childhood (close to onset) and into teenage and beyond. Factors that affect the onset and course of stuttering are examined from various perspectives. After preliminary description of the patterns of stuttering, how it is measured, who it affects and what its symptoms are, lectures examine evidence that stuttering is associated with a range of biological and psychological factors. Particular emphasis is given to how language and motor demands affect stuttering. Theoretical accounts that attempt to integrate these findings are critically assessed. The final part of the course applies the knowledge to practical issues (treatment, diagnosis and prognosis). As well as giving a comprehensive coverage about stuttering, this course also has relevance to other speech-language disorders. The course has been developed so that no background in related disciplines is assumed. |
| PLIN7109A | Stuttering | UG | .5 | Division of Psychology and Language Sciences | |
| PLING300 | Stuttering | PG | 15 | Division of Psychology and Language Sciences | The recently-released film The King's Speech has raised public awareness of stuttering. Stuttering is a disorder that usually starts in childhood and most cases recover by teenage. One in twenty children start to stutter, but this drops by teenage to one in 100. Few teenagers who stutter recover in later life (it appears that George VI was the one in 100). Considerable effort has been directed at identifying which children who stutter will recover and which will not, a matter of importance for the individual and society alike. Comparison of groups of people who persist or recover suggests several factors may be significant. Biological (genetics and brain differences), linguistic and motor factors, and type of stuttering symptom are reliably reported to differ between such groups. This course gives the student the skills to evaluate the evidence, theories and practical issues associated with stuttering in early childhood (close to onset) and into teenage and beyond. Factors that affect the onset and course of stuttering are examined from various perspectives. After preliminary description of the patterns of stuttering, how it is measured, who it affects and what its symptoms are, lectures examine evidence that stuttering is associated with a range of biological and psychological factors. Particular emphasis is given to how language and motor demands affect stuttering. Theoretical accounts that attempt to integrate these findings are critically assessed. The final part of the course applies the knowledge to practical issues (treatment, diagnosis and prognosis). As well as giving a comprehensive coverage about stuttering, this course also has relevance to other speech-language disorders. The course has been developed so that no background in related disciplines is assumed. |
| PHAR3011 | Synaptic Pharmacology: The Synapse - a major site for disease and drug action | UG | .5 | Division of Biosciences | The way in which synapses, and the receptors and ion channels present therein, function is central to our understanding of a major component of modern Pharmacology and is an extremely active area of basic and applied research. |
| PHARG011 | Synaptic Pharmacology: The Synapse - a major site for disease and drug action | PG | 15 | Division of Biosciences | |
| PHARM011 | Synaptic Pharmacology: The Synapse - a major site for disease and drug action (Masters Level) | UG | .5 | Division of Biosciences | The way in which synapses, and the receptors and ion channels present therein, function is central to our understanding of a major component of modern Pharmacology and is an extremely active area of basic and applied research. |
| PLING227 | Syntax | PG | 30 | Division of Psychology and Language Sciences | The course introduces students to the scientific study of the structure of sentences. Students will be introduced to tree structures, argument structure, case theory, and movement phenomena. The course also aims to sharpen students' analytical skills through problem discovery and problem solving exercises. In the second term, the course deals with one or more topics that involve the interface between the syntax and a syntax-external system. The latter could be the interpretive system, the phonology, or the parser. The exact contents change from year to year, to reflect developments in the field and the lecturer's own research. However, the course will always involve the reading of recent research papers, class presentations by students, the writing of an individual research project, and of an essay that reports on the outcomes of that project. |
| PLING121 | Syntax I | PG | 15 | Division of Psychology and Language Sciences | The course introduces students to the scientific study of the structure of sentences. Students will be introduced to tree structures, argument structure, case theory, and movement phenomena. The course also aims to sharpen students\' analytical skills through problem discovery and problem solving exercises. |
| BIOSG006 | Synthetic Biology | PG | 30 | Division of Biosciences | A course designed to introduce all the aspects of Synthetic Biology by lectures, workshops, student group work, design projects, student presentations and essays. Method of assessment: There will be 6 small pieces of work to prepare and hand in throughout the course and 2 larger pieces of coursework. These will be marked and contribute a total of 60% (small pieces of coursework) and a total of 40% (the 2 large pieces of course work) to the total mark for this course. There will be no final written exam. |
| ANATG010 | Systems and Circuit Neuroscience | PG | 15 | Division of Biosciences | The module discusses systems and circuit analysis using a variety of techniques from optogenetics in Drosophila to human neuroimaging and computational modeling. The systems covered span from the generation and maintenance of circadian rhythms, reinforcement and learning in the striatum, to somatosensation and synaptic plasticity and memory. |
| ANATG005 | Systems Neuroscience | PG | 15 | Division of Biosciences | The module discusses sensory transduction from periphery to the central nervous system. It integrates knowledge in each part of sensory processing to provide a coherent outlook on how different sensory modalities are perceived by the nervous system. The sensory modalities included are pain and somatosensation, audition & vision. Additionally, the course will introduce the topic of the autonomic nervous system and discuss whole animal physiology in relation to this important branch of neuroscience. |
| PHOL2003 | Systems Neuroscience | UG | .5 | Division of Biosciences | This neurophysiology course aims to advance and consolidate knowledge gained during the first year course PHOL1001. It will allow students to develop specialist interests in motor and sensory physiology. The course will also provide a forum for the development of transferable skills. |
| PSYCGB02 | Talent Management | PG | 15 | Division of Psychology and Language Sciences | This module reviews the current state of knowledge regarding themes, core processes, methods, and theories of personnel selection, training and development, and career success. In particular, lectures will discuss the psychological determinants of job performance and career potential, interventions designed to motivate and retain employees, and the socio-economic implications of selecting, developing and retaining talent. Core constructs to be examined include abilities and personality traits, and the most widely used methods for selection (interviews, references, letters of recommendation and psychometric testing). Lectures will also discuss executive coaching techniques and training strategies in the current world of organisations. Thus this course examines the practical implications of talent management, as well as how psychological theories and methods can help us predict, understand, and influence talent in organisations. |
| BIOL2010 | The Biology of Development | UG | .5 | Division of Biosciences | An introduction to the modern science of development covering a variety of organisms and discussing evolutionary, cellular and genetic bases of animal development. The study of development is one of the most exciting areas of modern biology. As a field which unites morphology with molecular genetics it is relevant to most biologists studying programmes from zoology to human genetics. Specific topics covered include development of the embryonic axes in insect and vertebrate models. The development of sex, the vertebrate limb and the nervous and vascular systems. Role of homeodormain proteins and other developmental regulators in setting up the body plan. |
| PSYC3210 | The Brain in Action | UG | .5 | Division of Psychology and Language Sciences | 1. Introduction and theoretical framework 2. Methods for studying the brain in action 3. Primary motor cortex and motor execution 4. Premotor areas: hierarchical or competitive action planning 5. Visuomotor pathways for praxis: parietal-premotor circuits 6. Supplementary motor area and free will 7. Free won’t: withholding actions 8. Basal Ganglia: circuits and neurotransmitters, actions and goals 9. Basal Ganglia diseases: Parkinsonism, Tourette’s 10. Cerebellum: motor prediction and motor learning 11. The actions of others: Mirror neuron system 1 12. The actions of others: Mirror neuron system 2 13. Tool Use 14. Mentalising using the action system 15. Action and Social cognition |
| PSYCG210 | The Brain in Action | PG | 15 | Division of Psychology and Language Sciences | See PSYC3210 |
| PSYCM210 | The Brain in Action (Masters Level) | UG | .5 | Division of Psychology and Language Sciences | see PSYC3210 |
| PHOL3006 | The Cellular Basis of Brain Function | UG | 1 | Division of Biosciences | The course covers the description of brain function from Molecule, to Cell and to System levels. The detailed topics include: 1) Methods, ion channels, channelopathies, transporters and ischaemia; 2) Synaptic transmission, plasticity, integration and dendrites; 3) Metabolism, microcircuits, coding, sensory processing, neural networks and the control of behaviour. This structure is designed to provide a thorough grounding in the cellular mechanisms of brain function in health and desease. |
| PHOL3006A | The Cellular Basis of Brain Function | UG | 1 | Division of Biosciences | |
| PHOLM006 | The Cellular Basis of Brain Function (Masters Level) | UG | 1 | Division of Biosciences | The course covers the description of brain function from Molecule, to Cell and to System levels. The detailed topics include: 1) Methods, ion channels, channelopathies, transporters and ischaemia; 2) Synaptic transmission, plasticity, integration and dendrites; 3) Metabolism, microcircuits, coding, sensory processing, neural networks and the control of behaviour. This structure is designed to provide a thorough grounding in the cellular mechanisms of brain function in health and desease. |
| NEUR3031 | The Control of Movement | UG | .5 | Division of Biosciences | The module begins by considering the anatomy and physiology of essential components of the motor system; muscles and the motor unit; proprioception; spinal integration; ascending and descending pathways in the spinal cord; motor cortex; basal ganglia and cerebellum. The integrated action of these systems in locomotion, voluntary movements and eye movements is considered. The module includes tutorials with target papers through the course and concludes with analyses of motor learning and modelling of motor control. Movement is a very large and important part of what it is that we do. From speaking to running, from fixating an object in the visual field to reaching out and grasping it, movement is the major measurable behavioural output of our nervous systems. In this module, we will examine the motor system in its entirety, from the muscles and motoneurons that form the final common pathway for movement, to the brain systems that contribute to our ability to decide when a movement should be made and what form it should take. The module takes a systems-level approach. The anatomy and physiology of muscles and motoneurons, spinal integration and supraspinal control from the cerebral cortex, cerebellum and basal ganglia will be introduced. The engagement of these systems in locomotion, in the control of posture and balance, in the control of eye movements and in the voluntary control of limb movements will be considered in detail. Mechanisms of motor learning in reflex calibration and in development of motor skills will be discussed, and the module concludes with discussion of cognitive aspects of motor control and the mechanisms that provide the transition from thought to action. The module is well-suited to third year MBBS students who have previously studied the "Neuroscience and Behaviour" and to BSc students who have studied the "Structure and Function of the Nervous System" module (PHOL2005). |
| NEURG031 | The Control of Movement | PG | 15 | Division of Biosciences | The module begins by considering the anatomy and physiology of essential components of the motor system; muscles and the motor unit; proprioception; spinal integration; ascending and descending pathways in the spinal cord; motor cortex; basal ganglia and cerebellum. The integrated action of these systems in locomotion, voluntary movements and eye movements is considered. The module includes tutorials with target papers through the course and concludes with analyses of motor learning and modelling of motor control. Movement is a very large and important part of what it is that we do. From speaking to running, from fixating an object in the visual field to reaching out and grasping it, movement is the major measurable behavioural output of our nervous systems. In this module, we will examine the motor system in its entirety, from the muscles and motoneurons that form the final common pathway for movement, to the brain systems that contribute to our ability to decide when a movement should be made and what form it should take. The module takes a systems-level approach. The anatomy and physiology of muscles and motoneurons, spinal integration and supraspinal control from the cerebral cortex, cerebellum and basal ganglia will be introduced. The engagement of these systems in locomotion, in the control of posture and balance, in the control of eye movements and in the voluntary control of limb movements will be considered in detail. Mechanisms of motor learning in reflex calibration and in development of motor skills will be discussed, and the module concludes with discussion of cognitive aspects of motor control and the mechanisms that provide the transition from thought to action. The module is well-suited to third year MBBS students who have previously studied the "Neuroscience and Behaviour" and to BSc students who have studied the "Structure and Function of the Nervous System" module (PHOL2005). |
| NEURM031 | The Control of Movement (Masters Level) | UG | .5 | Division of Biosciences | The module begins by considering the anatomy and physiology of essential components of the motor system; muscles and the motor unit; proprioception; spinal integration; ascending and descending pathways in the spinal cord; motor cortex; basal ganglia and cerebellum. The integrated action of these systems in locomotion, voluntary movements and eye movements is considered. The module includes tutorials with target papers through the course and concludes with analyses of motor learning and modelling of motor control. Movement is a very large and important part of what it is that we do. From speaking to running, from fixating an object in the visual field to reaching out and grasping it, movement is the major measurable behavioural output of our nervous systems. In this module, we will examine the motor system in its entirety, from the muscles and motoneurons that form the final common pathway for movement, to the brain systems that contribute to our ability to decide when a movement should be made and what form it should take. The module takes a systems-level approach. The anatomy and physiology of muscles and motoneurons, spinal integration and supraspinal control from the cerebral cortex, cerebellum and basal ganglia will be introduced. The engagement of these systems in locomotion, in the control of posture and balance, in the control of eye movements and in the voluntary control of limb movements will be considered in detail. Mechanisms of motor learning in reflex calibration and in development of motor skills will be discussed, and the module concludes with discussion of cognitive aspects of motor control and the mechanisms that provide the transition from thought to action. The module is well-suited to third year MBBS students who have previously studied the "Neuroscience and Behaviour" and to BSc students who have studied the "Structure and Function of the Nervous System" module (PHOL2005). |
| PLING151 | The Linguistics of Sign Languages | PG | 15 | Division of Psychology and Language Sciences | This course introduces students to the linguistic study of signed languages, including sign language phonology, morphology, syntax and sociolinguistic variation. The module will begin by introducing the notion of language modality and why it is important for linguists to study signed languages. The bulk of the module will focus within the core areas of linguistics: phonology, morphology, lexicon, syntax, semantics/pragmatics, and discourse. Other areas covered will include language modality and sociolinguistic variation and language contact. The module will end by considering the implications of sign languages for language universals. |
| BIOC3007 | The Molecular Basis of Cellular Regulation | UG | .5 | Division of Biosciences | Specific topics that will be covered include second messengers, phosphorylation, trafficking and examples of the regulation of these in health and disease states. |
| BIOCG007 | The Molecular Basis of Cellular Regulation | PG | 15 | Division of Biosciences | Specific topics that will be covered include second messengers, phosphorylation, trafficking and examples of the regulation of these in health and disease states. |
| BIOCM007 | The Molecular Basis of Cellular Regulation (Masters Level) | UG | .5 | Division of Biosciences | Specific topics that will be covered include second messengers, phosphorylation, trafficking and examples of the regulation of these in health and disease states. |
| BIOC3007A | The Molecular Basis of Cellular Regulation A | UG | .5 | Division of Biosciences | |
| ANAT3028 | The Neurobiology of Neurodegenerative Disease | UG | .5 | Division of Biosciences | The last few years have seen a remarkable increase in our understanding of the basic biological mechanisms underlying human neurodegenerative diseases. Identification of mutations in a variety of genes, found to encode proteins present in neuro-pathological inclusions, has suggested that a common feature of all these diseases might be the intracellular accumulation of fibrous protein aggregates within neurons, resulting in neuronal cell death. This course will discuss this novel hypothesis in the light of contemporary research, and provide a foundation for our current understanding of neurodegenerative diseases. The 0.5 CU version of the module (ANAT3028) consists of the lecture series and is examined by one three-hour exam, whereas this 1.0 CU version (ANAT3029) comprises the same lectures and exam, but additionally requires submission of a 6,000 word dissertation together with a short (10 minute) oral presentation. It is recommended that students start thinking about their coursework essay in Term 1, even though the lectures are in Term 2. |
| ANATG028 | The Neurobiology of Neurodegenerative Disease | PG | 15 | Division of Biosciences | This course will focus on the genetics, and cellular and molecular biology of Alzheimer's, Huntington's, Parkinson's and Motor Neurone disease, with the main emphasis on the mechanisms leading to cell death. A combination of lectures and video presentations will cover topics including: molecular genetics of HD, AD, PD and ALS, transgenic mouse models of human NDD, mechanisms of protein aggregation and degradation, cell biology of the neuronal response to injury, molecular pathways for cell death. This course is also available as a full unit, which comprises a 6000 word library dissertation and the end of course exam (50/50 weighting for each component). The course code for the full unit is ANATG029. All students wishing to undertake the full course unit will be required to attend a meeting early in the first term to discuss the selection of a topic for the dissertation and the timetable for completion of this component. |
| ANATM028 | The Neurobiology of Neurodegenerative Disease (Masters Level) | UG | .5 | Division of Biosciences | This course will focus on the genetics, and cellular and molecular biology of Alzheimer's, Huntington's, Parkinson's and Motor Neurone disease, with the main emphasis on the mechanisms leading to cell death. A combination of lectures and video presentations will cover topics including: molecular genetics of HD, AD, PD and ALS, transgenic mouse models of human NDD, mechanisms of protein aggregation and degradation, cell biology of the neuronal response to injury, molecular pathways for cell death. |
| ANAT3028A | The Neurobiology of Neurodegenerative Disease A | UG | .5 | Division of Biosciences | |
| BIOC1007 | The Principles and Practice of Experimental Biochemistry | UG | 1 | Division of Biosciences | |
| CELL2007 | The Principles of Cellular Control | UG | .5 | Division of Biosciences | This course will provide a strong introduction to the principles of cellular regulation and range across molecular and cellular scales. Using key examples students will learn how molecular mechanisms orchestrate cellular processes. In a wider context cell signaling will serve as a vehicle for students to discover how to fuse an understanding of molecular concepts with macroscopic biology. Lectures will concentrate on: the molecular properties of different classes of receptors; the structure-function relationships of kinases, small and heterotrimeric G-proteins; second messenger molecules and the enzymes that generate them, structure-function in the recognition and binding of phosphoproteins and second messengers; signalling through polyphosphoinositides; integration of molecular-scale information into an understanding of major signaling pathways; adrenalin, insulin and EGF and the Wnt/catenin signaling pathways in example processes like energy metabolism, cancer biology, circadian rhythmicity and tissue differentiation. The course contains a compulsory one-week laboratory component (during the February reading week) that will provide a hands-on introduction to; 1/ Techniques of mammalian cell culture, propagation and transfection with foreign DNA; 2/ Fluorescent and visible light microscopy; 3/ The deduction of the organisation of signaling pathways through epigenetic study of C. elegans with mutations in genes coding signaling proteins; 4/ The application of basic bioinformatics to studies of signalling molecules. |
| PSYCG109 | The Psychology of Health | PG | 15 | Division of Psychology and Language Sciences | See PSYC3109 |
| PSYC3109 | The Psychology of Health Risks | UG | .5 | Division of Psychology and Language Sciences | The foci of the module are the communication of risk in the doctor-patient relationship and its impact on lay conceptions of risk and adherence issues, the contents of lay understandings of health risks and how mass mediated health campaigns and media reportage of health threats construct the sense of vulnerability, blame, and stigma in the public. |
| PSYC3109A | The Psychology of Health Risks A | UG | .5 | Division of Psychology and Language Sciences | See PSYC3109 |
| PSYC1203 | The Psychology of Individual Differences | UG | .5 | Division of Psychology and Language Sciences | This course outlines how people differ in terms of their personality and aptitudes, how we can measure these differences, and what the causes might be. Students are introduced to the subject as a specialised area of study within psychology, and the course examines a full range of theories, research and measurement techniques, and applied and research aspects of individual difference psychology. In particular, students are expected to be able to critically examine the nature versus nurture controversy in the development of individual differences. Students will study, compare, and evaluate major theoretical perspectives on personality and mental ability. The work of the most influential theorists representing the major "schools of thought" (or paradigms) in personality and ability will be examined. Relevant research evidence supporting or refuting the theoretical formulations will be reviewed, including recent evidence from the emerging field of cognitive neuroscience. Students will learn to appreciate the contributions and limitations of each individual difference paradigm, and how it has impacted on other areas of specialisation in psychology. |
| BIOSG001 | The Scientific Literature | PG | 15 | Division of Biosciences | A fundamental aspect of scientific research requires the ability to acquire information from original scientific papers, to analyse critically the content and quality of published scientific studies and to present and discuss the scientific literature with ones peers. Teaching will consist of seminars and discussion sessions. |
| PLINGM02 | Theoretical Frameworks | PG | 30 | Division of Psychology and Language Sciences | |
| PSYCGC13 | Theories and Paradigms in Cognitive Neuroscience | PG | 15 | Division of Psychology and Language Sciences | This module introduces students to the field of cognitive neuroscience. The historical, theoretical, and methodological foundations of cognitive neuroscience will be discussed. The focus will be on key areas in the field. Principles of cognition and characterizing the relationship between the mind and the brain will be explored. Students will develop key skills to engage in cognitive neuroscience research. |
| PSYCRC03 | Theory and Application of Clinical Psychology Methods | UG | 0 | Division of Psychology and Language Sciences | |
| PSYCRC06 | Theory and Application of Clinical Psychology Methods (Advanced Level) | UG | 0 | Division of Psychology and Language Sciences | |
| PSYC3107 | Topics in Clinical Psychology | UG | .5 | Division of Psychology and Language Sciences | Lectures cover general psychological processes in therapeutic encounters, specific problems and their treatment, particular models of intervention, and research on outcome of treatment. After an introduction to all lectures and discussion of efficacy of psychological therapies, early lectures address childhood disorders, followed by adult disorders, and the series closes with several lectures on processes of therapy and application to chronic health problems. The topics build upon those taught in PSYC2206, Clinical and Health Psychology, to minimise overlap, so it is an advantage to have taken this course but it is not a formal requirement. |
| BIOLM019 | Topics in Current Research (Masters Level) | UG | .5 | Division of Biosciences | This course is based on the seminar series of GEE and features invited speakers who are world-leading experts in their field. Students will attend the seminars as well as read and write about the topics being discussed. |
| PSYC3110 | Topics in Developmental Psychology | UG | .5 | Division of Psychology and Language Sciences | Dr Schlottmann’s section considers a number of topics in normal cognitive development. One major area is the development of “higher” reasoning skills. Topics covered include: Formal operations and scientific reasoning, The development of logical reasoning, Analogical reasoning and transfer, Causal reasoning and perception. The other major topic area is the development of memory. Dr Rice's section will explore a variety of topics in normal and abnormal socio-emotional development. Topics include: The interface of nature and nurture in development, Prenatal influences, Deprivation and social development, The role of the family in emotional development, Growing up with a depressed parent: developmental implications, Developmental pathways: risk and resilience. |
| PSYC3303 | Topics in Neurobiology | UG | .5 | Division of Psychology and Language Sciences | The module is oriented around learning and memory, mainly using spatial and episodic memory as a model system with which to explore issues such as how neurons represent information, and how this representation is modified by experience. We will use multiple levels of description ranging from the genes contained within the neurons, through the proteins they make, the dynamical functions carried out by neurons (e.g., synaptic transmission, modification of connections etc.), the interactions of groups of neurons in circuits to form cognitive representations, and all the way up to the animal's macroscopic behaviour and how this interacts with the environment. By the end of the module students should have an understanding of how (relatively!) simple low-level processes create and interact with high level processes to produce the complex behaviours (such as navigation) exhibited by animals and humans. |
| PSYCM303 | Topics in Neurobiology (Masters Level) | UG | .5 | Division of Psychology and Language Sciences | See PSYC3303 |
| PSYC3303A | Topics in Neurobiology A | UG | .5 | Division of Psychology and Language Sciences | See PSYC3303 |
| PLIN2003 | Topics in Semantics and Pragmatics | UG | .5 | Division of Psychology and Language Sciences | The course investigates two distinctions within the domain of utterance meaning: the semantics/pragmatics distinction and the explicit/implicit communication distinction. It focuses on several key cases of contentious data in order to reach a deeper understanding of how language, context and pragmatic principles interact. |
| PLING207 | Topics in Semantics and Pragmatics | PG | 15 | Division of Psychology and Language Sciences | The course investigates two distinctions within the domain of utterance meaning: the semantics/pragmatics distinction and the explicit/implicit communication distinction. It focuses on several key cases of contentious data in order to reach a deeper understanding of how language, context and pragmatic principles interact. |
| GENEG006 | Understanding Bioinformatics Resources and Their Application | PG | 15 | Division of Biosciences | Competency in genomic and proteomic resources is an essential skill for human disease genetic researchers, in this the post-genome era. This module will enable students to experience first-hand how the annotation of the human genome is achieved and understand the uses and limitations of a wide range of freely available online resources. Students will be required to undertake their own literature review of a limited number of genes, or biological field, and to provide accurate gene annotations, using Gene Ontology (GO). Gene Ontology is an established resource for linking the accrued knowledge about individual genes to each gene record in a database. In addition, the GO dataset is invaluable for the analysis of data derived from a wide variety of high-throughput methodologies. The course has four themes: (1) Gene Ontology annotation and application, (2) Online biological databases and their use for gene/SNP mapping, coding region identification, data extraction, including Ensembl, EntrezGene, UniProt, Biomart, OMIM, ChEBI, (3) Analysis of protein sequences and structure, including sequence alignment, structural and/or functional motif recognition, structure prediction, protein evolution, (4) Regulation of gene transcription, providing an introduction to this research area and the methods used to characterise proteins involved in gene regulation. |
| PSYCGS01 | Understanding Individuals and Groups | PG | 15 | Division of Psychology and Language Sciences | This module reviews the current state of knowledge regarding themes and core processes involved in the construction of social reality. It examines how individuals make sense of Self, others, and groups. Core processes include attention, encoding, memory organization and retrieval of social information; social categorization; activation and application of social knowledge; hypothesis testing; automatic and controlled processes in social cognition. These basic processes will be discussed in the context of central themes in social cognition, such as person identification, trait inferences, stereotyping, prejudice, social projection, and social cognition across-cultures. Current controversies and debates on the social thinker will be discussed. |
| PSYC3011A | User-Centred Evaluation Methods | UG | .5 | Division of Psychology and Language Sciences | |
| PSYCGI11 | User-Centred Evaluation Methods | PG | 15 | Division of Psychology and Language Sciences | This module will equip students with the practical skills needed for the assessment of interactive systems. This will include analytical approached (based on theories of cognition and interaction) and empirical approaches (gathering and analysing data from users). Analytical approaches will include inspection techniques, based on heuristics (or checklists), and theoretically grounded methods. In UEM, the focus is on qualitative approaches to evaluating systems in their context of use, including interviews and observations. Students will develop their critical thinking skills, in relation to both the systems being evaluated and the choice of technique to apply in the evaluation. |
| PSYCM011 | User-Centred Evaluation Methods (Masters Level) | UG | .5 | Division of Psychology and Language Sciences | |
| PSYCGC17 | Values, Policy, Culture and Diversity in Low Intensity CBT Interventions | PG | 30 | Division of Psychology and Language Sciences | The course will focus on acquisition of knowledge, understanding and skills a) to work effectively with individuals from diverse backgrounds and to determine when and what kind of variations would be need in the delivery of low intensity interventions to respond to the diverse needs of their patients. They will gain a good understanding of equal opportunities as its applies to low intensity interventions |
| BIOL3018 | Vertebrate Life and Evolution | UG | .5 | Division of Biosciences | The course will provide a broad review of vertebrate life and evolution from a variety of perspectives, including: the fossil record, modern, evolutionary and functional anatomy and molecular evidence. BIOL3018 complements GEOL3036 Biodiversity and Macroevolutionary Patterns and BIOL3008 Species Conservation and Biodiversity. |
| BIOLG018 | Vertebrate Life and Evolution | PG | 15 | Division of Biosciences | The course will provide a broad review of vertebrate life and evolution from a variety of perspectives, including: the fossil record, modern evolutionary and functional anatomy and molecular and morphological evidence. |
| BIOLM018 | Vertebrate Life and Evolution (Masters Level) | UG | .5 | Division of Biosciences | The course will provide a broad review of vertebrate life and evolution from a variety of perspectives, including: the fossil record, modern evolutionary and functional anatomy, morphological and molecular evidence. |
| BIOL3018A | Vertebrate Life and Evolution A | UG | .5 | Division of Biosciences | |
| NEUR3045 | Visual Neuroscience | UG | .5 | Division of Biosciences | This module will teach visual neuroscience from a broad, interdisciplinary point of view. Our modern understanding of vision and visual processing depends not only on the more traditional fields of anatomy, physiology and psychophysics, which remain centrally important, but also on the fields of genetics, molecular and cellular biology, ophthalmology, neurology, cognitive neuroscience and brain imaging. In this course, we will present visual neuroscience as a multidisciplinary, yet integrated field of study. This half unit also makes up part of the full unit course NEUR3001 "Advanced Visual Neuroscience". |
| NEURM045 | Visual Neuroscience (Masters Level) | UG | .5 | Division of Biosciences | This module will teach visual neuroscience from a broad, interdisciplinary point of view. Our modern understanding of vision and visual processing depends not only on the more traditional fields of anatomy, physiology and psychophysics, which remain centrally important, but also on the fields of genetics, molecular and cellular biology, ophthalmology, neurology, cognitive neuroscience and brain imaging. In this course, we will present visual neuroscience as a multidisciplinary, yet integrated field of study. This half unit also makes up part of the full unit course NEUR3001/NEURM001 "Advanced Visual Neuroscience". |
| PSYCGC19 | Working within a Healthcare, Social Care, Educational and Employment Context with Brief CBT Interventions | PG | 30 | Division of Psychology and Language Sciences | The course will focus on acquisition of knowledge, understanding and skills a) to work effectively with individuals in complex care systems and to determine when and what kind of additional interventions may be necessary and b) to make effective use of caseload management and supervision systems |
| BIOS2001 | Writing and Presenting Bioscience | UG | .5 | Division of Biosciences | This course is a half-unit course which offers a library project to 2nd year students to conduct research in the Biosciences field, on an essay topic supervised by a member of staff in the Division of Biosciences or associated departments. The module aims to improve transferable skills in formal writing and oral presentation, with the view to preparing students for their higher-tariff project in the 3rd year and, later, for the modern labour market which highly prizes good communication skills. |
| BIOL3023 | Year Abroad Documentation and Self-Evaluation | UG | 0 | Division of Biosciences | |
| PLIN3607 | Year-Abroad Project | UG | 1 | Division of Psychology and Language Sciences | |
| PLIN3603 | Year-Abroad Self-Evaluation A | UG | .5 | Division of Psychology and Language Sciences | |
| PLIN3604 | Year-Abroad Self-Evaluation B | UG | .5 | Division of Psychology and Language Sciences | |
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