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.
If you're a member of UCL you can add this module to your personalised course list
| Module Code | Title | Level | Credit Value | Division | outline |
|---|---|---|---|---|---|
| CLNEG044 | Academic Lecture Component 1 | PG | 15 | Institute of Neurology | |
| CLNEG045 | Academic Lecture Component 2 | PG | 15 | Institute of Neurology | |
| CLNEG046 | Academic Lecture Component 3 | PG | 15 | Institute of Neurology | |
| CLNEG047 | Academic Lecture Component 4 | PG | 15 | Institute of Neurology | |
| PSYCGI20 | Accessibility and Assistive Technologies | PG | 15 | Division of Psychology and Language Sciences | This module focuses on the design of technologies for people who have a disability. It is a project-based module where students will work with disabled people to develop technology which bridges the gap between the capabilities of the person and those required to conduct a task. Students will work on projects with disabled people to design for the extreme market of disablility. The module is complemented by guest talks and tech demos by disabled people and those working in mainstream companies (e.g. microsoft) on accessiblty. Each week will have a class activity. |
| PSYCGC26 | Accreditation Portfolio | PG | 15 | Division of Psychology and Language Sciences | |
| BIOL3025 | Adaptation | UG | .5 | Division of Biosciences | The course will introduce students to the ways that organisms adapt to their environment as well as the approaches that scientists use to study these adaptations. Topics to be covered span morphological and phenotypic adaptations, the selective forces that enact adaptive change, and the genetic basis of adaptation. Each lecture will cover a distinct topic related to adaptation, and students will be introduced to numerous case studies from the current literature. |
| BIOLG025 | Adaptation | PG | 15 | Division of Biosciences | The course will introduce students to the ways that organisms adapt to their environment as well as the approaches that scientists use to study these adaptations. Topics to be covered span morphological and phenotypic adaptations, the selective forces that enact adaptive change, and the genetic basis of adaptation. Each lecture will cover a distinct topic related to adaptation, and students will be introduced to numerous case studies from the current literature. |
| BIOLM025 | Adaptation (Masters Level) | UG | .5 | Division of Biosciences | The course will introduce students to the ways that organisms adapt to their environment as well as the approaches that scientists use to study these adaptations. Topics to be covered span morphological and phenotypic adaptations, the selective forces that enact adaptive change, and the genetic basis of adaptation. Each lecture will cover a distinct topic related to adaptation, and students will be introduced to numerous case studies from the current literature. |
| EARIGA04 | Advanced Amplification and Aural Rehabilitation | PG | 15 | Ear Institute | |
| ANAT3038 | Advanced Anatomy | UG | .5 | Division of Biosciences | This course offers students the opportunity to continue their studies of human anatomy through dissection, anatomical comparison and reading related literature. Each student will focus on one specific dissection project chosen by them in consultation with the course tutors. The focus is on limbs. The dissection will be complemented by a coursework portfolio. |
| AUDLGA99 | Advanced Audiology: Research Project | PG | 60 | Ear Institute | |
| BIOS3900 | Advanced Experimental Skills Projects in Biomedical Sciences | UG | 1 | Division of Biosciences | Students undertaking this module will chose 2 sets of experiments from within the suite offered, covering essential techniques across the over-arching department of physiology, pharmacology, and neuroscience. Broadly, these banks of experiments will give students the opportunity to explore a variety of electrophysiolgical data, pharmacological preparations, and human physiology. Each set of experiments will give the students practical experience in designing experiments to answer specific research questions. Students will be obtaining and processing data, and be given instruction in appropriate data analysis and statistical analysis. Finally, the students will provide written and oral accounts of their work, developing their communication skills in these areas. |
| NEURG025 | Advanced Functional Neuroanatomy | PG | 15 | Division of Biosciences | TThe module explores the structural organization and connectivity of the mammalian CNS, examining the synaptic and local-circuit architectures of selected brain regions and relating them to their roles within more global behavioural ensembles. In each case, basic knowledge is assumed and the emphasis is on experimental evidence, structure/function relationships and clinical significance. The course focusses on understanding recent neuroscience research and techniques used in understanding how groups of neurons are functionally connected to execute or control selected sensory, motor or higher level functions (such as reward processing) within the central nervous system. |
| NEURM025 | Advanced Functional Neuroanatomy (Masters Level) | UG | .5 | Division of Biosciences | The module explores the structural organization and connectivity of the mammalian CNS, examining the synaptic and local-circuit architectures of selected brain regions and relating them to their roles within more global behavioural ensembles. In each case, basic knowledge is assumed and the emphasis is on experimental evidence, structure/function relationships and clinical significance. The course focusses on understanding recent neuroscience research and techniques used in understanding how groups of neurons are functionally connected to execute or control selected sensory, motor or higher level functions (such as reward processing) within the central nervous system. |
| NEUR3025A | Advanced Functional Neuroanatomy A | UG | .5 | Division of Biosciences | The module explores the structural organization and connectivity of the mammalian CNS, examining the synaptic and local-circuit architectures of selected brain regions and relating them to their roles within more global behavioural ensembles. In each case, basic knowledge is assumed and the emphasis is on experimental evidence, structure/function relationships and clinical significance. The course focusses on understanding recent neuroscience research and techniques used in understanding how groups of neurons are functionally connected to execute or control selected sensory, motor or higher level functions (such as reward processing) within the central nervous system. |
| CLNEG051 | Advanced Genetic Technologies and their Clinical Applications | PG | 15 | Institute of Neurology | The students will have experience of all major components of a systematic review .i.e. carefully formulating and revising the research question, devising and recording the search strategy including full reporting of the systematic interrogation of data-bases, including key-words used, hand searching etc, ensuring the methods are sufficiently well-recorded to be replicable by another searcher, searching the literature; critical appraisal of published data, including an understanding of the ‘hierarchy’ of evidence and possible sources of bias; discussion and interpretation of results, and the writing of the review. |
| BIOL3013 | Advanced Human Genetics: Research Principles | UG | .5 | Division of Biosciences | Human Genetics has undergone a tremendous expansion in recent years, in no small measure due to a wide-ranging technological revolution. Results from this research are having a growing impact across a range of disciplines, including medicine, biology, anthropology and forensics. This module introduces the basic principles underlying modern human genetics research. A combination of lectures presenting the theoretical principles, practical exercises allowing you to apply these principles, and research-focused lectures providing illustrative case-studies. |
| BIOLG013 | Advanced Human Genetics: Research Principles | PG | 15 | Division of Biosciences | Human Genetics has undergone a tremendous expansion in recent years, in no small measure due to a wide-ranging technological revolution. Results from this research are having a growing impact across a range of disciplines, including medicine, biology, anthropology and forensics. This module introduces the basic principles underlying modern human genetics research. A combination of lectures presenting the theoretical principles, practical exercises allowing you to apply these principles, and research-focused lectures providing illustrative case-studies. |
| BIOL3013A | Advanced Human Genetics: Research Principles A | UG | .5 | Division of Biosciences | |
| CELL3904 | Advanced Library Project | UG | 1 | Division of Biosciences | CELL3904 is a library based research project for students who wish to write an in-depth dissertation in the areas of anatomy, cellular and developmental biology, or neuroscience. |
| NEUR3904 | Advanced Library Project | UG | 1 | Division of Biosciences | Not applicable |
| EARIGA08 | Advanced Management of Tinnitus and Hyperacusis | PG | 15 | Ear Institute | |
| 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 genomic databases and bio-computational tools. |
| CELL3050 | Advanced Molecular Cell Biology | UG | .5 | Division of Biosciences | This module concentrates on the key questions and state-of-the-art techniques in modern cell biology. There will be a particular emphasis on modern imaging approaches and techniques allowing the monitoring of the dynamics of cellular processes. The course has been recently modernised to include experts in the rapidly growing disciplines of super-resolution microscopy, cytoskeletal dynamics and imaging of gene expression in living cells. |
| CELL3050A | Advanced Molecular Cell Biology | UG | .5 | Division of Biosciences | This module concentrates on the key questions and state-of-the-art techniques in modern cell biology. There will be a particular emphasis on modern imaging approaches and techniques allowing the monitoring of the dynamics of cellular processes. The course has been recently modernised to include experts in the rapidly growing disciplines of super-resolution microscopy, cytoskeletal dynamics and imaging of gene expression in living cells. |
| CELLG050 | Advanced Molecular Cell Biology | PG | 15 | Division of Biosciences | This module concentrates on the key questions and state-of-the-art techniques in modern cell biology. There will be a particular emphasis on modern imaging approaches and techniques allowing the monitoring of the dynamics of cellular processes. The course has been recently modernised to include experts in the rapidly growing disciplines of super-resolution microscopy, cytoskeletal dynamics and imaging of gene expression in living cells. |
| CELLM050 | Advanced Molecular Cell Biology (Masters Level) | UG | .5 | Division of Biosciences | This module concentrates on the key questions and state-of-the-art techniques in modern cell biology. There will be a particular emphasis on modern imaging approaches and techniques allowing the monitoring of the dynamics of cellular processes. The course has been recently modernised to include experts in the rapidly growing disciplines of super-resolution microscopy, cytoskeletal dynamics and imaging of gene expression in living cells. |
| 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. |
| PHAYG112 | Advanced Pharmacy Practice Portfolio | PG | 15 | School of Pharmacy | |
| PLIN3103 | Advanced Phonological Theory A | UG | .5 | Division of Psychology and Language Sciences | The module is designed to cover core developments in phonological theory at an advanced level. |
| PLING211 | Advanced Phonological Theory A | PG | 15 | Division of Psychology and Language Sciences | The module is designed to cover core developments in phonological theory at an advanced level. |
| 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. This year’s course will focus on accounting for variation and gradience in phonological theory. |
| ANAT3039 | Advanced Practical Anatomy | UG | .5 | Division of Biosciences | This is a Year 3 course for BSc students based around 10x3 hr practical sessions in the Anatomy Laboratory during which students will dissect (in small groups), observe, collect data, and discuss under the guidance of a demonstrator/course tutor. The course covers the practical anatomy of the thorax, abdomen and pelvis, supplemented by a) an individual poster presentation on a relevant recent research paper and b) the recording and interpretation of clinically related observations and the preparation/presentation of a team report. |
| BIOC3301 | Advanced Practical in Molecular Biology I | UG | 1 | Division of Biosciences | |
| 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. |
| PHAYG031 | Advanced Structure-Based Drug Design | PG | 15 | School of Pharmacy | |
| PSYCG026 | Advanced Treatment and Management of Dementia | PG | 15 | Division of Psychiatry | |
| EARIGA07 | Advances in Auditory Implants | PG | 15 | Ear Institute | |
| PHAYM102 | Advancing Practice through Science (Masters Level) | UG | 1 | School of Pharmacy | |
| PSYCGI15 | Affective Interaction | PG | 15 | Division of Psychology and Language Sciences | The aim of this module is to introduce students to the emerging field of affective interaction by bringing together research and methodologies from cognitive psychology (affective science) and HCI. One part of the module will aim at giving the students a basic introduction to the theory of emotion from psychology and neuroscience viewpoints and to understand its importance in human decision and communication processes. Particular attention will be dedicated to embodied sensorial experiences. The other part will focus on the challenges in designing and evaluating systems that are capable of affectively interacting with humans. Methods to inform the design, measure and influence the affective experience will be taught. Examples of current applications (e.g. in entertainment, education, health, therapy, rehabilitation, service robotics) will be used to identify problems and design solutions. Finally, the ethical implications (e.g., privacy) of affective interactive systems will be discussed. |
| 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. |
| PSYC9001 | Affiliate Psychology Research Project | UG | 1 | Division of Psychology and Language Sciences | |
| PSYC1106A | Affiliate Seminar in Psychology | UG | .5 | Division of Psychology and Language Sciences | This seminar module will introduce affiliate students to the style, structure and content of the UCL BSc Psychology programme. The seminars will develop key academic skills and cover a range of disciplines in that are studied in scientific psychology: including cognition, perception, developmental psychology, neuroscience and health psychology. Students on the module will learn academic skills that are required on our programme (in particular report and essay writing, and critical assessment of research paper) and which are particular to UK system in general and a British Psychological Society accredited BSc Psychology degree programme in particular. |
| PSYC1106B | Affiliate Seminar in Psychology | UG | .5 | Division of Psychology and Language Sciences | This seminar module will introduce affiliate students to the style, structure and content of the UCL BSc Psychology programme. The seminars will develop key academic skills and cover a range of disciplines in that are studied in scientific psychology: including cognition, perception, developmental psychology, neuroscience and health psychology. Students on the module will learn academic skills that are required on our programme (in particular report and essay writing, and critical assessment of research paper) and which are particular to UK system in general and a British Psychological Society accredited BSc Psychology degree programme in particular. |
| PSYCGP33 | An Introduction to Psychoanalytic Theory | PG | 15 | Division of Psychology and Language Sciences | This module is focused on introducing the core concepts of psychoanalytic theory. Through the detailed reading and discussion of contemporary psychoanalytic theoretical and research papers as well as key early papers, this course aims to outline a range of psychoanalytic theories and explore the contribution that psychoanalytic thinking can make to an understanding of the mind. |
| 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 and runs during term 1 only. The taught components of the course consist of 22 lectures, two practical sessions, two practical follow-up sessions and four tutorials. The course begins by discussing how drugs called ‘local anaesthetics’ can be used to block nerves. This is an important class of compounds that allow simple surgical procedures to be carried out without pain. The course then moves on to cover some other examples of drugs acting on excitable tissues, such as the muscle relaxant drugs that are often used as adjuncts to more complicated surgical procedures. During these lectures basic principles of drug action are established by considering what happens at the cellular and molecular level. These ideas are then extended into a simple theoretical framework that provides a foundation for establishing mechanisms of drug action (the Hill-Langmuir and Schild equations are the basis for this). The course then moves on to examine drugs for the treatment of diseases such as AIDS, malaria and bacterial infections. This is followed by an introduction to the pharmacology of the central nervous system. This part of the course provides a thumbnail sketch of CNS receptors and disorders as well as a consideration of drug addiction and the abuse of drugs. Finally the development of new drugs and personalised medicine are introduced. |
| PHAR1001A | An Introduction to the Mechanisms of Drug Action A | UG | .5 | Division of Biosciences | This course is designed for those who are new to the subject of Pharmacology and runs during term 1 only. The taught components of the course consist of 22 lectures, two practical sessions, two practical follow-up sessions and four tutorials. The course begins by discussing how drugs called ‘local anaesthetics’ can be used to block nerves. This is an important class of compounds that allow simple surgical procedures to be carried out without pain. The course then moves on to cover some other examples of drugs acting on excitable tissues, such as the muscle relaxant drugs that are often used as adjuncts to more complicated surgical procedures. During these lectures basic principles of drug action are established by considering what happens at the cellular and molecular level. These ideas are then extended into a simple theoretical framework that provides a foundation for establishing mechanisms of drug action (the Hill-Langmuir and Schild equations are the basis for this). The course then moves on to examine drugs for the treatment of diseases such as AIDS, malaria and bacterial infections. This is followed by an introduction to the pharmacology of the central nervous system. This part of the course provides a thumbnail sketch of CNS receptors and disorders as well as a consideration of drug addiction and the abuse of drugs. Finally the development of new drugs and personalised medicine are introduced. |
| PHAYG061 | Analysis and Quality Control | PG | 15 | School of Pharmacy | |
| PHAYG024 | Analytical Techniques in Phytochemistry | PG | 30 | School of Pharmacy | |
| BIOSG008 | Analytical Tools in Biodiversity, Evolutionary and Conservation Research | PG | 30 | Division of Biosciences | This module is taught by researchers at UCL, the Natural History Museum, and the Zoological Society of London. Students will spend time at all three institutions, learning key tools through lectures, hands-on exercises, and class discussions. The module begins by introducing methods in genetics and behavioural ecology at UCL; students then move to NHM to focus on phylogenies, phylogenetics, and the use of museum collections; they then spend time at ZSL working on biodiversity monitoring and conservation at ZSL; and finally the students return to UCL to focus on GIS and ecological modelling. |
| OPHTGME1 | Anatomy and Physiology | PG | 15 | Institute of Ophthalmology | |
| AUDLGS02 | Anatomy and Physiology of the Audio-Vestibular System | PG | 15 | Ear Institute | |
| AUDLGAV2 | Anatomy and Physiology of the Audio-Vestibular System for Audiovestibular Physicians | PG | 15 | Ear Institute | |
| PHOL2001 | Animal and Human Physiology: Integrative Physiology | UG | .5 | Division of Biosciences | This module is designed for students with a background knowledge of Mammalian Physiology, but who are not enrolled in the Physiology BSc degree programme, yet wish to increase their knowledge of the major physiological 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 cardiovascular & respiratory physiology and endocrinology. |
| PHOL2001A | Animal and Human Physiology: Integrative Physiology A | UG | .5 | Division of Biosciences | Designed for students with a background knowledge of 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 cardiovascular & respiratory physiology and endocrinology. |
| 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 | |
| PHAYG025 | Anticancer Personalised Medicines | PG | 15 | School of Pharmacy | The module will provide a background to the current state and future potential of anticancer therapy and the emerging role of personalized medicine and patient stratification. The module will consist of an introductory series of 5 lectures covering a brief discussion of cancer and current chemotherapeutic options. Subsequent lectures will explore aspects of: tumour diversity and heterogeneity, personalised medicines and preventive therapies, drug development strategies and an overview of patient stratification and patient information services. |
| BIOLG011 | Applications in Human Genetics | PG | 15 | Division of Biosciences | This module builds on the Advanced Human Genetics module to introduce the burning issues in the science of human genetics, and how discoveries in human genetics are affecting our society. Lectures will be given by several experts currently working on a variety of important and timely topics, including population genetics, model organisms, eQTLs, infectious disease, genomic imprinting and complex diseases. The course will highlight some of the major fields of study within human genetics today, discussing statistical techniques used to model these biological questions and the major, up-to-date insights such methods have provided. |
| BIOLM011 | Applications in Human Genetics (Masters level) | UG | .5 | Division of Biosciences | This module builds on the Advanced Human Genetics module to introduce the burning issues in the science of human genetics, and how discoveries in human genetics are affecting our society. Lectures will be given by several experts currently working on a variety of important and timely topics, including population genetics, model organisms, eQTLs, infectious disease, genomic imprinting and complex diseases. The course will highlight some of the major fields of study within human genetics today, discussing statistical techniques used to model these biological questions and the major, up-to-date insights such methods have provided. |
| 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. |
| 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 | For module information please search for module PSYC3201 on the module database |
| PSYCM201 | 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. |
| 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 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 multitheoretical perspective, including: -Undertaking assessments with children and families -Developing effective clinical case formulations -Developing treatment plans for work with children and families |
| AUDLGM99 | Audio Vestibular Medicine: Research Project | PG | 60 | Ear Institute | |
| AUDLG099 | Audiological Science: Research Project | PG | 60 | Ear Institute | |
| AUDLGS12 | Auditory Perception | PG | 15 | Ear Institute | |
| EARIGA03 | Auditory Processing and Related Disorders | PG | 15 | Ear Institute | |
| PSYCGN76 | Autism Spectrum Disorders and Learning Disabilities | PG | 60 | Division of Psychology and Language Sciences | |
| PHOL3011 | Autonomic and Central Control of Cardiorespiratory Function | UG | .5 | Division of Biosciences | This module will look at the autonomic control of the cardiovascular and respiratory systems. The module will cover the anatomy of the autonomic nervous system (introducing the relevant peripheral and central areas that are involved in homeostatic control), the sympathetic nervous system and the parasympathetic nervous system (specifically how they interact to control the activity of the cardiovascular system), the central respiratory network and how it establishes normal breathing patterns, and finally how the activity in these pathways changes in response to exercise and disease. This will be accompanied by a mini-project comparing the sympathetic/parasympathetic balance in different exercise paradigms. |
| PHOLM011 | Autonomic and Central Control of Cardiorespiratory Function (Masters Level) | UG | .5 | Division of Biosciences | This module will look at the autonomic control of the cardiovascular and respiratory systems. The module will cover the anatomy of the autonomic nervous system (introducing the relevant peripheral and central areas that are involved in homeostatic control), the sympathetic nervous system and the parasympathetic nervous system (specifically how they interact to control the activity of the cardiovascular system), the central respiratory network and how it establishes normal breathing patterns, and finally how the activity in these pathways changes in response to exercise and disease. This will be accompanied by a mini-project comparing the sympathetic/parasympathetic balance in different exercise paradigms. |
| AUDLGS05 | Balance | PG | 15 | Ear Institute | |
| PSYCGN62 | Basic Clinical Skills and the CYP IAPT model | PG | 60 | Division of Psychology and Language Sciences | |
| CLNEG025 | Basic Neuroscience and Investigation of Nervous System | PG | 30 | Institute of Neurology | The module gives an introduction to basic cellular neuroscience and some of the applications used for research in neuroscience. Building on basic principles it will also give a comprehensive overview of genetics, cellular biology, principles of neurotransmission and the functions of cells of the nervous system. |
| 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. |
| BECHG001 | Behaviour Change: An Interdisciplinary Approach | PG | 15 | Division of Psychology and Language Sciences | |
| PSYC3112 | Behaviour Change: An Interdisciplinary Approach | UG | .5 | Division of Psychology and Language Sciences | This course will present key theories and research findings that further our understanding of behaviour and how to change it. Expertise will be drawn from across five faculties with lecture content spanning five different disciplines: - Behavioural Science; - Epidemiology and Public Health; - Law; - Health Informatics / Computer Science; - The Built Environment & The Environment. Each lecture will include examples of the lecturers’ own research and will be accompanied by one to three key texts with further reading recommended. |
| PSYC3112A | Behaviour Change: An Interdisciplinary Approach A | UG | .5 | Division of Psychology and Language Sciences | See PSYC3112 |
| PSYCM100 | Behavioural Research in Applied Settings | UG | .5 | Division of Psychology and Language Sciences | • A comprehensive overview of qualitative research methods • Focus group methodology • Principles of evidence-based practice. • Meta-analysis of independent datasets. • Standardized assessment tools. • Evaluation of interventions. • Single case study methodology. • Qualitative data analytic methods (e.g., thematic analysis, IPA) • Service evaluation and clinical audit • Questionnaire design and methods • Dissemination of findings and measuring impact |
| 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 | |
| BIOC3027 | Biochemistry Research Project (Investigative) | UG | 1 | Division of Biosciences | |
| BIOC3002 | Biochemistry Research Project (Laboratory-Based) | UG | 1.5 | Division of Biosciences | |
| PHAYG069 | Biodiversity and Medicines | PG | 15 | School of Pharmacy | |
| BIOL3019 | Biological Sciences Year Abroad A | UG | 1 | Division of Biosciences | |
| BIOLM023 | Biological Sciences Year Abroad A (Masters Level) | UG | 1 | Division of Biosciences | |
| BIOL3020 | Biological Sciences Year Abroad B | UG | 1 | Division of Biosciences | |
| BIOLM020 | Biological Sciences Year Abroad B (Masters Level) | UG | 1 | Division of Biosciences | |
| BIOL3021 | Biological Sciences Year Abroad C | UG | 1 | Division of Biosciences | |
| BIOLM021 | Biological Sciences Year Abroad C (Masters Level) | UG | 1 | Division of Biosciences | |
| BIOL3022 | Biological Sciences Year Abroad D | UG | 1 | Division of Biosciences | |
| BIOLM022 | Biological Sciences Year Abroad D (Masters Level) | 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. |
| 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 | 1 | Division of Biosciences | This module 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, laboratory practicals and workshops. |
| 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 |
| PHAY1003 | Body Systems and Therapeutics 1: Underpinning Principles of Cell and System Function and Drug Action | UG | 1 | School of Pharmacy | The aim of this module is to provide a solid foundation of the biological sciences that underpin the clinical therapeutic uses of a drug. Cell biology and biochemistry, cell and organ system function, whole body physiology and pharmacology are introduced and discussed in detail. The more applied sciences, such as receptor theory, mechanisms of drug action and pharmacokinetics, build upon this foundation and provide a basis for the systems-based therapeutics modules in subsequent years. In addition, the year 1 "Mathematics for Pharmacists " theme is housed within this module. |
| PHAY2003 | Body Systems and Therapeutics 2: Cardiovascular, Renal and Endocrine Systems | UG | 1 | School of Pharmacy | |
| PHAY2004 | Body Systems and Therapeutics 3: Central Nervous System, Gastro-Intestinal System, Liver, Skin, Eye | UG | 1 | School of Pharmacy | |
| PHAY3102 | Body Systems and Therapeutics 4: Immunology, Inflammation, Infectious Diseases, Respiratory Diseases and Cancer | UG | 1 | School of Pharmacy | |
| 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!). |
| PSYCGR13 | Brain and Mind | PG | 30 | Division of Psychology and Language Sciences | PSYCGR13: Brain and Mind (30 Credits) Brain and Mind introduces students to concepts in cognitive, developmental, biological and clinical psychology. The lectures in the module are organised into 5 sections covering these areas and training on transferable skills from the course. The module provides content on historical concepts, ethics and teaching transferable skills, such as website development. At the end of the module, students should be able to understand fundamental issues faced by researchers in psychology and know how these might be addressed in practice. Each section is assessed by an essay submitted as part of a blog comprising both a scholarly review and lay summary with additional web content to convey material. |
| SLANG204 | Brain, Mind and Health | PG | 15 | Division of Psychology and Language Sciences | This module addresses core knowledge relating to neuroanatomy, neurological disorders, mental health disorders, health in older age, and health psychology. The overall aim of the module is to provide students with a thorough grounding in these topics, incorporating the latest research-led developments, which they can apply to their clinical practice. In addition, the module aims to familiarise students with neuroscientific research modalities, current and emerging neurobiological therapeutic modalities, and the evaluation of experimental therapies in the context of acquired speech and language disorders. This module will be delivered over terms 1 and 2 of Year B so that foundation knowledge provision can be timetabled in proximity to relevant applied knowledge teaching in the other Year B modules such as Management of Communication Disorders 3: Language and Cognition (acquired), Management of Communication Disorders 4: Speech, Swallowing & Voice, and Professional Studies 2. This module builds upon teaching in Year A modules, especially Management of Communication Disorders 2: Speech & Hearing, Phonetics & Phonology. |
| PSYCGN43 | Building and maintaining therapeutic relationships | PG | 15 | Division of Psychology and Language Sciences | |
| 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. |
| PSYCGN67 | CAMHS Service and Clinical Leadership: Embedding CYP IAPT through Cultural Change 1 | PG | 30 | Division of Psychology and Language Sciences | |
| PSYCGN68 | CAMHS Service and Clinical Leadership: Embedding CYP IAPT through Cultural Change 2 | PG | 30 | Division of Psychology and Language Sciences | |
| BIOC3013 | Cancer Biology | UG | .5 | Division of Biosciences | This course focuses on the mechanism of cancer generation and progression and on the most advanced treatments. Starting with a background integrating genetic, cellular and molecular aspects, it covers recent cancer research leading to a general conceptual framework for the development of this disease. The course also provides insights and illustrations from specific cancer types and concludes with a variety of established and emerging treatments. The overall aim of this course is to provide a strong background for careers related to basic cancer research, experimental medicine and drug discovery. |
| BIOCG013 | Cancer Biology | PG | 15 | Division of Biosciences | |
| 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 | |
| PSYCRCA8 | Case Study 1 (Non-intensive Work) | UG | 0 | Division of Psychology and Language Sciences | |
| PSYCGN66 | CBT for Anxiety Disorders in Children and Adolescents | PG | 30 | Division of Psychology and Language Sciences | |
| PSYCGN65 | CBT for Depression in Children and Adolescents | PG | 30 | 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 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. |
| CELL2006A | Cell Biology A | UG | .5 | Division of Biosciences | This is a broad-based cell biology module 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 module and is designed to illustrate specific cellular processes and techniques in greater detail. |
| PHOL3016 | Cell Polarity 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 three themes: • Cell Biology of Epithelial cells • Vectorial transport in health and disease (absorption and secretion) • Specialised function of epithelia in sensing the environment |
| PHOLG014 | Cell Polarity and Disease | PG | 30 | 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 three themes: • Cell Biology of Epithelial cells • Vectorial transport in health and disease (absorption and secretion) • Specialised function of epithelia in sensing the environment |
| PHOLM016 | Cell Polarity and Disease (Masters Level) | 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 three themes: • Cell Biology of Epithelial cells • Vectorial transport in health and disease (absorption and secretion) • Specialised function of epithelia in sensing the environment |
| PHOL3016A | Cell Polarity and Disease A | UG | 1 | Division of Biosciences | (Module name change to 'Cell Polarity and Disease' in 14/15). 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), • Specialised function of epithelia in sensing the environment |
| 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 at UCL, 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 | 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. |
| CELL1001 | Cells and Development | UG | .5 | Division of Biosciences | The module provides a general introduction to cell biology, developmental biology and tissue structure. Topics will include: Membrane structure and function, cellular organelles, cytoskeleton, cell signalling, cell division, cell physiology, basic principles of embryonic development, cell fate, cell differentiation, and tissue architecture (histology). There are practicals on tissue architecture, developmental biology, and cell physiology. |
| CELL3030 | Cellular and Developmental Neurobiology | UG | .5 | Division of Biosciences | This module will consider the cellular and molecular events which underlie the development of the nervous system, drawing on examples from both vertebrate and invertebrate organisms. Topics include neural induction, neural crest, Schwann cells, hindbrain patterning, CNS patterning, enteric nervous system, and Drosophila neurogenesis. |
| CELLM030 | Cellular and Developmental Neurobiology (Masters Level) | UG | .5 | Division of Biosciences | This module will consider the cellular and molecular events which underlie the development of the nervous system, drawing on examples from both vertebrate and invertebrate organisms. Topics include neural induction, neural crest, Schwann cells, hindbrain patterning, CNS patterning, enteric nervous system, and Drosophila neurogenesis. |
| CELL3030A | Cellular and Developmental Neurobiology A | UG | .5 | Division of Biosciences | |
| 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. You will also be introduced to Genome wide associations in Cardiovascular disease. |
| 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. You will also be introduced to Genome wide associations in Cardiovascular disease. |
| CLNEG021 | Cellular and Molecular Mechanisms of Disease | PG | 15 | Institute of Neurology | |
| 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 the metabolism of ageing, synthetic biology, engineering of prokaryotic signalling, genetic engineering and biotechnology of algae and cyanobacteria (biofuels) and pathogen research. |
| 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. |
| BIOC3008A | Cellular Regulation in Biotechnology, Health and Disease A | UG | .5 | Division of Biosciences | |
| BECHG002 | Changing Behaviour: Intervention Development and Evaluation | PG | 30 | Division of Psychology and Language Sciences | |
| PHAY1002 | Chemistry of Medicines | UG | 1 | School of Pharmacy | The aim of the module is to provide a solid foundation of the chemical sciences that underpin the use of a drug in its broadest sense, i.e. its synthesis, formulation, analysis, metabolism, stability and biological activity. Organic, physical and analytical chemistry concepts are introduced and discussed in detail. A series of keynote "Chemistry of Medicines" lectures highlights each concept in an appropriate pharmaceutical context. Students will be introduced to the practical aspects of chemical synthesis and analyis of raw materials and formulated products. The links and inter-relationships between the individual subjects in year 1 are exemplified by the use of specific drug examples, chosen from the "Formulary Top 25" list, and cross-referenced in the other year 1 modules. In addition, the year 1 "Integrated Therapeutics" theme is housed within this module. The Chemistry of Medicines module develops the understanding and application of pharmaceutical chemistry within three principal themes – organic chemistry, physical chemistry and analytical chemistry for the quantification of drugs in medicines. Organic chemistry is the largest and most in-depth of these components and focuses on five key concepts – drug structure, polarity, stereochemistry, acidity-basicity and reactivity. Each of these concepts is fundamental to the clinical use of drugs and to the other pharmaceutical sciences, influencing formulation, ADME, drug-target interactions, metabolism, drug-drug interactions and ADRs. A series of keynote Chemistry of Medicines lectures highlights each concept in an appropriate pharmacy context, and this is built upon through inter-disciplinary integrated therapeutics sessions. Physical chemistry includes considerations such as the rates at which processes occur and the energies associated with those processes, which can impact on the stability and safe storage of medicines. Analytical chemistry incorporates fundamental skills and understanding including reaction stoichiometry and the calculation and manipulation of amounts and concentrations. The isolation and quantification of drugs in dosage forms via a variety of methods and the interpretation of data are emphasised. |
| AUDLGS10 | Clinical Adult Audio-Vestibular Assessment and Paediatric Hearing Assessment and Rehabilitation | PG | 30 | Ear Institute | |
| AUDLGS09 | Clinical Adult Diagnostics and Auditory Rehabilitation | PG | 60 | Ear Institute | |
| PHAY2001 | Clinical and Professional Considerations | UG | 1 | School of Pharmacy | |
| AUDLGS07 | Clinical and Professional Practice Including Research | PG | 15 | Ear Institute | |
| 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. |
| OPHTGME4 | Clinical Care in Practice Work-Based Portfolio | PG | 15 | Institute of Ophthalmology | |
| AUDLGAV3 | Clinical Diagnostics for Audiovestibular Medicine | PG | 15 | Ear Institute | |
| CLNEG055 | Clinical Manifestations of Stroke | PG | 15 | Institute of Neurology | The focus of this module is to enable the student to localise a stroke using clinical history, signs and imaging findings. It also contains lectures on stroke classification and risk stratification of transient ischaemia. The consequences of stroke affecting the senses are also covered: vision, hearing and the balance system. There is also a lecture on the ethics of stroke giving the guiding principles of how to manage some of the difficult situations in stroke such as feeding and the end of life. |
| PSYCG015 | Clinical Mental Health | PG | 30 | Division of Psychiatry | |
| ANIMGN08 | Clinical Module 1: Foundational Neuroanatomy, Systems and Disease | PG | 15 | Institute of Neurology | |
| ANIMGN24 | Clinical Module 1: Foundational Neuroanatomy, Systems and Disease (Distance Learning) | PG | 15 | Institute of Neurology | |
| ANIMGN09 | Clinical Module 2: Pathology and Diagnostic Neuroimaging I | PG | 15 | Institute of Neurology | |
| ANIMGN17 | Clinical Module 2: Pathology and Diagnostic Neuroimaging I (Distance Learning) | PG | 15 | Institute of Neurology | |
| ANIMGN10 | Clinical Module 3: Pathology and Diagnostic Neuroimaging II | PG | 15 | Institute of Neurology | |
| ANIMGN23 | Clinical Module 3: Pathology and Diagnostic Neuroimaging II (Distance Learning) | PG | 15 | Institute of Neurology | |
| CLNEG022 | Clinical Neuroscience Library Project | PG | 30 | Institute of Neurology | Students to complete a systematic, in-depth review of the literature on a given topic in the field of Clinical Neuroscience. |
| CLNEG059 | Clinical Neuroscience of Neurodegenerative Diseases | PG | 15 | Institute of Neurology | It will provide a comprehensive, state-of-the-art overview and analysis of common dementia diseases and syndromes: their epidemiology, clinical and neuroanatomical signatures, clinical genetics and pathology and algorithms for diagnosis and management. Sessions will be led by senior cognitive neurologists and psychiatrists at the forefront of translational research in the target diseases. The core syllabus will comprise Alzheimer’s disease and its variant phenotypes, the progressive aphasias, frontotemporal dementia, Lewy body disease and syndromes of atypical parkinsonism, vascular cognitive impairment, acute and subacute encephalopathies and dementias of younger life. Students will gain a detailed theoretical and clinical understanding of the major neurodegenerative diseases as manifestations of underlying brain pathology and anatomical patterns of brain damage. Lectures will be supplemented by a variety of opportunities for integrative, practical and formative learning, most directly integrated with the new module Practical Neuroscience of Dementia and including supervised participation in neuroradiology, neuropsychology and clinico-pathological workshops and seminars, journal clubs based around critical reviews of current scientific literature, and moodle quizzes. |
| PHAYG066 | Clinical Pharmaceutics | PG | 15 | School of Pharmacy | |
| PHAYG037 | Clinical Pharmacy Practice and Policy 1 | PG | 30 | School of Pharmacy | |
| PHAYG038 | Clinical Pharmacy Practice and Policy 2 | PG | 30 | School of Pharmacy | |
| PHAYG039 | Clinical Practice at Placement Site | PG | 30 | School of Pharmacy | |
| PSYCGN46 | Clinical Practice in Context | PG | 15 | Division of Psychology and Language Sciences | This module focuses on the development and structure of Child and Adolescent Mental Health Services (CAMHS) against a broader framework of agencies and services in the UK. Teaching aims to cover, and encourage students to reflect upon topics pertinent to clinicians situated within a CAMHS. These include Multi-disciplinary working, the cultural context for work in CAMHS, the role of Evidence Based Practice in clinical work and child protection. Legal and cultural contexts around children, and approaches to child and adolescent mental health are explored and linked with ideas about service provision and development. |
| OPHTG097 | Clinical Practice: Case-Based Portfolio | PG | 60 | Institute of Ophthalmology | |
| OPHTG026 | Clinical Practice: Cataract | PG | 15 | Institute of Ophthalmology | |
| OPHTG027 | Clinical Practice: Cornea | PG | 15 | Institute of Ophthalmology | |
| OPHTG028 | Clinical Practice: Glaucoma | PG | 15 | Institute of Ophthalmology | |
| OPHTG029 | Clinical Practice: Medical Retina 1 | PG | 15 | Institute of Ophthalmology | |
| OPHTG030 | Clinical Practice: Medical Retina 2 | PG | 15 | Institute of Ophthalmology | |
| OPHTG031 | Clinical Practice: Paediatric and Neuro-Ophthalmology | PG | 15 | Institute of Ophthalmology | |
| OPHTG032 | Clinical Practice: Uveitis | PG | 15 | Institute of Ophthalmology | |
| OPHTG033 | Clinical Practice: Vitro Retinal Surgery | PG | 15 | Institute of Ophthalmology | |
| PSYCGN47 | Clinical Skills 1 | PG | 15 | Division of Psychology and Language Sciences | |
| PSYCGN48 | Clinical Skills 2 | PG | 20 | Division of Psychology and Language Sciences | |
| CELL3105 | Clocks, Sleep and Biological Time | UG | .5 | Division of Biosciences | This module will 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 biological clock mechanisms. |
| CELLG105 | Clocks, Sleep and Biological Time | PG | 15 | Division of Biosciences | This module will 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 biological clock mechanisms. |
| CELLM105 | Clocks, Sleep and Biological Time (Masters Level) | UG | .5 | Division of Biosciences | This module will 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 biological clock mechanisms. |
| PSYCGD99 | Cognitive and Decision Sciences Dissertation | PG | 60 | Division of Psychology and Language Sciences | |
| PSYCGC23 | Cognitive Behaviour Therapy for Anxiety Disorders (Basic) | PG | 15 | Division of Psychology and Language Sciences | |
| PSYCGC27 | Cognitive Behaviour Therapy for Depression (Behavioural Activation) | PG | 15 | Division of Psychology and Language Sciences | |
| PSYCGC28 | Cognitive Behaviour Therapy for People with Psychosis: Fundamentals | PG | 15 | Division of Psychology and Language Sciences | |
| PSYCGC29 | Cognitive Behaviour Therapy for People with Psychosis: Implementation | PG | 30 | 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 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. memory, executive functions, emotion) are supported by the brain. In addition to the lectures, the module relies on assigned readings. These readings are taken from a 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 the brain. |
| PSYCG209 | Cognitive Neuroscience | PG | 15 | 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. |
| PSYCM209 | Cognitive Neuroscience (Masters Level) | 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. |
| 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. |
| OPHTG002 | Common Ocular Diseases and Treatment | PG | 15 | Institute of Ophthalmology | |
| CLNEG039 | Common Problems in Neurological Practice - Advanced | PG | 15 | Institute of Neurology | |
| CLNEG038 | Common Problems in Neurological Practice - Basic | PG | 15 | Institute of Neurology | |
| PHAY3101 | Communicating Science and Practice | UG | 1 | School of Pharmacy | |
| PSYCGC13 | Communication Skills in Cognitive Neuroscience | PG | 15 | Division of Psychology and Language Sciences | This module introduces you to different approaches to communication for cognitive neuroscientists, and you will develop practical, communicative and public engagement skills in cognitive neuroscience. You will learn how to think and express ideas logically and critically; disseminate knowledge; communicate effectively in oral and written form using a variety of methods and media; interact effectively with individuals and small groups; solve problems; organise, plan and manage projects; time management; learn and communicate actively and independently; be creative; assess oneself; make decisions. You will learn about modern ways to disseminate science and throughout the module, key transferable skills will be developed. |
| 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.). |
| BIOL7015 | 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 |
| BIOL7015A | Computational Biology A | 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 |
| BIOLM031 | Computational Methods in Biodiversity Research | UG | .5 | Division of Biosciences | The course consists of a field trip to Blakeney Point, followed by lectures and practical sessions delivered by academics from within UCL and the Zoological Society of London. The students will design and conduct a basic field experiment, and then learn how to manipulate, visualise and analyse the data they collect from that experiment, using standard, freely-available computer programming languages. The course will be delivered during a three-day field visit to Blakeney Point in week 2 of Term 1, followed by weekly sessions for the remaining weeks in Term 1. |
| BIOSG009 | Computational Methods in Biodiversity Research | PG | 15 | Division of Biosciences | The course consists of a field trip to Blakeney Point, followed by lectures and practical sessions delivered by academics from within UCL and the Zoological Society of London (NHM???). The students will design and conduct a basic field experiment, and then learn how to manipulate, visualise and analyse the data they collect from that experiment, using standard, freely-available computer programming languages. The course will be delivered during a three-day field visit to Blakeney Point in week 2 of Term 1, followed by weekly sessions for the remaining weeks in Term 1. |
| PSYCGR15 | Computer Programming | PG | 15 | Division of Psychology and Language Sciences | Computing for Psychologists is a course for students with little or no prior experience in computer programming. Apart from using a computer, no prior knowledge is assumed. The course consists of 10 three-hour lecture sessions in which programming concepts are introduced and hands-on experience is provided. Programming assignments are set on a weekly basis to solidify concepts and provide further familiarity. |
| PSYC2301 | Computing for Psychologists | UG | .5 | Division of Psychology and Language Sciences | Computing for Psychologists is a module for students with little or no prior experience in computer programming. Apart from using a computer, no prior knowledge is assumed. The course consists of 10 three-hour lecture sessions in which programming concepts are introduced and hands-on experience is provided. Programming assignments are set on a weekly basis to solidify concepts and provide further familiarity. |
| PSYC2301A | Computing for Psychologists A | UG | .5 | Division of Psychology and Language Sciences | See PSYC2301 |
| PSYCGB01 | Consulting Psychology | PG | 15 | Division of Psychology and Language Sciences | This module reviews the current state of knowledge regarding themes, core processes, methods, and applications of psychology to organisations. It examines how individuals behave in organizations, especially how their behavior is affected by others at work, and how this impacts on organisational processes and outcomes. Core constructs to be examined include individual differences (e.g., interests, values, competencies and personality), human motivation (including goals), organisational designs, and employee productivity and engagement. These key themes in industrial organisational psychology will be discussed in the context of modern organizations, leadership, and culture. Current controversies and debates will also be discussed. |
| PSYCGB01I | Consulting Psychology | PG | 15 | Division of Psychology and Language Sciences | |
| PSYCGB04 | Consumer Behaviour | PG | 15 | Division of Psychology and Language Sciences | This module reviews the current state of knowledge regarding themes, core processes, methods, and theories of consumer behaviour and psychology. In particular, lectures will discuss the psychological determinants of consumer implicit decision-making as well as, we will be exploring the role of affect and persuasion in a number of academic and applied fields of consumer behaviour. Core constructs to be examined include the impact and role of affect and decision process in light of some resent theoretical developments with practical implications. Lectures will also discuss consumer behaviour techniques and strategies may influence the success of a number of behavioral change initiatives within a number of industries (i.e., health promotion, fiscal management, media, and politics). Thus this course examines the practical implications of consumer behaviour, as well as how psychological theories and methods can help us predict, understand, and behavioral change. |
| BRSCG001 | Contemporary Topics in Brain Science Research | PG | 15 | Faculty of Brain Sciences | |
| PALS3008 | Conversation Analysis | UG | .5 | 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’? • Marvelled 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 mechanics of conversation 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). CA is not a method for understanding WHY people speak the way they do - it does not consider underlying psychological processes. Instead it allows researchers to explore HOW people speak in their everyday lives. How they take turns in a conversation, how they fix problems of speaking and understanding (called repair), in sum how they interact with each other to achieve mutual understanding. A key part of the learning experience of this module involves watching and analysing audiovisual recordings of interactions (in English). 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 such as aphasia and dysarthria. |
| PALSG303 | 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’? • Marvelled 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 mechanics of conversation 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). CA is not a method for understanding WHY people speak the way they do - it does not consider underlying psychological processes. Instead it allows researchers to explore HOW people speak in their everyday lives. How they take turns in a conversation, how they fix problems of speaking and understanding (called repair), in sum how they interact with each other to achieve mutual understanding. A key part of the learning experience of this module involves watching and analysing audiovisual recordings of interactions (in English). 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 such as aphasia and dysarthria. |
| PALSM008 | Conversation Analysis | UG | .5 | 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’? • Marvelled 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 mechanics of conversation 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). CA is not a method for understanding WHY people speak the way they do - it does not consider underlying psychological processes. Instead it allows researchers to explore HOW people speak in their everyday lives. How they take turns in a conversation, how they fix problems of speaking and understanding (called repair), in sum how they interact with each other to achieve mutual understanding. A key part of the learning experience of this module involves watching and analysing audiovisual recordings of interactions (in English). 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 such as aphasia and dysarthria. |
| PALS3008A | Conversation Analysis A | UG | .5 | Division of Psychology and Language Sciences | This module is a version suitable for Term 1 only affiliate students. |
| PLIN1303 | Core Issues in Linguistics | UG | .5 | Division of Psychology and Language Sciences | The module aims to provide conceptual and theoretical foundations for studying linguistics. |
| PSYCG016 | Core Principles of Mental Health Research | PG | 30 | Division of Psychiatry | |
| EARIGA09 | Counselling | PG | 15 | Ear Institute | |
| PSYCG119 | Counselling for Depression | PG | 15 | Division of Psychology and Language Sciences | |
| 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 | |
| PSYCRCA5 | Critical Reading Exam | UG | 0 | Division of Psychology and Language Sciences | |
| PSYCG025 | Culture and the Clinic | PG | 15 | Division of Psychiatry | |
| 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 focuses on our understanding of fundamental cognitive processes, and the role of low-level processing in higher cognitive functions, including perception, action and decision making. 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 behavioural, neurophysiological, neuroimaging techniques, and computational 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 higher-order cognition and elaborative and adaptive processes. Examples may include memory, decision-making, language, emotions, 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. |
| 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. |
| PALSG301 | Current Issues in Production, Perception and Neural Processing of Speech | PG | 15 | Division of Psychology and Language Sciences | 1. Introduction – Basic phonetic and phonological concepts 2. Introduction – Acoustic phonetics and speech prosody 3. Hemispheric lateralisation of speech using the dichotic listening method 4. What does the study of disordered speech tell us about typical speech production? 5. Aspects of perception and processing of speech in noise 6. Speech perception with hearing loss and hearing aids 7. Speech processing schemes for cochlear implants 8. Speech production and perception in the brain 9. Speech processing at the level of the brainstem 10. The somatotopy and functional organisation of speech |
| 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. |
| PSYCG017 | Current Research in Dementia | PG | 15 | Division of Psychiatry | |
| PSYCM017 | Current Research in Dementia | UG | .5 | Division of Psychiatry | |
| PSYCG018 | Current Research in Depression and Anxiety | PG | 15 | Division of Psychiatry | |
| PSYCM018 | Current Research in Depression and Anxiety | UG | .5 | Division of Psychiatry | |
| PSYCG024 | Current Research in Intellectual and Developmental Disabilities | PG | 15 | Division of Psychiatry | |
| PSYCM024 | Current Research in Intellectual and Developmental Disabilities | UG | .5 | Division of Psychiatry | |
| PSYCG019 | Current Research in Psychosis | PG | 15 | Division of Psychiatry | |
| PSYCM019 | Current Research in Psychosis | UG | .5 | Division of Psychiatry | |
| PALS3007 | Deafness, Cognition and Language | UG | .5 | Division of Psychology and Language Sciences | The study of human language and cognition has traditionally focused on users of spoken languages, acquired by ‘ear’ early in life. This module takes a unique and exciting perspective by exploring what the study of deaf people can add to our understanding of human language and cognition generally. Many people born deaf use a visual language, acquired by ‘eye’, often outside the normal timeframe for language acquisition. The study of deaf people and sign languages are an essential test of universality, but also widens our sphere of thinking from beyond the speech modality, enabling us to study rich aspects of multi-modal human communication that would be missed if we only focused on spoken languages. |
| PALSM007 | Deafness, Cognition and Language | UG | .5 | Division of Psychology and Language Sciences | The study of human language and cognition has traditionally focused on users of spoken languages, acquired by ‘ear’ early in life. This module takes a unique and exciting perspective by exploring what the study of deaf people can add to our understanding of human language and cognition generally. Many people born deaf use a visual language, acquired by ‘eye’, often outside the normal timeframe for language acquisition. The study of deaf people and sign languages are an essential test of universality, but also widens our sphere of thinking from beyond the speech modality, enabling us to study rich aspects of multi-modal human communication that would be missed if we only focused on spoken languages. |
| PALS3007A | Deafness, Cognition and Language A | UG | .5 | Division of Psychology and Language Sciences | This module is a version suitable for Term 1 only affiliate students. |
| PALSG201 | 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 |
| 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. |
| PSBSGP07 | Development of Clinical Trial Protocol | PG | 15 | Division of Psychiatry | |
| PALS2005 | Development of Communication and Cognition | UG | 1 | Division of Psychology and Language Sciences | The module provides a detailed grounding in the development of communication and cognition, including an introduction to the experimental methods employed in this area, and lays the foundations for understanding and undertaking research in these areas. It examines psychological and linguistic theories of development and represents key aspects of cognitive development and their relation to social development. It provides an overview of the nature of children’s language production and comprehension at different stages, including discussion of the processes by which language is acquired. Practical experience of early child development is provided through observation and data collection. |
| PALS3003 | Development of Speech Perception and Production | UG | .5 | 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 - atypical development in children with hearing loss and with SLI. 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. |
| PALSG204 | 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. It focuses on SPEECH and therefore complements modules on language acquisition focusing more on syntax or phonology. 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 and bilingual children 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 is supported by a Moodle site which gives access to lecture handouts, further supporting materials and a discussion forum. |
| PALSM003 | Development of Speech Perception and Production | UG | .5 | 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 - atypical 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. |
| PALS3003A | Development of Speech Perception and Production A | UG | .5 | Division of Psychology and Language Sciences | This module is a version suitable for Term 1 only affiliate students. |
| PALS3002 | Developmental Disorders of Language Learning and Cognition | UG | .5 | Division of Psychology and Language Sciences | This course covers a range of specialized topics related to research in developmental disorders of communication and cognition. The lectures will cover the most recent research on the cognitive and communicative characteristics of William’s Syndrome, Specific Language Impairment, Autism, Specific Learning Difficulties in Literacy and Numeracy, Cerebral Palsy, and Deafness. The course also covers recent theoretical approaches to developmental disorders (e.g. causal modeling, the influence of genes and environment), and addresses practical and theoretical approaches to intervention. |
| PALSG203 | Developmental Disorders of Language Learning and Cognition | PG | 15 | Division of Psychology and Language Sciences | This module will explore current research and theory in the area of developmental disorders of language, learning, and cognition. The following topics will be included: Theoretical and methodological issues in the study of developmental disorders. Hearing Disorders. Cognitive Disorders. Developmental Language Disorder. Mathematics Disorder. Attention Deficit Hyperactivity Disorder. Dyslexia. Reading Comprehension Impairment. Autism. Interventions for developmental disorders. Lectures: 1. Introduction and methodological issues in the study of developmental disorders of language, learning, and cognition 2. Hearing Disorders 3. Cognitive Disorders (Down Syndrome and Williams Syndrome) 4. Developmental Language Disorder 5. Dyscalculia 6. Attention Deficit Hyperactivity Disorder 7. Dyslexia and Reading Comprehension Impairment 8. Autism Spectrum Disorder 9. Interventions for Developmental Disorders 10. Revision session |
| PALSM002 | Developmental Disorders of Language Learning and Cognition | UG | .5 | Division of Psychology and Language Sciences | This course covers a range of specialized topics related to research in developmental disorders of communication and cognition. The lectures will cover the most recent research on the cognitive and communicative characteristics of William’s Syndrome, Specific Language Impairment, Autism, Specific Learning Difficulties in Literacy and Numeracy, Cerebral Palsy, and Deafness. The course also covers recent theoretical approaches to developmental disorders (e.g. causal modeling, the influence of genes and environment), and addresses practical and theoretical approaches to intervention. |
| PALSG202 | 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 and synapse formation in mammals. |
| 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. |
| AUDLGS03 | Diagnostic Audiology | PG | 15 | Ear Institute | |
| AUDLGE05 | Diagnostic Audiology for ENT Practice | PG | 15 | Ear Institute | |
| BIOL3026 | Diseases of Ageing | UG | .5 | Division of Biosciences | This course will review what is known about the origins of the major diseases of ageing, in the context of new insights into the fundamental biology of ageing. It will work towards replacing the fragmented view of senescent pathologies that characterises contemporary medicine, with an integrated overview of senescence (ageing), the diseases that it causes and their interrelationships. The students will gain an insight into how the knowledge obtained through the study of the biology of ageing can be harnessed to achieve better health in older humans. |
| BIOLG026 | Diseases of Ageing | PG | 15 | Division of Biosciences | This course will review what is known about the origins of the major diseases of ageing, in the context of new insights into the fundamental biology of ageing. It will work towards replacing the fragmented view of senescent pathologies that characterises contemporary medicine, with an integrated overview of senescence (ageing), the diseases that it causes and their interrelationships. The students will gain an insight into how the knowledge obtained through the study of the biology of ageing can be harnessed to achieve better health in older humans. |
| 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. |
| OPHTG007 | Disorders Affecting Retinal Function | PG | 15 | Institute of Ophthalmology | |
| PHAYGX99 | Dissertation - MRes | PG | 150 | School of Pharmacy | |
| PHAYGX95 | Dissertation - MSc CPIPP | PG | 60 | School of Pharmacy | |
| PHAYGX97 | Dissertation - MSc Drug Discovery | PG | 60 | School of Pharmacy | |
| PHAYGX96 | Dissertation - MSc Medicinal Natural Products and Phytochemistry | PG | 60 | School of Pharmacy | |
| 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. |
| PALSG199 | Dissertation/Project in Language Science | PG | 60 | Division of Psychology and Language Sciences | |
| HCSCRS06 | Doctoral Research Project | UG | 0 | Division of Psychology and Language Sciences | |
| PSYCRP99 | Doctoral Thesis | UG | 0 | Division of Psychology and Language Sciences | The doctoral thesis will consist of a portfolio comprising: a) A clinical section consisting of the detailed presentation of four pieces of clinical work At least one of the case reports should be on an intensive treatment. The others may be on non-intensive or parent work interventions. In reporting each of these interventions the candidate is required to give evidence of originality, normally through exercising independent critical power. b) The second part of the thesis will normally include an observational component based on observations of family interactions or children in a group setting. c) The major research component will normally include either the collection of new information or critical treatment of an important major concept relevant to the theory or practice of child and adolescent psychotherapy. The presentation of all three components will be presented in a vive voce examination where candidates are obliged to demonstrate in what respect their work appears to advance knowledge or practice in child and adolescent psychotherapy. The research must include investigative work, the results of which can be judged to make a substantial contribution to knowledge. In order to be awarded a doctorate the candidate must satisfy examiners (internal and external) on their capacity to use psychoanalytic theory as applied to clinical work in an original way. |
| 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 Neuroscience, Physiology & 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 identification of a drug target and a individual case study on a named drug |
| PHARM006 | Drug Design and Development (Masters Level) | UG | .5 | Division of Biosciences | This course is taught by the Departments of Medicine and Neuroscience, Physiology & 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 identification of a drug target and a individual case study on a named drug |
| 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 | |
| CELL3006 | Dynamic Biological Systems | UG | .5 | Division of Biosciences | Topics: Programming using Python. Rate equations. Modelling systems. Systems behaviour. Investigating and analysing systems. Stochastic models. Oscillations in biology. Phase space analysis. Chaotic and complex behaviour. Synthetic biology. |
| CELLG006 | Dynamic Biological Systems | PG | 15 | Division of Biosciences | Topics: Programming using Python. Rate equations. Modelling systems. Systems behaviour. Investigating and analysing systems. Stochastic models. Oscillations in biology. Phase space analysis. Chaotic and complex behaviour. Synthetic biology. |
| CELLM006 | Dynamic Biological Systems (Masters Level) | UG | .5 | Division of Biosciences | Topics: Programming using Python. Rate equations. Modelling systems. Systems behaviour. Investigating and analysing systems. Stochastic models. Oscillations in biology. Phase space analysis. Chaotic and complex behaviour. Synthetic biology. |
| BIOL7008 | Ecological Genetics - Field Course | UG | .5 | Division of Biosciences | A half unit organised around field course, currently sited in southern Spain. The course was designed to complement the BIOL2007 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 the Easter Vacation. |
| PHAYG105 | Education, Training and Development | PG | 20 | School of Pharmacy | |
| PHAYG110 | Education, Training and Development | PG | 15 | School of Pharmacy | |
| BIOL7016 | 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. |
| AUDLGE99 | ENT Practice (Otology): Research Project | PG | 60 | Ear Institute | |
| PSYCG028 | Epidemiological Research Methods in Mental Health | PG | 15 | Division of Psychiatry | |
| CLNEG057 | Epidemiology of Stroke | PG | 15 | Institute of Neurology | A module to teach how stroke incidence, prevalence and outcomes are measured and how these are related to ethnicity and risk factors. Stroke prevention is taught from the medical management of vascular risk factors through to intervention for intra and extra cranial arterial disease. The genetics of stroke is also covered as is the use of big linkage data in vascular research. |
| CLNEG020 | Epilepsy, Pain, Tumours and Infections of the Central Nervous System | PG | 15 | Institute of Neurology | |
| BIOC2003 | Essential Molecular Biology | UG | .5 | Division of Biosciences | This half-unit course, intended for students not specialising in Biochemistry, is a lecture course with tutorials. It covers topics in molecular biology. |
| BIOC2002 | Essential Protein Structure and Function | UG | .5 | Division of Biosciences | This half 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 and a dry lab practical on protein structures. The course covers key topics in protein structure and function. The depth of understanding of these topics that the students will attain will equip the student for final year studies in non-molecular based fields of biological science such as Anthropology, Psychology, and Physiology, or in some cases Human Sciences. |
| PSYCGN42 | Evaluating Clinical Interventions | PG | 15 | Division of Psychology and Language Sciences | The module is comprised of two parts. In the first part (sessions 1-4) students will explore how to engage with existing evaluations of clinical interventions. We will introduce students to the theories of evidence-based practice and practice-based evidence and how to find and critically review evaluations of clinical interventions. In the second part (sessions 5-8) students will explore how to generate evaluations of their own clinical interventions. We will examine methodological approaches to conducting and analysing evaluations of clinical interventions, focussing on routine outcome monitoring in CAMHS. Throughout, we will focus on considering alternative perspectives on the strengths and limitations of evaluations of clinical interventions. The focus will be on understanding the key principles and practicalities of evaluating clinical interventions and how to apply this understanding to the types of evaluations students may be conducting during their CAMHS placements. |
| PSYCGE99 | Evaluative Report on Project Work | PG | 0 | Division of Psychology and Language Sciences | |
| PSYC1107 | Evidence and Enquiry in Psychology | UG | .5 | Division of Psychology and Language Sciences | The course will cover the range of disciplines in psychology, giving a conceptual, methodological and historical background. The following topics will be covered 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. social and emotional behaviour |
| PSYLG003 | Evidence based interventions: Theory & Skills | PG | 30 | 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. |
| PSYCGD07 | Evolution and Social Behaviour | PG | 15 | Division of Psychology and Language Sciences | This optional module addresses these key questions about the evolution of social behaviour and social cognition in humans and non-human species. Specific areas that will be discussed include the social and technical intelligence hypotheses, the evolution and development of theory of mind; and the evolution of costly social behaviours, such as cooperation and punishment. We will end by considering how an evolutionary perspective on human social behaviour leaves us better equipped to address major societal problems, such as anthropogenic climate change, supporting charities, over fishing and others. The course will emphasize the importance of a comparative, evolutionary approach to the study of behaviour and cognition. It will fit with the broader theme of the CoDES course by providing an evolutionary perspective on cognitive and decision science. |
| BIOL2007 | Evolutionary Genetics | UG | .5 | Division of Biosciences | A course dealing with the interplay between the forces which contribute to evolutionary change in gene frequencies in populations. Topics covered include genetic polymorphism, natural selection, random changes in evolution, and the genetic basis of speciation. We discuss the maintenance of genetic variability, the role of chance in evolution, the origins of species. The utility of evolutionary biology in conservation also plays a part. Lecture topics include the effects of mutation, drift and selection (including frequency-dependent, kin and sexual selection), molecular evolution, chromosomal evolution, speciation, the evolution of the genome and gene regulation. |
| CLNEG049 | Experimental Neurology | PG | 30 | Institute of Neurology | The module covers the following areas: principles of research governance, phases of drug development, data management and safety measures in early phase clinical trials, biomarkers and surrogate markers of pharmacodynamic action and efficacy, pharmacokinetic, emerging technologies and examples of innovative trials in key neurological and neurodegenerative diseases. |
| 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 to, and only available to students taking, Pharmacology PHAR2002. |
| PALSG304 | Experimental Phonetics | PG | 15 | Division of Psychology and Language Sciences | An introduction to the methodology of Experimental Phonetics and its application to contemporary issues in Phonetics. |
| ANAT3903 | Extended Experimental Project | UG | 1.5 | Division of Biosciences | Laboratory Research Project in the Research Department of Cell and Developmental Biology. |
| NEUR3903 | Extended Experimental Project | UG | 1.5 | Division of Biosciences | Not applicable |
| EARIGA15 | Extended Research Project: MRes in Sensory Systems, Technologies & Therapies | PG | 120 | Ear Institute | |
| 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 (5th - 16th June 2017) 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. |
| PSYCG097 | Final Project (Clinical Dissertation) | PG | 60 | Division of Psychiatry | |
| PSYCG096 | Final Project (Research Project) | PG | 60 | Division of Psychiatry | |
| PSYCG095 | Final Project: MSc Dementia Causes Treatments and Research Mental Health | PG | 60 | Division of Psychiatry | |
| BIOL1004 | First Year Core Skills | UG | 0 | Division of Biosciences | Students attend lectures covering 'Biology and Society' topic that highlight the role of biological/biomedical sciences in the wider world (social, political, ethical and conservation issues). Students also learn about their choices of modules in the subsequent years of their study. Students are assigned in groups to meet and interview one of the researchers from the Division of Biosciences and then present their findings to their peers. Interview questions include the education, career path of the researcher assigned to the group and also to find out the opportunities and challenges which they face as a scientist. |
| ANAT3026 | Forensic Osteology and Anthropology | UG | .5 | Division of Biosciences | This module offers students the opportunity to learn about the role of the dead body in the field of crime and forensic science, initially introducing students to the recently deceased and discussing how the process of decomposition finally results in skeletal remains. Students will then be introduced to skeletal anatomy and in particular to the forensically relevant skeletal elements that can be used to help identify an individual. Students will have the opportunity to examine human remains both with and without soft tissue, to prepare material for osteological examination and to see how these remains may be involved in helping to solve forensic cases. |
| ANATG026 | Forensic Osteology and Anthropology | PG | 15 | Division of Biosciences | This module offers students the opportunity to learn about the role of the dead body in the field of crime and forensic science, initially introducing students to the recently deceased and discussing how the process of decomposition finally results in skeletal remains. Students will then be introduced to skeletal anatomy and in particular to the forensically relevant skeletal elements that can be used to help identify an individual. Students will have the opportunity to examine human remains both with and without soft tissue, to prepare material for osteological examination and to see how these remains may be involved in helping to solve forensic cases. |
| PHAYG068 | Formulation of Natural Products and Cosmeceuticals | PG | 15 | School of Pharmacy | |
| PHAYG063 | Formulation of Small Molecules | PG | 15 | School of Pharmacy | |
| PHAYGX92 | Formulation Project | PG | 30 | School of Pharmacy | |
| PHAYG102 | Foundation Stage II (Audit) | PG | 20 | School of Pharmacy | |
| PHAYG103 | Foundation Stage II (Quality Improvement) | PG | 20 | School of Pharmacy | |
| PHAYG101 | Foundation Stage II (Therapeutic Review) | PG | 20 | School of Pharmacy | |
| PHAYG100 | Foundation Stage One | PG | 60 | School of Pharmacy | |
| 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 |
| NEUR1005 | Foundations of Neurobiology | UG | 1 | Division of Biosciences | This course provides an overview on the development, structure and function of the nervous system, from its molecular and cellular components to more complex motor and sensory system functions. It comprises basic concepts of developmental neurobiology, neuroanatomy, neurophysiology and neuropharmacology that provide an essential foundation for intermediate and higher level courses in molecular, cellular developmental and systems neuroscience. The majority of this module will taught as a combination of lectures and tutorials building on the content delivered in the lecture. There will also be a laboratory component, focused on neuroanatomy, neurophysiology and neuropharmacology, to support the three main blocks of lectures forming the core of the course. This will be assessed using write-ups in the style of short laboratory reports or short-answer questions.] |
| NEURM012 | Foundations of Neuroinformatics | UG | .5 | Division of Biosciences | The course will cover modern methods in quantitative neurophysiology. It will focus on how experimental data is turned into conclusions about brain function in contemporary research. The course will consist of lectures covering the theoretical and mathematical basis these will be accompanied by Matlab code and example data files that allow the students to practice what was taught in the lectures. There will be a large practical component in the second part of the Module. Students will work with real data in the form of large multielectrode recording data sets, these data sets will be provided to them. |
| CELL3002 | Functional Genetics of Model Systems | UG | .5 | Division of Biosciences | The aim of this module is to provide in depth coverage of new concepts in the molecular genetics of animal model systems, including nematode worms, fruit flies, zebrafish and mouse. Following a refresher on model organism biology and basic genetics, the topics covered will include genetic screening, modern gene mapping techniques, advanced recombinant technology and genome editing, as well as emerging concepts such as chemical genetics and optogenetics. Drawing mainly on recent examples from the primary literature, emphasis will be placed on the use of molecular genetics to tackle wide-ranging questions, from basic biological principles in development and neuroscience to the dissection of disease. |
| CELLG002 | Functional Genetics of Model Systems | PG | 15 | Division of Biosciences | |
| CELLM002 | Functional Genetics of Model Systems (Masters Level) | UG | .5 | Division of Biosciences | |
| PSYLG002 | Fundamental Skills: Assessment and Engagement | PG | 15 | Division of Psychology and Language Sciences | |
| PSYLG001 | Fundamental Skills: Children and Young People's Mental Health Settings: Context and Values | PG | 15 | Division of Psychology and Language Sciences | |
| BIOL1007 | Fundamentals of Biology | UG | .5 | Division of Biosciences | Topics covered in lectures and practical exercises include: Water and biodiversity, Extremophiles, Molecular structure and chemistry of water, pH, pK and buffers, Visual signaling: sex, food and status, Photoprotection and photosynthesis, Pigment chemistry, Fluorescence and spectrometry, Photosynthesis and evolution, Green Fluorescent Protein, Comparative biology of ageing, Cellular ageing, Damage and maintenance, Entropy and enthalpy, Free energy and redox potentials, Bioenergetics, Metabolism and ageing, Glycation and oxidative stress. |
| BIOL1007A | Fundamentals of Biology | UG | .5 | Division of Biosciences | |
| PSYCGC21 | Fundamentals of Cognitive Therapy | PG | 30 | Division of Psychology and Language Sciences | |
| 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 | 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. |
| 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. |
| BIOC2003A | Further Topics in Biochemistry A | UG | .5 | Division of Biosciences | |
| PHAY3103 | Future Design, Delivery and Administration of Medicines | UG | 1 | School of Pharmacy | |
| PSYCGI10 | Future Interfaces | 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. This module provides an in depth understanding of user interfaces and their interactivity. It first examines in detail the WIMP interface, taking in the research findings and design theories and discourse about this transformative modern user interface. It then considers the post-WIMP generation of user interfaces, The module 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. 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 practices and evaluation methods gained in other modules in the programme. |
| PHAR2002 | General and Systematic Pharmacology | UG | 1 | Division of Biosciences | A comprehensive lecture course designed for students of Pharmacology and Biomedical Sciences (Drug Mechanisms stream only). 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. |
| BIOC2008 | General Biochemistry of Health | UG | .5 | Division of Biosciences | BIOC2008: General Biochemistry of Health is the follow-on course to BIOC1001/1009 and explores aspects of biochemistry and molecular biology that are of relevance to health and disease. Successful completion of BIOC2008 will provide suitable background for the BIOC Year 3 "Health & Disease" modules (BIOC3013 and BIOC3017). |
| BIOCG028 | General Biochemistry of Health | PG | 15 | Division of Biosciences | |
| BIOC2008A | General Biochemistry of Health A | UG | .5 | Division of Biosciences | BIOC2008A is an intermediate level module available only to affiliate students. |
| PSYCGR16 | Generic Research Skills (Qualitative Analysis) | PG | 15 | Division of Psychology and Language Sciences | This course introduces the main data-sources and analysis methods used in qualitative research. In addition to covering the key conceptual issues, a computer package for qualitative analysis is taught, as are further methods for data analysis. Students emerge with the skill of using a textual data analysis package. The strengths and limitations of various techniques are evaluated, with an eye to issues such as reliability and validity. The specific criteria used for evaluation of qualitative work are examined, as is its scientific status. The course combines lectures and practical work, and is assessed by a qualitative analysis. |
| PSYCGR01 | Generic Research Skills (Statistics) | PG | 15 | Division of Psychology and Language Sciences | This course provides a thorough introduction to the General Linear Model, which incorporates analyses such as multiple regression, ANOVA, ANCOVA, repeated-measures ANOVA. We will also cover extensions to linear mixed-effects models and logistic regression. All techniques will be discussed within a general framework of building and comparing statistical models. Practical experience in applying the methods will be developed through exercises with the statistics package SPSS. |
| PSYCGR10 | Generic Research Skills (Statistics) | PG | 15 | Division of Psychology and Language Sciences | This course provides a thorough introduction to the General Linear Model, which incorporates analyses such as multiple regression, ANOVA, ANCOVA, repeated-measures ANOVA. We will also cover extensions to linear mixed-effects models and logistic regression. All techniques will be discussed within a general framework of building and comparing statistical models. Practical experience in applying the methods will be developed through exercises with the statistics package SPSS |
| PSYCMR01 | Generic Research Skills (Statistics) | UG | .5 | 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 |
| BIOS3016 | Genes to Disease | UG | .5 | Division of Biosciences | Please note that lectures/tutorials take place on Tuesdays 9am - 11am and Friday 11am - 1pm during Term 1. |
| BIOSM016 | Genes to Disease (Masters Level) | UG | .5 | Division of Biosciences | Please note that lectures/tutorials take place on Tuesdays 9am - 11am and Friday 11am - 1pm during Term 1. |
| BIOL2005 | Genetic Systems | UG | .5 | Division of Biosciences | This course aims to give students a detailed introduction to the major animal and plant 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. |
| OPHTGV03 | Genetics and Epidemiology of Ocular Disease | PG | 15 | Institute of Ophthalmology | The principal objective for this module is to understand the heterogeneity of genetic eye disease and how genetic studies can aid our understanding of disease and biology of the eye. Basic concepts of genetics will be introduced, in addition to an introduction to phenotypic assessment. The exceptional genetic and phenotypic heterogeneity for cataract, retinal dystrophies and corneal dystrophies will then be explored. More complex diseases such as age related macular degeneration (AMD) and glaucoma are also covered. Students will learn how to understand phenotypes, inheritance patterns, candidate genes, gene mutations and the ethical issues surrounding diagnostic testing. The students will then be expected to relate these data to disease processes and consider the prospects of therapies. |
| 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 | This is the central component of the programme. It involves practical applications of the skills acquired in the other components of the course. • Over the first two terms, students design, execute, analyse, and report two group projects, working in small groups of three-five students. These are supported by tutorials in which students present their hypotheses and designs for critical group discussion prior to carrying out the studies. • The first group project is a course requirement, but doesn't contribute marks. Each group collectively analyses the data and writes up the report. The report is then peer-reviewed and, if necessary, revised in the light of that review. The second group project is individually analysed and written up. The report is then marked in the usual way to give the final mark for the module. • Over the rest of the year, students conduct their main research project. The main Project can be carried out at institutions outside the department by arrangement, and under departmental academic supervision. |
| 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 |
| BECHG004 | Health and Wellbeing | PG | 15 | Division of Psychology and Language Sciences | |
| 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. |
| PHOLG043 | Heart and Circulation | PG | 30 | 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. |
| 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 | 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. |
| CLNEG017 | Higher Functions of the Brain | PG | 15 | Institute of Neurology | The module covers cognitive functions of the brain and how they are affected in neurological and neuropsychiatric conditions. |
| ANAT2050 | Human Anatomy and Embryology | UG | 1 | Division of Biosciences | A module 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 (attendance compulsory for completion). It is also possible to take either the first half of the module (Term 1: Thorax, abdomen, pelvis) as ANAT2051 (0.5 unit) or the second half of the module (Term 2: head and neck, back, limbs) as ANAT2052 (0.5 unit). Note that the half unit options are lecture based and it is NOT possible to take both half units within a single academic year. One or other of the half unit options may be taken in Year 3. |
| ANAT2052 | Human Anatomy and Embryology (Head and Limbs) | UG | .5 | Division of Biosciences | A module of human anatomy, histology and embryology that covers the structure and development of the head and neck, vertebral column and limbs. Clinical and comparative aspects are introduced as appropriate so as to draw out the relationship between structure and function. |
| ANAT2051 | Human Anatomy and Embryology (Thorax, Abdomen and Pelvis) | UG | .5 | Division of Biosciences | A module of human anatomy, histology and embryology that covers the structure and development of the cardiovascular, respiratory, digestive and urinogenital systems. Clinical and comparative aspects are introduced as appropriate so as to draw out the relationship between structure and function. |
| ANAT2051A | Human Anatomy and Embryology (Thorax, Abdomen and Pelvis) A | UG | .5 | Division of Biosciences | see ANAT 2051 |
| PSYCGI18 | Human Factors for Digital Health | PG | 15 | Division of Psychology and Language Sciences | HF4DH is designed for those with an interest in developing and evaluating health technologies, whether as researchers, innovators, regulators, or purchasers. This module is designed to bring together people with different backgrounds (medical, digital health, health technologies, human factors, interaction design) to learn from each other as well as from the formal course syllabus, so is suited to participants from this range of backgrounds. Foundational topics covered will include: o The design space: who and what are we designing for? o The design lifecycle in a nutshell o An overview of digital health technologies o Cultures of HCI and health technologies Across the course, we will review the spectrum of digital health technologies and the relevant theories and practices that shape their effective design and use. The following are illustrative examples of issues and theories: • Self-management of health and wellbeing: o Designing for behaviour change o Digital interventions o Information seeking and sensemaking o Turning to peers • Shared care o Self-care, shared care and telecare o New models of care enabled by digital technologies o Digital technologies for primary and secondary care • Safety, regulations, medical devices and health IT o Medical devices: regulations and standards o Use errors and patient safety o Designing technologies for use in hospitals • Big data and learning health systems o Data privacy o Real-time uses of data in care o Learning health systems o Epidemiology and public health Lectures will be complemented by talks by visiting speakers (patients and professionals), extensive group working and self-study. |
| GENEG001 | Human Genetics: Core Skills | PG | 15 | Division of Biosciences | The Core Skills Module consists of bite size topics covering’ life skills’ which will aid the rest of the MSc as well as touching on topics related to human disease in context of research and governance. |
| PSYC3207 | Human Learning and Memory | UG | .5 | Division of Psychology and Language Sciences | The module covers major current topics in the study of human learning and memory, including: short-term memory and brain plasticity; encoding processes; consolidation; implicit learning; reliability of long-term memory; memory and the self; metamemory, forgetting and retrieval; 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 | For module information please search for module PSYC3207 on the module database |
| 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 |
| NEURM011 | Human Neurophysiology: Danger Detection and Body Protection | UG | .5 | Division of Biosciences | |
| PSYC3111 | Human-Computer Interaction | UG | .5 | Division of Psychology and Language Sciences | Lecture topics include: learning to use devices; multitasking; interruptions; human error; social media and cyberpsychology; evaluating systems; public displays; augmented reality; Internet of Things. |
| PSYC3111A | Human-Computer Interaction A | UG | .5 | Division of Psychology and Language Sciences | See PSYC3111 (note different method of assessment) |
| AUDLGE04 | Imaging | PG | 15 | Ear Institute | |
| PHAYG060 | Initiating a Pharmaceutical Start-Up | PG | 15 | School of Pharmacy | |
| 99PSGFC1 | Institute of Psychoanalysis: Foundation Course | PG | 30 | Division of Psychology and Language Sciences | |
| AUDLGS13 | Integrative Audiology | PG | 15 | Ear Institute | |
| CELL2008 | Integrative Cell Biology | UG | 1 | Division of Biosciences | This 1-unit course is a combination of two 0.5 unit courses CELL2006 Cell Biology (= CELL2008 part 1) and CELL2007 The Principles of Cellular Control (= CELL2008 part 2)- 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 either the November or February reading week - see below) 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. The maximum number of places on the module is 96. |
| NEUR3025 | Integrative Systems Neuroscience | UG | .5 | Division of Biosciences | The module explores the structural organization and connectivity of the mammalian CNS, examining the synaptic and local-circuit architectures of selected brain regions and relating them to their roles within more global behavioural ensembles. In each case, basic knowledge is assumed and the emphasis is on experimental evidence, structure/function relationships and clinical significance. The course focusses on understanding recent neuroscience research and techniques used in understanding how groups of neurons are functionally connected to execute or control selected sensory, motor or higher level functions (such as reward processing) within the central nervous system. |
| PSYCGI17 | Interaction Design | PG | 30 | Division of Psychology and Language Sciences | This module will equip students with the practical skills needed for the design and assessment of interactive systems. The module includes the introduction to design and evaluation 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 user experience practitioners need. Topics covered include ways of representing designs, methods for establishing the needs of users, approaches to devise suitable forms of solution to design problems, methods of visual design, sketching and prototyping, and the use of evaluation methods. 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 |
| PSYCGI21 | Interaction Science | PG | 30 | Division of Psychology and Language Sciences | Interaction Science is concerned with understanding how people interact with computing systems. The module aims to: (1) lay the theoretical foundation for understanding human behaviour relevant to HCI, and (2) develop the conceptual and practical skills necessary to undertake HCI research. Students will develop an understanding of human behaviour relevant to HCI. Major topics will include: perception and motor behaviour, cognitive elements of interactive behaviour (learning, expertise, errors), and the role of context and social factors on how people interact with computing systems. Students will develop the skills necessary to gather, analyse, and interpret qualitative and quantitative data. Major topics will include: experimental methods and statistical data analysis techniques, observational and interview methods and qualitative data analysis techniques. |
| CELL3140 | Interdisciplinary Cell Biology | UG | .5 | Division of Biosciences | The module is targeted at students on broad or interdisciplinary degree programmes who have a wide scientific outlook. The intention is that learners should come to recognize the breadth of modern cell biological research. The module emphasises the relationship between the chemical scale and more complex levels of organisation in cells, and the balance of interactions required for cellular function. It explicitly recognises the different understandings of cell biology in different branches of biosciences including virology and microbiology in health and disease. |
| 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 is a mid-level course in generative grammar, with a special emphasis on theories that govern word order. |
| PLING221 | Intermediate Generative Grammar A | PG | 15 | Division of Psychology and Language Sciences | This is a mid-level course in generative grammar, with a special emphasis on theories that govern word order. |
| PLIN2203 | Intermediate Generative Grammar B | 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). |
| PLING226 | Intermediate Generative Grammar B | 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). |
| PHAR2007 | Intermediate Pharmacology | UG | 1 | Division of Biosciences | A comprehensive lecture course designed for students from biomedical programmes including Neuroscience, Physiology, Physiology/Pharmacology (joint), Natural Sciences (Biomedical Sciences stream) 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. The course is co-taught with PHAR2002 General and Systematic Pharmacology, which is aimed at the specialist Pharmacology programmes and the Biomedical Science (Drug Mechanisms stream only). The PHAR2007 Intermediate Pharmacology module content is therefore the same as PHAR2002, but the nature of the coursework assessments differs. |
| PHAR2007A | Intermediate Pharmacology A | UG | 1 | Division of Biosciences | |
| PHAR2007B | Intermediate Pharmacology B | UG | 1 | Division of Biosciences | |
| 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 spoken linguistic communication. It provides participants with hands-on experience of analysing phonetic data. It introduces modern experimental techniques in the study of Phonetics and modern applications of Phonetic science. |
| 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 spoken linguistic communication. It provides participants with hands-on experience of analysing phonetic data. It introduces modern experimental techniques in the study of Phonetics and modern applications of Phonetic science. |
| 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 |
| PLIN2002 | Intermediate Pragmatics | 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 | Intermediate Pragmatics | PG | 15 | 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. |
| PHAYG040 | International Perspectives on Health | PG | 30 | School of Pharmacy | |
| PSYCGN69 | Interpersonal Psychotherapy for Adolescents | PG | 60 | Division of Psychology and Language Sciences | |
| AUDLGS04 | Introduction to Amplification and Aural Rehabilitation | PG | 15 | Ear Institute | |
| ANAT1003 | Introduction to Anatomy and Development | UG | .5 | Division of Biosciences | ANAT1003 is an introductory module in human anatomy and developmental biology (embryology). The module will cover topographical anatomy and development of the nervous system, cardiovascular system, respiratory system, digestive system, musculoskeletal system, urogenital system, head and face, and limbs. It will also provide an understanding of the basic principles of embryonic development and the formation of the major organs. The module will be taught by lectures and a series of seminars covering more specialised topics. An visit to the UCL Anatomy Laboratory (Dissecting Room) is included in the module, but is not compulsory. |
| ANAT1003A | Introduction to Anatomy and Development | UG | .5 | Division of Biosciences | ANAT1003 is an introductory module in human anatomy and developmental biology (embryology). The module will cover topographical anatomy and development of the nervous system, cardiovascular system, respiratory system, digestive system, musculoskeletal system, urogenital system, and limbs. It will also provide an understanding of the basic principles of embryonic development and the formation of the major organs. The module will be taught by lectures and a series of seminars covering more specialised topics. A visit to the UCL Anatomy Laboratory (Dissecting Room) is included in the module, but is not compulsory. |
| 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. |
| CELL1002 | Introduction to Cell Biology | UG | .5 | Division of Biosciences | Structure and function of biological membranes, membrane trafficking, protein targeting, eukaryotic cytoskeleton, cell motility, intracellular transport (motor proteins), mitosis and the cell cycle, multi-cellularity and cell signaling, cell death, cancer, signaling through ion channels, electrical signaling, signaling through receptors, histology and primary tissue types, muscle and blood vessels, the gastrointestinal tract, introduction to viruses, how viruses replicate, viruses and disease, control and prevention of viral infections. Lectures will be the main method of delivering module content. These will be supported by Moodle, with lecture slides provided before the lectures. There will also be both a wet-lab and an online practical. Detailed feedback will be taken at the end of term and fed back into the module delivery and design. |
| 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 | Apart from the method of assessment, this module is identical to PLIN1601, see http://www.ucl.ac.uk/lifesciences-faculty-php/courses/search.php?action=single&coursecode=PLIN1601 |
| PLING159 | Introduction to Children's Language Development | PG | 15 | 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. |
| PSYCGD01 | Introduction to Cognitive Science | PG | 15 | Division of Psychology and Language Sciences | The course introduces basic issues in the philosophy of mind that are relevant to research in psychology. Topics will include: Causation; Dualism, Functionalism, Identity Theories; Computational Models of the Mind; Mental Causation; Theories of Consciousness and Free will. |
| PALSG309 | Introduction to Deafhood | PG | 15 | Division of Psychology and Language Sciences | The module introduces students to the new concept of Deafhood and the other key concepts which form part of Deafhood praxis ; the medical, social and culturo-linguistic models of deafness, Deaf epistemologies and ontologies, post-colonialism, and subalternism, and the lay persons concept, situating these within an introduction to Western Deaf history as viewed through a Deafhood lens. Module will be taught face to face in British Sign Language via BSL/English interpretation for non-signing students. Each session will consist of lecture and discussion. Session notes will be available online. |
| 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. |
| PALSG307 | Introduction to Event-Related Potential Techniques | PG | 15 | Division of Psychology and Language Sciences | The module will provide a practical introduction to the event-related potential (ERP) technique. The lectures cover basic aspects of the event-related potential technique to investigate sensory, motor and cognitive processes with respect to theoretical and methodological issues in designing, recording, analysing and interpreting EEG data. Advanced techniques on pre-processing and analysis of EEG data will also be introduced. The module is mainly aimed at but not restricted to students studying MSc Language Sciences and MRES Speech Language and Cognition. The module consists of 10 one-hour lectures typically followed by a two-hour workshop focussing on practical exercises on the lecture topics. |
| PLIN1203 | Introduction To Generative Grammar | UG | 1 | Division of Psychology and Language Sciences | We ask what sort of knowledge must be attributed to someone who "knows a language" and begin to answer that question by developing some of the essential building blocks of natural language grammars. |
| PLIN1201 | Introduction To Generative Grammar A | UG | .5 | Division of Psychology and Language Sciences | This course is an introduction to the formal study of the syntax of natural language.
|
| PLIN1201A | Introduction To Generative Grammar A | UG | .5 | Division of Psychology and Language Sciences | |
| 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. |
| 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 | |
| BIOS1001 | Introduction to Human Sciences | UG | .5 | Division of Biosciences | An introductory module in human sciences that will provide an understanding of the basic principles of biosciences as applied to humans. Topics will include biochemistry, cell biology, evolutionary biology, genetics, health and diseases, and molecular biology. |
| 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. |
| PLIN1302A | Introduction to Language A | 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 | |
| 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 is the first course in your Neuroscience series and presents an introduction to a range of methods for studying the brain and cognitive and affective processing, including: structural and functional MRI, brain connectivity, animal models, EEG and neuroendocrine assessments. |
| 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 6 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. |
| PALS1006 | Introduction to Research 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. |
| 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. |
| PLIN1001A | Introduction to Semantics and Pragmatics A | UG | .5 | Division of Psychology and Language Sciences | |
| 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) |
| EARIGA14 | Introduction to Sensory Systems, Technologies & Therapies (SenSyT) | PG | 15 | Ear Institute | This module provides students with an opportunity to explore the multifaceted world of the senses. Topics covered will include the diversity, development, evolution, function and homeostasis (e.g. regeneration) of sensory systems, carving out both unifying principles and unique features of biological sensors. A particular focus will be given to the senses of hearing and vision, addressing e.g. questions of processing and perception of auditory and visual information, common causes of auditory and visual dysfunction, or the central question how basic research can fuel the development of new sensory therapies. |
| EARIMA14 | Introduction to Sensory Systems, Technologies & Therapies (SenSyT) | UG | .5 | Ear Institute | |
| 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 |
| 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. |
| PALSG101 | Introduction to the Brain and Imaging the Brain | PG | 15 | Division of Psychology and Language Sciences | The module will introduce students to the central nervous system with particular emphasis being placed on brain structures known to be involved in language processing. Following that, focus will be given to different brain imaging technologies currently in use (MRI and fMRI; fNIRS, TMS, EEG and MEG) as well as the classic Lesion Method. Research designs applied to all these methods will be discussed. Discussion of each method will include their relative strengths and weaknesses; underlying principles; and interpretation of any brain images derived from their use. The module will be taught by researchers who are experts in their field. |
| PALSG205 | Introductory British Sign Language | PG | 15 | Division of Psychology and Language Sciences | |
| 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. |
| PHAYG053 | Investigative Pharmacology | PG | 30 | School of Pharmacy | This module will focus on teaching theoretical basis and traditional and advanced experimental approaches in pharmacology. It will introduce quantitative principles that underlie the study of the action of drugs through receptors. The molecular nature of receptors will be considered in detail and a critical and quantitative approach to the analysis and interpretation of pharmacological data will be developed. Further, application of modern cell biological and fluorescent techniques in receptor pharmacology will be considered. Finally, neurotransmitter release mechanisms, calcium homeostasis and secondary messenger cascades will be examined experimentally. |
| BIOLM097 | Investigative Project (Masters level) | UG | 1 | Division of Biosciences | This module provide the opportunity to undertake an individual project under supervision. Projects will usually involve an extensive literature review component but, depending on the agreed format with the supervisor, could also include activities such as data analysis (e.g. statistical, bioinformatics, modelling) or the design of an overall experimental plan (e.g. design of experimental protocols and costing of experimental equipment and resources). These projects will not involve day-by-day working in a laboratory environment but you may attend group meetings and visit the lab. This will help provide a context for the research papers you will be reviewing. |
| CELLM904 | Investigative Project (Masters level) | UG | 1 | Division of Biosciences | A library based research project for students to write an in-depth dissertation in the areas of either cell biology or developmental biology. |
| BIOCM027 | Investigative Project in Health and Disease (Masters Level) | UG | .5 | Division of Biosciences | Students will investigate a disease selected by an academic member of SMB staff as being of relevance to their research interests. The supervisor will assess the student’s performance during the course of the investigation. A written report will be submitted and marked by two academic members of staff familiar with the research area. |
| 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; sampling approaches; and the role of emotion in decision making. 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. |
| PALS3009 | Laboratory Methods in Phonetics and Speech Science | UG | .5 | Division of Psychology and Language Sciences | An introduction to the methodology of Experimental Phonetics and its application to contemporary issues in Phonetics. |
| PALSM009 | Laboratory Methods in Phonetics and Speech Science | UG | .5 | Division of Psychology and Language Sciences | An introduction to the methodology of Experimental Phonetics and its application to contemporary issues in Phonetics. |
| PHAR3010 | Laboratory Research Project | UG | 1.5 | Division of Biosciences | Laboratory Research Project |
| 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 module 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 of users of different languages and within patients with language deficits and at the theories that have been developed to explain these remarkable abilities. We explore how these linguistic abilities relate to our other cognitive abilities, including cognition, perception, action and social interaction, as well as how they relate to other modes of communication such as gesture. |
| PLIN7320 | Language Evolution | UG | .5 | Division of Psychology and Language Sciences | This course will review the main issues on how and why language and human communication evolved. Investigations on this topic are highly interdisciplinary and the basics of several relevant areas will be presented: e.g., evolutionary biology, animal communication and cognition, the acquisition of language and development of social cognition in children, computational models and experimental studies of language evolution. Current theories on the evolution and origins of the human language faculty will be critically examined. Since the topic is speculative, the course will also address methodological questions about the kind of evidence needed to support specific theories of language evolution and how they can be gained. |
| PLING233 | Language Evolution | PG | 15 | Division of Psychology and Language Sciences | This course will review the main issues on how and why language and human communication evolved. Investigations on this topic are highly interdisciplinary and the basics of several relevant areas will be presented: e.g., evolutionary biology, animal communication and cognition, the acquisition of language and development of social cognition in children, computational models and experimental studies of language evolution. Current theories on the evolution and origins of the human language faculty will be critically examined. Since the topic is speculative, the course will also address methodological questions about the kind of evidence needed to support specific theories of language evolution and how they can be gained. |
| PSYC3213 | Language in Context | UG | .5 | Division of Psychology and Language Sciences | Language has typically been studied as a set of isolated units (like phonemes) and levels of linguistic analysis (like syntax), divorced from the ecological settings in which it is used. In contrast, this module examines language from a usage perspective, as a cognitive and social process embedded in a multimodal world. Topics include facetoface communication, “nonverbal” behaviour (like the impact of cospeech gestures and posture), social aspects of language use, and the relationship between language processing and other aspects of cognition, perception and action. These topics are considered from all levels of analysis, but with an emphasis on cognitive, social and neuroscientific approaches to the question of how communication is achieved, how it breaks down in disorders of language, and how it relates to other aspects of human cognition. This module will not be a series of lectures; instead we will be exploring these issues by reading primary research articles and active, student-led and instructor-moderated discussion. |
| AUDLGE03 | Lateral Skull Base and Facial Nerve | PG | 15 | Ear Institute | |
| ANIMGN05 | Library Project | PG | 30 | Institute of Neurology | |
| ANIMGN21 | Library Project (Distance Learning) | PG | 30 | Institute of Neurology | |
| 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 | |
| SLANG105 | Linguistic and Psychological Perspectives | PG | 30 | Division of Psychology and Language Sciences | This module addresses knowledge and skills relating to linguistics and typical and atypical language and psychological development. It equips students to carry out analyses of language data with an eye to data from children and adults with language impairments. It links closely with other modules in year A, particularly SLANG102: Management of Communication Disorders 1: Language and Cognition (Developmental), SLANG103: Management of Communication Disorders 2: Speech and Hearing and SLANG202: Management of Communication Disorders 3 Language and Cognition (Acquired) in year B. This module is relevant to the Health and Care Professions Council ‘Standards of Proficiency’ for speech and language therapists relating to knowledge and understanding of psychology and linguistics, and the skills required for the application of this knowledge in clinical practice. |
| 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. |
| PHOL3902 | Literature Project in Physiology | UG | 1 | Division of Biosciences | A literature-based project allowing final year BSc students to research, utilizing library resources, on a physiological topic offered by a member of staff in the Division of Biosciences or associated departments. |
| 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. |
| AUDLGS11 | Living with Hearing Loss | PG | 15 | Ear Institute | |
| PLIN3401 | Long Essay/Project | UG | 1 | Division of Psychology and Language Sciences | Article-length essay or project report on a linguistic topic. |
| 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. |
| PHAY1004 | Making Safe and Effective Medicines | UG | 1 | School of Pharmacy | The aim of the module is to provide a basis for the understanding of the formulation and manufacture of safe and effective medicines, both sterile and non-sterile, with particular emphasis on liquid and semi-solid systems. The module will incorporate appreciation of the routes available for the administration of a drug to a patient, the physico-chemical aspects of formulations and dosage forms, and the considerations pertinent to manufacture in practice. Students will be introduced to the practical aspects of producing liquid and semi-solid pharmaceutical formulations and will demonstrate competency in the safe and professional preparation of such dosage forms. The special considerations pertaining to the preparation of sterile pharmaceutical producs will be discussed. Students will be introduced to radiopharmacy. |
| 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. |
| PHAYG106 | Management and Leadership | PG | 20 | School of Pharmacy | |
| PHAYG111 | Management and Leadership | PG | 15 | School of Pharmacy | |
| SLANG102 | Management of Communication Disorders 1: Language and Cognition (Developmental) | PG | 30 | Division of Psychology and Language Sciences | This module covers the range of developmental language and communication impairments and their consequences; methods of speech and language therapy assessment and intervention; and models of delivery of speech and language therapy, particularly the importance of working with others. Alongside theoretical background and current research, practical and clinical aspects are considered and there are particularly close links with SLANG101 (Professional and Clinical Studies), SLANG105 (Linguistic and Psychological Perspectives on Development) and SLANG103 (Management of Communication Disorders 2: Speech and Hearing). This module also links with a number of Year B modules including SLANG202: Management of Communication Disorders 3: Language and Cognition (acquired) and SLANG203: MCD 4: Speech, Swallowing and Voice. This module is relevant to the Health and Care Professions Council ‘Standards of Proficiency’ for speech and language therapists relating to the management of clients with developmental language and communication impairments. |
| SLANG103 | Management of Communication Disorders 2: Speech and Hearing | PG | 30 | Division of Psychology and Language Sciences | This module addresses knowledge and skills relating to: 1. the scientific bases of speech perception and production, hearing, and audiology and 2. the speech and language therapy management of children with developmental impairments of speech production and children with hearing impairment. The module links closely with all other Year A modules and with modules SLANG202: Management of Communication Disorders 3: Language and Cognition (Acquired) and SLANG204: Brain, Mind and Health in Year B of the programme. |
| SLANG202 | Management of Communication Disorders 3: Language and Cognition (Acquired) | PG | 30 | Division of Psychology and Language Sciences | This module addresses knowledge and skills relating to acquired language and cognitive communication disorders in both adults and children. It develops students’ understanding of the theoretical and therapeutic principles and processes of assessing, providing therapy and managing people with these disorders. Practical and clinical aspects are considered, including the importance of client-centred working and working with others. The module builds upon knowledge and skills developed in the first year of the MSc SLS, and its content is designed to be integrated with knowledge and skills developed throughout the second year, notably SLANG201: Professional Studies 2, SLANG203: Management of Communication Disorders 4 (Speech, Swallowing & Voice) and SLANG204: Brain, Mind & Health. This module is relevant to the Health and Care Professions Council ‘Standards of Proficiency’ for speech and language therapists relating to the management of clients with acquired language and communication impairments. |
| SLANG203 | Management of Communication Disorders 4: Speech, Swallowing and Voice | PG | 30 | Division of Psychology and Language Sciences | This module addresses applied knowledge in the description, assessment, treatment and management of disorders of motor speech, swallowing and voice. Delivered in year B, the module spans terms 1 and 2. The module begins with an introduction to the three core topics: motor speech, swallowing and voice. Foundation knowledge relating to anatomy/physiology and neurology is also provided. Learning topics in term 1 include the aetiology, assessment, diagnosis, treatment and management of neuromuscular and structural speech and swallowing disorders across the lifespan. Term 2 focuses on voice, structural abnormalities and complex case management. Face-to-face learning takes place through lectures and workshops. Learning for each lecture is supported by online resources and consolidation activities requiring the application of knowledge to clinical case scenarios. This module has links with a number of modules including: Brain and Behaviour, Management of Communication Disorders 2: Speech & Hearing, Management of Communication Disorders 3: Language and Cognition (acquired), Phonetics & Phonology, and Professional Studies 1 & 2. |
| CELL3003 | Mechanisms of Development | UG | .5 | Division of Biosciences | This module 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. |
| CELL3005 | 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 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. |
| CELLG003 | Mechanisms of Development | PG | 15 | Division of Biosciences | This module 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. |
| CELLM003 | Mechanisms of Development (Masters Level) | UG | .5 | Division of Biosciences | This module 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. |
| CELLM005 | Mechanisms of Development (Masters Level) | UG | 1 | Division of Biosciences | This module 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. |
| CELL3003A | Mechanisms of Development A | UG | .5 | Division of Biosciences | |
| CELL3005A | Mechanisms of Development A | UG | 1 | Division of Biosciences | |
| BIOC3006 | Mechanisms of Molecular Machines I | 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 | Mechanisms of Molecular Machines I | 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. |
| BIOC3006A | Mechanisms of Molecular Machines I A | UG | .5 | Division of Biosciences | |
| AUDLGE01 | Medical and Surgical Treatment of Hearing and Balance Disorders | PG | 15 | Ear Institute | |
| PHAYG019 | Medicinal Natural Products | PG | 30 | School of Pharmacy | |
| PHAY2002 | Medicines from the Bench to the Clinic | UG | 1 | School of Pharmacy | |
| PHAY2900 | Medicines Management for Pharmacy Technicians | UG | 1.5 | School of Pharmacy | |
| PALS1003 | Memory | UG | .5 | Division of Psychology and Language Sciences | The module provides an introduction to key concepts and debates in memory research, including models of working memory and processes involved in the encoding, storage and retrieval of memories. While the main focus is on normal memory processes, there is also some coverage of memory disorders. |
| PALS1003A | Memory A | UG | .5 | Division of Psychology and Language Sciences | This module is a version suitable for Term 1 only affiliate students. |
| 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 1107, 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). 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; case studies of effects of brain damage (e.g. amnesia). |
| PSYCG022 | Mental Health Care: Evaluation and Policy | PG | 15 | Division of Psychiatry | |
| PSYCG027 | Mental Health in a Social and Global Context | PG | 15 | Division of Psychiatry | |
| NEUR3003 | Metabolic Neuroscience | UG | .5 | Division of Biosciences | The lectures in this module cover metabolic neuroscience research at an advanced level. They provide a thorough understanding of the physiology of metabolic regulation based on current ongoing research in this area. The lectures cover metabolic disease and discuss current and novel treatment strategies. Finally, emphasis is placed on the key technical approaches applied in metabolic neuroscience and their critical evaluation, as addressed in the journal club. The in-course assessment and associated guidance is aimed at honing both verbal and written presentation skills within the subject area. The content of the course is delivered through 22 lectures given by research-active experts in the respective areas. This will be supplemented by a series of Journal clubs and Seminars where each student will be taking the lead in turn. These presentations will form part of the in course assessment together with the preparation of a 'News and Views' style review article selected from a variety of topics. |
| NEURM003 | Metabolic Neuroscience (Masters Level) | UG | .5 | Division of Biosciences | |
| 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 strategies for cellular regulation, fed and fasting state metabolism, exercise metabolism, fat metabolism, electron transport and ATP synthesis, photosynthesis, copper/iron/zinc homoestasis in health and disease, prokaryotic metabolism of inorganic compounds (such as iron, sulphur and arsenic) and how they are controlled. |
| BIOC3102 | Metagenomics and Molecular Medicine: Investigative Project | UG | 1.5 | Division of Biosciences | |
| 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 key principles of a range of neuroimaging techniques, notably magnetic resonance imaging (MRI), functional magnetic resonance imaging (fMRI), and electroencephalography (EEG). The module focuses on conceptual and methodological issues surrounding these techniques, allowing you to understand the advantages and disadvantages of using each to pursue questions in the field of cognitive neuroscience. The module is taught via a combination of lectures, in-class group work, and critical analyses and discussions. There may also be an opportunity to observe some of the techniques in action and to practice analysing neuroimaging data. The module is assessed with a written critical analysis of a published fMRI paper and a report on EEG. |
| BIOL1008 | Methods in Ecology and Evolution | UG | .5 | Division of Biosciences | This module introduces students to the scope, basic concepts and methods of ecology/evolution. It shows them how the two disciplines intersect in terms of research questions and methodologies. Selected topics (e.g. speciation, molecular evolution and biological invasions) each drawn from current research in the department of GEE are discussed in more detail. Students use statistical methods covered in BIOL1002 “Quantitative Biology” to explore and analyse ecological and evolutionary datasets related to each topic. They learn how to write simple programs in R for performing their analyses and are introduced to bioinformatics. |
| CELL3007 | Mitochondrial Biology, Bioenergetics and Metabolism in Human Disease | UG | .5 | Division of Biosciences | This module will establish firm foundations for understanding core processes and pathways that dictate cellular energy balance, and explore their roles in health and in disease. It should provide solid foundations for progression into post graduate research either in Academia or Industry. The course will provide a basis for understanding essential aspects of mitochondrial bioenergetics and cell biology, including quality control pathways of autophagy, biogenesis, fission, fusion and trafficking. We will explore pathways of cell death in detail. The taught course will include a technical component to ensure that students understand how measurements are made and interpreted, including opportunities for hands on demonstrations of major technical approaches in metabolic studies. |
| CELLG007 | Mitochondrial Biology, Bioenergetics and Metabolism in Human Disease | PG | 15 | Division of Biosciences | |
| PHAYG057 | Modern Aspect of Drug Discovery | PG | 30 | School of Pharmacy | |
| ANAT3040 | Molecular Basis of Neuropsychiatric Disorders | UG | .5 | Division of Biosciences | The module is designed to provide students with a conceptual and detailed knowledge of the molecular basis of neuropsychiatric disease. Topics covered will inculde: depression, mania and anxiety, Alzheimer's and frontotemporal lobe dementias (FTLD), schizophrenia and psychosis, addiction reward and anhedonia, as well as autistic spectrum disorder and Rett syndrome. These subjects will be introduced through reference to contemporary research into the areas. |
| BIOC2001 | Molecular Biology | UG | 1 | Division of Biosciences | An integrated course in molecular biology that includes lectures, tutorials, online DNA analysis exercises and an experimental research project, which introduces students to DNA cloning and DNA analyses. Research results are written-up in the format of a scientific paper. In addition to the lecture content, emphasis is placed on numerical skills and data analyses. The module begins with lectures on nucleic acids, their structure and properties and how these are used in research techniques. Plasmids and bacteriophage lambda, whose DNA will be manipulated in the laboratory research project, are covered. Lectures also include bacterial transformation and conjugation. A series of lectures on ‘understanding the human genome’ describe technology e.g. dideoxy and new generation sequencing technologies and features of the genome e.g. genes and gene families, pseudogenes, LINES and SINES and an introduction to our microbiomes, to databases and sequencing projects. Other topics discussed are DNA replication, including the telomerase machinery used to prevent chromosome shortening in eukaryotic organisms. DNA proof-reading and repair mechanisms used during and post-replication are discussed. Protein synthesis and how proteins are targeted to their correct cellular location are covered in five lectures. Building on the biological knowledge and experimental expertise students gain as they progress through the module, lectures are included on how DNA cloning enables us to produce RNA, investigate protein targeting and how cloned DNA is used to express proteins and create mutant proteins. Gene regulation in prokaryotic organisms includes regulation of the lac, trp, lux and ribosomal RNA operons and two-component systems. Eukaryotic molecular biology lectures discuss the contribution of lower eukaryotes; chromosomes; gene control in development, levels of control and gene regulation in higher organisms including hormone regulation of gene expression. |
| BIOC2001A | Molecular Biology A | UG | 1 | Division of Biosciences | |
| NEUR2001 | Molecular Biology for Neuroscientists | UG | .5 | Division of Biosciences | This 0.5 CU module with a substantial practical component is mandatory for Year 2 students on the BSc and MSci Neuroscience degree programmes and is not available to other students. You will work for five days in consecutive week in the laboratory on a set of interconnected experiments (research project). These practical sessions are accompanied by lectures and workshops. |
| BIOCM101 | Molecular Biosciences (Biochemistry) MSci Extended Research Project (Masters Level) | UG | 3 | Division of Biosciences | An extended research project designed for Year 4 MSci Biochemistry students in the Faculty of Life Sciences. A range of project titles will be offered by SMB staff in areas that complement the taught material in the Molecular Biosciences degree programmes. Under supervision, students will carry out original experimental and/or modeling/and/or bioinformatic/analysis work, give a conference presentation on it and write it up in the form of a scientific paper. |
| 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. |
| 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 | |
| CLNEG050 | Motoneurons, Neuromuscular Junctions and Associated Disease | PG | 15 | Institute of Neurology | The module gives an introduction to anatomy and development of motoneurons and neuromuscular junctions, the development of different motoneuron types and their Physiology and Function. It also gives an overview of several Diseases that affect either the neuromuscular junction or motornurons and lead to diseases affecting the motor system as a whole, including motoneuron disease, Spinobulbar Muscular Atrophy. |
| CLNEG018 | Motor Systems and Disease | PG | 15 | Institute of Neurology | The module covers the following areas: (i) Motor Control, (ii) Basal Ganglia & Movement Disorders. |
| 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. |
| BRSCG099 | MRes Brain Sciences Project | PG | 120 | Faculty of Brain Sciences | |
| CLNEG090 | MRes Neuromuscular Disease Project | PG | 120 | Institute of Neurology | |
| ANIMGN25 | MRes Research Project | PG | 120 | Institute of Neurology | |
| CLNEG092 | MRes Stroke Project | PG | 120 | Institute of Neurology | |
| OPHTGV99 | MSc Biology of Vision: Research and Dissertation | PG | 90 | Institute of Ophthalmology | |
| CLNEG024 | MSc Brain and Mind Sciences: Library Project | PG | 30 | Institute of Neurology | |
| CLNEG096 | MSc Brain and Mind Sciences: Research Project | PG | 60 | Institute of Neurology | |
| OPHTG099 | MSc Clinical Ophthalmology: Dissertation | PG | 60 | Institute of Ophthalmology | |
| GENEG099 | MSc Genetics of Human Disease : Research Project | PG | 90 | Division of Biosciences | The research project will form the largest single part of the MSc programme. It is worth of 90 credits. Students will be allocated in Term 1 either a computer- or laboratory-based project supervised by one of the researcher at UCL. In Term 2 students start to do their project on a part-time basis and then after exams on a full time basis. |
| 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. |
| PSBSGP98 | MSc in Psychiatric Research: Dissertation | PG | 60 | Faculty of Brain Sciences | |
| 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 | |
| CLNEG091 | MSc Research Project | PG | 60 | Institute of Neurology | |
| 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 | |
| BIOLM030 | MSci Extended Research Project (Masters Level) | UG | 3 | Division of Biosciences | The course provides the opportunity to undertake an individual research project of 18 weeks duration. 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. |
| NEURM030 | MSci Extended Research Project in Neuroscience | UG | 3 | Division of Biosciences | |
| PHARM030 | MSci Extended Research Project in Pharmacology | UG | 3 | Division of Biosciences | |
| CELLM101 | MSci in Cell Biology - Extended Research Project (Masters Level) | UG | 3 | Division of Biosciences | The module is an extended research project for fourth year MSci students with a background in Cell Biology. This module has two streams – a Developmental and a Molecular Cell Biology stream (Stream Tutors, Leslie Dale and Julie Pitcher respectively). Research projects will be offered by CDB and LMCB. The projects offered will be collaborative – meaning the students have two supervisors for this important element of the MSci. Under supervision the students carry our original research that is assessed via a short progress report, at a lab meeting, a conference presentation and a write-up in the form of a scientific paper. |
| 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. |
| BIOSM901 | 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. |
| NEURM901 | MSci Research Project in Life Sciences (Masters Level) | UG | 2 | Division of Biosciences | |
| PHARM901 | MSci Research Project in Life Sciences (Masters Level) | UG | 2 | Division of Biosciences | |
| PSYCGN51 | Multiple Perspectives on Development and Psychopathology 1 | PG | 15 | Division of Psychology and Language Sciences | This module provides a grounding in several different ways of thinking about difficulties (or psychopathologies) which can emerge throughout the different stages of childhood. The different theoretical perspectives covered in this module are systemic, cognitive behavioural, neurobiological, psychodynamic, mentalization, attachment and psychiatric. In addition key aspects of good science communication skills will be taught. |
| PSYCGN52 | Multiple Perspectives on Development and Psychopathology 2 | PG | 30 | Division of Psychology and Language Sciences | In this 30-credit module students have the opportunity to explore common psychiatric disorders of childhood from a range of perspectives. Different speakers are invited to speak to their understanding of each disorder from the position of their own discipline or theoretical framework, including psychiatry, neuroscience, CBT and psychoanalysis among others. This provides a unique opportunity to reflect on what it means when we speak, for example, about PTSD or ADHD? What inevitably arises are questions about whether these perspectives are complementary or contradictory - or is there a more complex interaction where each has something valuable to offer? Students are encouraged to question and engage throughout the module. |
| PHAYG067 | Nanomedicines | PG | 15 | School of Pharmacy | |
| PHAYM067 | Nanomedicines | UG | .5 | School of Pharmacy | |
| PHAYG026 | Natural Product Discovery | PG | 30 | School of Pharmacy | |
| 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. |
| NEURG018 | Neural Basis of Motivation and Learning | PG | 15 | 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. |
| 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 | |
| PALS1007 | Neural Basis of Perception, Memory and Language | UG | .5 | Division of Psychology and Language Sciences | Through this module, students will gain a basic understanding of the human nervous system and its interaction with sensory organs of hearing and vision. The basic anatomy of ear and eye will be presented in addition to basic neuroanatomy, with particular reference to the neural basis of memory (linking with PALS 1003) and language. Students will also be introduced to the neural basis of acquired language impairments. |
| 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 spinal cord. |
| 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 | |
| NEUR3004 | Neurobiology of Brain Injury and Disease Extended | UG | 1 | Division of Biosciences | |
| NEURM004 | Neurobiology of Brain Injury and Disease Extended | UG | 1 | Division of Biosciences | |
| NEURM005 | Neurobiology of Brain Injury and Disease Extended I | UG | .5 | Division of Biosciences | |
| NEURM006 | Neurobiology of Brain Injury and Disease Extended II | UG | .5 | Division of Biosciences | |
| NEUR3005 | Neurobiology of Brain Injury and Disease I | UG | .5 | Division of Biosciences | |
| NEUR3006 | Neurobiology of Brain Injury and Disease II | 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. This 1.0 CU version comprises the same lectures and exam as ANAT3028, but additionally requires submission of a 6,000 word dissertation (to be submitted in the January). |
| ANATM029 | Neurobiology of Neurodegenerative Diseases (Extended) (Masters Level) | UG | 1 | Division of Biosciences | |
| CLNEG040 | Neurodegenerative, Infectious and Inflammatory Diseases of the Nervous System - Advanced | PG | 15 | Institute of Neurology | |
| CLNEG037 | Neurodegenerative, Infectious and Inflammatory Diseases of the Nervous System - Basic | PG | 15 | Institute of Neurology | |
| ANAT3051 | Neuroesthetics | UG | .5 | Division of Biosciences | There have been major advances over the past 15 years in studies of the neural mechanisms underlying subjective experiences, such as the experience of beauty, love, desire, and hate as well as the neural mechanisms underlying the making of judgments and taking of decisions, whether monetary, aesthetic or otherwise. This has been paralleled by further developments in studies of sensory cortex, and especially visual cortex, and the way in which visual inputs are translated to enable affective responses and experiences. Indeed the picture of the primate visual brain we have today is significantly different from the one we had even five years ago. To obtain a comprehensive account of the biology of subjective mental states, reliance on neurobiology alone is not sufficient. Major contributions, though ones that have not yet infiltrated into neurobiology, have been made in this area in the humanities. Underpinning all else is the approach to a fundamental function of the brain, namely the acquisition of knowledge. But knowledge, how we acquire it and how certain we are of what we know, is one of the basic problems of philosophy, and any approach to understanding this problem neurobiologically would be incomplete and inadequate without discussing past philosophical contributions, especially those of Plato and Immanuel Kant. There are equally important contributions from the humanities to understanding aesthetic experiences. These range from discussions on aesthetics and theories of Form in Plato, Aristotle, Immanuel Kant, Arthur Schopenhauer and others in philosophy, of Clive Bell in art criticism and art history, and the output and writings of artists such as Paul Cézanne, Pablo Picasso, Georges Braque, Kazimir Malevich and Piet Mondrian among others. In their artistic output and their writings, these artists have asked questions that are common to neurobiology and to art. The neurobiologist thus stands to gain important insights from a more careful study of their work. In addition, the question of creativity in general has been addressed more comprehensively in literary works – including the works of Honoré de Balzac and Emile Zola - than in any scientific texts. Finally, there is much evidence pertaining to the brain’s concept of love that is derivable from a study of the World literature of love, not from scientific texts. The neurobiologist approaching the question of subjective mental states and subjective experiences therefore must, in addition to having a good grounding in neurobiology and the methods used to understand the workings of the brain, draw on all these sources, even if some may not be deemed to be ‘scientific’ in the traditional sense. It is sufficient that they give powerful insights into the design of experiments, as is well exemplified especially in studies of the neural correlates of the experience of beauty. |
| CLNEG054 | Neuroimaging and Pathophysiology | PG | 15 | Institute of Neurology | The foundation of this module is the teaching of cerebral anatomy and the dynamics of blood flow through the cerebral circulation. It also teaches the pathophysiology of stroke including cellular mechanisms, formation of atheromatous plaque and thrombus and evolution of intracerebral haemorrhage. The imaging aspect of this module includes methods of quantifying the impact of the stroke – from penumbral and core infarct size through to methods of imaging recovery from stroke. |
| PLIN7311 | Neurolinguistics | UG | .5 | Division of Psychology and Language Sciences | This course provides an introduction to the neuroscience of language and the role that linguistic theory plays in this domain. The ultimate goal of neuroscience of language is to understand how language is represented and processed in the brain. Some background knowledge in the nature of language representations, anatomy and neuroscientific methods are necessary for reading research papers in this area. Some basic linguistic knowledge is assumed (see prerequisites) otherwise we will cover this basic background knowledge throughout the course. |
| 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. |
| CLNEG035 | Neurology and Neurosurgery - Advanced | PG | 15 | Institute of Neurology | |
| CLNEG036 | Neurology and Neurosurgery - Basic | PG | 15 | Institute of Neurology | |
| CLNEG026 | Neuromuscular Literature Review | PG | 30 | Institute of Neurology | The module is aimed at Neuromuscular MSc students to review clinical or basic research literature of a chosen topic within the field of neuromuscular diseases. Students will receive individual tutoring prior to starting their review and will be guided and supervised during the process of structuring their work and they will be also guided during the drafting process of their work. |
| 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 PHAR3001 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 | |
| CLNEG058 | Neurorehabilitation | PG | 15 | Institute of Neurology | A module on the rehabilitation of stroke from the actual process through to outcome measurement and research methods. It also covers management of commonly encountered symptoms in the post stroke period and approaches to treatment of them. Within the delivery of rehabilitation it covers goal setting, multidisciplinary assessments and self management in addition to service organisation. |
| PSYCGD06 | Neuroscience of Emotion and Decision-Making | PG | 15 | Division of Psychology and Language Sciences | This optional module provides knowledge of the mechanisms underlying emotion and its interaction with learning, memory and decision-making. Specific areas to be discussed include motivated cognition - its biological basis and evolutionary constraints; neural substrates of emotion with emphasis on fear, reward learning and its impairment in mental health; interactions between emotion and cognition and resulting biases. The course will emphasize the importance of an interdisciplinary approach to the study of behaviour and cognition; work from neuroscience, psychology and behavioural economics will be covered. The course fits with the broader theme of the CoDES course by highlighting the importance of affect to behaviour and decision-making. |
| PALSG103 | 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. |
| PSYCG021 | Neuroscience of Mental Health | PG | 15 | Division of Psychiatry | |
| PSYCM021 | Neuroscience of Mental Health | UG | .5 | Division of Psychiatry | |
| PHAYG023 | New Drug Targets in the CNS | PG | 15 | School of Pharmacy | |
| PSYCGN45 | Observation 1: Parent Infant | PG | 15 | Division of Psychology and Language Sciences | Students will undertake a parent-infant observation that runs throughout the first year. Parent-infant observation has long been part of the training of psychoanalytic child psychotherapists, but is now seen as extremely valuable in a wide range of courses related to child mental health. Students observe an infant within his/her family for one hour per week in the home, and then discuss written observations in the weekly one and a half hour small group seminar. The observations not only give an opportunity to have a close-up experience of the development of a baby and the parent-infant relationship, but also to develop observational skills, which are essential for all good clinical work. |
| PSYCGP28 | Observation I: Parent Infant | PG | 15 | Division of Psychology and Language Sciences | Students will undertake a parent-infant observation that runs throughout the year. Students observe an infant within his/her family for one hour per week in the family home, and then discuss written observations in the weekly one and a half hour small group seminar. Students write a 4000 word paper on Parent-Infant observations. The aim of the observation paper is to allow students to demonstrate their observational experience throughout the year. |
| PSYCGP29 | Observation II: Toddler Observation | PG | 15 | Division of Psychology and Language Sciences | Students observe the Toddler Group at the Centre for 1.5 hours every two weeks, then discuss their written observations in the weekly 1.5 hour seminar in their small group. |
| 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 1.5 hour seminars to present and discuss these observations. |
| OPHTGV01 | Ocular Cell Biology | PG | 15 | Institute of Ophthalmology | Students will review general biochemistry, and the organization of cells both singly and collectively in tissues. Subsequently, the highly specialised cell types of the eye will be studied, including photoreceptors, retinal pigment epithelium, cornea and lens. In addition, important disease mechanisms that apply to human health will be discussed in relation to each individual cell type, for example cell death in relation to widespread diseases such as retinitis pigmentosa and diabetes. The latest therapeutic cell-based strategies will be addressed, including the use of ocular stem cells and appropriate experimental approaches such as specialised molecular and imaging techniques. |
| OPHTG008 | Ocular Imaging | PG | 15 | Institute of Ophthalmology | |
| OPHTGV06 | Ocular Immunology | PG | 15 | Institute of Ophthalmology | |
| OPHTG009 | Ocular Therapeutics I | PG | 15 | Institute of Ophthalmology | |
| OPHTG010 | Ocular Therapeutics II | PG | 15 | Institute of Ophthalmology | |
| 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. |
| OPHTGME3 | Ophthalmic Clinical Case Studies | PG | 15 | Institute of Ophthalmology | |
| PHAY3104 | Options | UG | 1 | School of Pharmacy | |
| PSYCRCA6 | Oral Exam (Presentation of Assessment) | UG | 0 | Division of Psychology and Language Sciences | |
| 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 | For module information please search for module PSYC3108 on the module database |
| PSYC3108A | Organisational Psychology A | UG | .5 | Division of Psychology and Language Sciences | See PSYC3108 |
| EARIGA10 | Paediatric Assessment | PG | 15 | Ear Institute | |
| AUDLGS06 | Paediatric Audiology | PG | 15 | Ear Institute | |
| EARIGA06 | Paediatric Habilitation | PG | 15 | Ear Institute | |
| ANAT3042 | Pain | UG | .5 | Division of Biosciences | This module aims to present an integrated approach to pain. Through a series of ten two-hour 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. |
| PSYCGN61 | Parent Training for Conduct Problems | PG | 60 | Division of Psychology and Language Sciences | |
| PSYC2212 | Perception | UG | .5 | Division of Psychology and Language Sciences | The course aims to provide a basic understanding of core theoretical issues and experimental findings in the study of perception, particularly focusing on visual perception, auditory perception and the effects of attention on visual and auditory perception. |
| PSYC2212A | Perception A | UG | .5 | Division of Psychology and Language Sciences | See PSYC2212 |
| PALS1002 | Perception, Attention and Learning | UG | .5 | Division of Psychology and Language Sciences | This course is an introduction to topics in visual and auditory perception and attention, speech perception and learning. It is intended to provide a background in knowledge of these areas through a series of lectures, 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 Lab sessions involving the design of your own perceptual/attentional task, presentation of findings, discussion of results 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 | |
| CLNEG019 | Peripheral Nerve, Muscle and Special Senses | PG | 15 | Institute of Neurology | |
| CLNEG053 | Peripheral Nerves and Associated Diseases | PG | 15 | Institute of Neurology | The module gives an introduction to anatomy and development of the peripheral nervous system and its Physiology and Function. It also gives an overview of peripheral nervous system diseases including acquired neuropathies (such as inflammatory or diabetic neuropathies) and inherited neuropathies (such as Charcot Marie Tooth disease). |
| PHAYG064 | Personalised Medicine | PG | 15 | School of Pharmacy | |
| PALS3001 | Perspectives on Clinical Psychology | UG | .5 | Division of Psychology and Language Sciences | Psychological disorders are common and very diverse across the lifespan. In this module, the most common disorders in childhood and adulthood will be discussed. The main theoretical models applied to psychopathology (biological, cognitive-behavioural, psychodynamic and systemic) will be critically examined, and the efficacy of recommended treatments on offer will be reviewed. The significance of experimental psychopathology to good clinical psychology research will be emphasised, and the common issues clinical psychological research encounters will be analysed. Controversies and issues, such as stigma, diagnosis, cultural issues, will be discussed throughout the module. |
| PALSM001 | Perspectives on Clinical Psychology | UG | .5 | Division of Psychology and Language Sciences | Psychological disorders are common and very diverse across the lifespan. In this module, the most common disorders in childhood and adulthood will be discussed. The main theoretical models applied to psychopathology (biological, cognitive-behavioural, psychodynamic and systemic) will be critically examined, and the efficacy of recommended treatments on offer will be reviewed. The significance of experimental psychopathology to good clinical psychology research will be emphasised, and the common issues clinical psychological research encounters will be analysed. Controversies and issues, such as stigma, diagnosis, cultural issues, will be discussed throughout the module. |
| PSYCGI19 | Persuasive Games | PG | 15 | Division of Psychology and Language Sciences | This course unit will introduce and discuss the concept of persuasive games as a method for engaging people with serious issues such as: • Education & learning • Behavior change • Citizen Science • Advocacy • Activism The course will provide students with knowledge of the state of the art in the use persuasive games and with the opportunity to develop skills in using existing design and evaluation methods for creating physical, digital and pervasive games and playful experiences. The module will combine flipped-lecture methods and Problem-Based Learning. The majority of the in-class time will be spent on lab-based learning activities through which students will gain first had experiences of developing prototype interventions and evaluating them |
| PHAYG033 | Pharma Management | PG | 30 | School of Pharmacy | |
| PHAYG065 | Pharmaceutical Biotechnology | PG | 15 | School of Pharmacy | |
| PHAYG028 | Pharmacogenomics, Adverse Drug Reactions and Biomarkers | PG | 15 | School of Pharmacy | This module will provide a background to the importance of biomarker identification and the methods used to discovery novel biomarkers. The module will also describe pharmacogenomics, drug metabolism and adverse drug reactions. The student will be familiarized with the importance of and continued quest for novel biomarkers of disease and toxicology and current up to date methods for identification of biomarkers. Students will gain an understanding of pharmacogenomics; single nucleotide polymorphisms, drug metabolism and adverse drug reactions. Students will gain experience in the critical analysis and presentation of data upon completion of the two coursework assignments |
| PHAR3005 | Pharmacology of Inflammation | UG | 1 | Division of Biosciences | This module is aimed at students wishing to study the process of inflammation, its role in disease and how to control this pathophysiological response. Due to the widespread role of inflammation in human physiology and pathology the module would be of interest to all students in the Life sciences (e.g. Pharmacology, Biomedicine, Neurosciences, Biochemistry, Immunology, Physiology etc) and medicine. As our knowledge of human disease increases it is becoming evident that inflammation plays a significant role in many pathologies. These diseases not only includes the classical inflammatory diseases, such as asthma, arthritis, allergies, the auto-immune pathologies and Multiple sclerosis, 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 in tumourgenesis and its therapy and is the underlying mechanism by which transplants are rejected.Finally inflammation as now been implicated in a wide variety of neurological conditions and diseases. 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. Due to the fundamental role inflammation plays in human biology the course is relevant to most life science and medical degree programmes. |
| PHAR3031 | Pharmacology of Inflammation | UG | .5 | Division of Biosciences | This module is aimed at students wishing to study the process of inflammation, its role in disease and how to control this pathophysiological response. Due to the widespread role of inflammation in human physiology and pathology the module would be of interest to all students in the Life sciences and medicine. As our knowledge of human disease increases it is becoming evident that inflammation plays a significant role in many pathologies. These diseases not only includes the classical inflammatory diseases, such as asthma, arthritis, allergies, the auto-immune pathologies and Multiple sclerosis, 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 in tumourgenesis and its therapy and is the underlying mechanism by which transplants are rejected.Finally inflammation as now been implicated in a wide variety of neurological conditions and diseases. 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. Due to the fundamental role inflammation plays in human biology the course is relevant to most life science and medical degree programmes. |
| PHARG031 | Pharmacology of Inflammation | PG | 15 | Division of Biosciences | This module is aimed at students wishing to study the process of inflammation, its role in disease and how to control this pathophysiological response. Due to the widespread role of inflammation in human physiology and pathology the module would be of interest to all students in the Life sciences and medicine. As our knowledge of human disease increases it is becoming evident that inflammation plays a significant role in many pathologies. These diseases not only includes the classical inflammatory diseases, such as asthma, arthritis, allergies, the auto-immune pathologies and Multiple sclerosis, 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 in tumourgenesis and its therapy and is the underlying mechanism by which transplants are rejected.Finally inflammation as now been implicated in a wide variety of neurological conditions and diseases. 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. Due to the fundamental role inflammation plays in human biology the course is relevant to most life science and medical degree programmes. |
| PHARM005 | Pharmacology of Inflammation (Masters Level) | UG | 1 | Division of Biosciences | This module is aimed at students wishing to study the process of inflammation, its role in disease and how to control this pathophysiological response. Due to the widespread role of inflammation in human physiology and pathology the module would be of interest to all students in the Life sciences (e.g. Pharmacology, Biomedicine, Neurosciences, Biochemistry, Immunology, Physiology etc) and medicine. As our knowledge of human disease increases it is becoming evident that inflammation plays a significant role in many pathologies. These diseases not only includes the classical inflammatory diseases, such as asthma, arthritis, allergies, the auto-immune pathologies and Multiple sclerosis, 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 in tumourgenesis and its therapy and is the underlying mechanism by which transplants are rejected. Finally inflammation as now been implicated in a wide variety of neurological conditions and diseases. 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. Due to the fundamental role inflammation plays in human biology the course is relevant to most life science and medical degree programmes. |
| PHARM031 | Pharmacology of Inflammation (Masters Level) | UG | .5 | Division of Biosciences | This module is aimed at students wishing to study the process of inflammation, its role in disease and how to control this pathophysiological response. Due to the widespread role of inflammation in human physiology and pathology the module would be of interest to all students in the Life sciences and medicine. As our knowledge of human disease increases it is becoming evident that inflammation plays a significant role in many pathologies. These diseases not only includes the classical inflammatory diseases, such as asthma, arthritis, allergies, the auto-immune pathologies and Multiple sclerosis, 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 in tumourgenesis and its therapy and is the underlying mechanism by which transplants are rejected.Finally inflammation as now been implicated in a wide variety of neurological conditions and diseases. 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. Due to the fundamental role inflammation plays in human biology the course is relevant to most life science and medical degree programmes. |
| 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. |
| 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. |
| SLANG104 | Phonetics and Phonology | PG | 15 | Division of Psychology and Language Sciences | This module provides students with a basic knowledge of: • the practical and theoretical study of speech sounds (phonetics) • the study of articulatory phonetics (i.e. how speech sounds are produced) and the scientific bases of speech production • the systematic use of speech sounds in language (phonology) • the practical and theoretical study of variation in speech (e.g., accent variation, multilingualism) This module is relevant to the HCPC standards of proficiency for speech and language therapists relating to knowledge and understanding of phonetics and phonology, and the skills required for the application of this knowledge in clinical practice. The course links closely with all other Year A modules, in particular SLANG103: Management of Communication Disorders 2; Speech & Hearing. |
| 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. |
| PSYCGI16 | Physical Computing and Prototyping | PG | 15 | Division of Psychology and Language Sciences | This module provides an introduction to advanced prototyping methods for designing physical user interfaces and devices. Students will explore techniques of extending computation beyond the graphical user interface on a screen into the physical world – for example with a new wearable activity tracking device, interactive tangible blocks for children learning math, or a sensor-based audible installation in the home for communicating with remote relatives. Inspired by seminal work in ubiquitous computing, tangible user interfaces, and wearable computing, students will learn (1) how to use digital fabrication methods to rapidly prototype physical designs; and (2) how to use sensors, actuators, and physical computing toolkits to make devices interactive and react to sensed properties. Topics covered include the background in electronics, sensing, actuation, prototyping, and digital fabrication, and the process for selecting suitable prototyping techniques. The course will follow user centered design practice, where students apply methods learned in the first term to observe users and sketch ideas, to then build a series of low- to high-fidelity prototypes by means of the learned techniques towards interactive physical and tangible computing experiences. The course is delivered through a mix of lectures and practical physical computing labs. During lectures students learn the methods and techniques, and are encouraged to think critically about physical user interface problems. During the lab sessions students will gain practical experience in using tools and techniques, such as programming micro controllers (e.g., Arduino, Raspberry pie, .NET Gadgeteer), introduction to electronics, using sensors (e.g., light, motion, temperature, oxygen) and actuators (e.g., motors and servos), and prototype building (e.g., foam core mockups, 3D printing, laser cutting). Throughout the module students will work on both individual coursework (with a series of applied mini-projects) and a major course project (solving a given design challenge). With its substantial focus on the prototyping of novel interfaces, the module directly complements the learning about design practice methods gained in term 1 of the HCI-E MSc. |
| ANIMGN07 | Physical Sciences Module 1: Introductory Science and Methods | PG | 15 | Institute of Neurology | |
| ANIMGN18 | Physical Sciences Module 1: Introductory Science and Methods (Distance Learning) | PG | 15 | Institute of Neurology | |
| ANIMGN12 | Physical Sciences Module 2: Imaging Modalities | PG | 15 | Institute of Neurology | |
| ANIMGN19 | Physical Sciences Module 2: Imaging Modalities (Distance Learning) | PG | 15 | Institute of Neurology | |
| ANIMGN11 | Physical Sciences Module 3: Advanced Imaging | PG | 15 | Institute of Neurology | |
| ANIMGN20 | Physical Sciences Module 3: Advanced Imaging (Distance Learning) | PG | 15 | Institute of Neurology | |
| 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 | |
| PHAYG070 | Polymers in Drug Delivery | PG | 15 | School of Pharmacy | |
| PHAYM070 | Polymers in Drug Delivery | UG | .5 | School of Pharmacy | |
| PHAYG107 | Portfolio | PG | 0 | School of Pharmacy | |
| CLNEG011 | Practical Neurology | PG | 30 | Institute of Neurology | This module gives an introduction and helps develop the clinical skills in diagnosis and management of patients with neurological disorders. The module aims to provide students with exposure to the breadth of various sub-specialties within neurology. Learning activities include bedside teaching, student-led case presentations, grand rounds, clinical meetings, outpatient clinics, small group teaching and lectures. |
| CLNEG060 | Practical Neuroscience of Dementia | PG | 15 | Institute of Neurology | In this single module, students who already have a basic understanding of dementia, will gain advanced skills and proficiency in the practical aspects of dementia neuroscience. The emphasis is on developing expertise in assessing patients with cognitive symptoms in general and on the diagnosis of key specific cognitive syndromes. In addition, students will gain insights into important practical issues that arise in the management of patients with dementia including therapeutic options, ethical and legal aspects. The module takes an interactive, active learning approach, using a combination of videos and workshops. |
| 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. |
| PALSM101 | Practical Research Skills | UG | 1 | Division of Psychology and Language Sciences | Over the course of a term, students become members of a research team working alongside other researchers (e.g. PhD students and Postdocs) under the guidance of the supervisor (research team PI). They thus gain substantial experience of the research process and a develop range of practical skills. In contrast to the research project module, here students will not work on one particular project but will contribute to a range of ongoing projects at various stages of the research process. For example, they may be involved in stimuli creation (such as making and editing auditory recordings), testing participants, data coding, data analyses and aspects of dissemination (for example making posters for conference presentation). There will be regular readings pertinent to the ongoing projects which will be discussed in supervisions. Some of this reading will be assigned by the supervisor however the student will also be required to seek out some pertinent literature, developing literature searching skills. The program of reading literature will ensure that the students has a good understanding of the purpose of the tasks on which they are engaged, and allow them to develop a broader knowledge of a particular sub field of psychological research. Discussions of literature within supervisions will also foster critical analysis. The student will also be expect to attend and contribute to lab meetings and will gain experience of working as part of a team. |
| PALSM101A | Practical Research Skills A | UG | .5 | Division of Psychology and Language Sciences | Over the course of a term, students become members of a research team working alongside other researchers (e.g. PhD students and Postdocs) under the guidance of the supervisor (research team PI). They thus gain substantial experience of the research process and a develop range of practical skills. In contrast to the research project module, here students will not work on one particular project but will contribute to a range of ongoing projects at various stages of the research process. For example, they may be involved in stimuli creation (such as making and editing auditory recordings), testing participants, data coding, data analyses and aspects of dissemination (for example making posters for conference presentation). There will be regular readings pertinent to the ongoing projects which will be discussed in supervisions. Some of this reading will be assigned by the supervisor however the student will also be required to seek out some pertinent literature, developing literature searching skills. The program of reading literature will ensure that the students has a good understanding of the purpose of the tasks on which they are engaged, and allow them to develop a broader knowledge of a particular sub field of psychological research. Discussions of literature within supervisions will also foster critical analysis. The student will also be expect to attend and contribute to lab meetings and will gain experience of working as part of a team. |
| PALSM101B | Practical Research Skills B | UG | .5 | Division of Psychology and Language Sciences | Over the course of a term, students become members of a research team working alongside other researchers (e.g. PhD students and Postdocs) under the guidance of the supervisor (research team PI). They thus gain substantial experience of the research process and a develop range of practical skills. In contrast to the research project module, here students will not work on one particular project but will contribute to a range of ongoing projects at various stages of the research process. For example, they may be involved in stimuli creation (such as making and editing auditory recordings), testing participants, data coding, data analyses and aspects of dissemination (for example making posters for conference presentation). There will be regular readings pertinent to the ongoing projects which will be discussed in supervisions. Some of this reading will be assigned by the supervisor however the student will also be required to seek out some pertinent literature, developing literature searching skills. The program of reading literature will ensure that the students has a good understanding of the purpose of the tasks on which they are engaged, and allow them to develop a broader knowledge of a particular sub field of psychological research. Discussions of literature within supervisions will also foster critical analysis. The student will also be expect to attend and contribute to lab meetings and will gain experience of working as part of a team. |
| PSYCRC07 | Practical Statistics | UG | 0 | Division of Psychology and Language Sciences | |
| ANATGS10 | Practice of Science | PG | 30 | Division of Biosciences | |
| PSYCRCA1 | Practicum Component - Year 1 | UG | 0 | Division of Psychology and Language Sciences | |
| PSYCRCA2 | Practicum Component - Year 2 | UG | 0 | Division of Psychology and Language Sciences | |
| PSYCRCA3 | Practicum Component - Year 3 | UG | 0 | Division of Psychology and Language Sciences | |
| 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, involving diverse methods (including behavioural, corpus and neurocognitive measures), and populations. The focus will be on the underlying theories. |
| 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, involving diverse methods (including behavioural, corpus and neurocognitive measures), and populations. The focus will be on the underlying theories. |
| PHAYG062 | Preformulation | PG | 15 | School of Pharmacy | |
| PHAYM101 | Preparation for Professional Practice (Masters Level) | UG | 1 | School of Pharmacy | |
| 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 to language, 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 an introduction on general methods and approaches in cognitive science and some of the problems related to them. Later in the course, some computational approaches in cognitive science will be discussed. There will be particular emphasis on understanding cognitive principles that are relevant to theories of decision making. |
| 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. |
| SLANG101 | Professional Studies 1 | PG | 45 | Division of Psychology and Language Sciences | This module addresses a range of transferable professional and clinical skills, knowledge, values and attitudes relevant to speech and language therapy practice and promotes the integration of theory and practice, with particular reference to working with children/young people. Learning takes place both in college and on clinical placements. SLANG101: Professional Studies 1 links closely to SLANG102: Management of Communication Disorders 1: Language and Cognition; SLANG103: Management of Communication Disorders 2: Speech and Hearing, and also to all other modules in year A, as it supports the integration of theory and practice. It also has close links to a number of year B modules, particularly SLANG201: Professional Studies 2. This module is relevant to many of the Health and Care Professions Council’s ‘Standards of Proficiency’ for speech and language therapists. |
| SLANG201 | Professional Studies 2 | PG | 45 | Division of Psychology and Language Sciences | This module further develops a range of transferable professional and clinical skills, knowledge, values and attitudes relevant to speech and language therapy practice and promotes the integration of theory and practice, with particular reference to working with adults. Learning takes place both in college-based workshops and tutorials and on clinical placements. SLANG201: Professional Studies 2 builds on skills developed during Year A of the course, particularly in SLANG101: Professional Studies 1. It also links closely to SLANG202: Management of Communication Disorders 3: Language and Cognition (Acquired) and SLANG203: Management of Communication Disorders 4: Speech, Swallowing and Voice and also to all other modules in year B as it supports the integration of theory and practice. This module is relevant to many of the Health and Care Professions Council’s ‘Standards of Proficiency’ for speech and language therapists. |
| PSYCGD05 | Programming for Cognitive Science | PG | 15 | Division of Psychology and Language Sciences | Computing for Psychologists is a course for students with little or no prior experience in computer programming. Apart from using a computer, no prior knowledge is assumed. The course consists of 10 three-hour lecture sessions in which programming concepts are introduced and hands-on experience is provided. Programming assignments are set on a weekly basis to solidify concepts and provide further familiarity. |
| PLIN3601 | Progress Portfolio A | UG | .5 | Division of Psychology and Language Sciences | |
| PLIN3602 | Progress Portfolio B | 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 examines the child’s normal development from latency through adolescence to early adulthood. It includes the child’s developing gender role identity and sense of self. The theory is illustrated with clinical presentations of contemporary psychoanalytic treatment of a latency-aged child and psychoanalytically informed work with adolescents. |
| 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. |
| PLIN7306 | Psycholinguistics: General Processing | UG | .5 | Division of Psychology and Language Sciences | An introduction to real-time language processing. This module will explore how humans represent, comprehend, and produce language. We will examine core properties of mental representations and processes involved in understanding language, and how linguistic processes unfold in real time. |
| PLING153 | Psycholinguistics: General Processing | PG | 15 | Division of Psychology and Language Sciences | This course provides an introduction to the mechanisms and types of information people use to recognise, comprehend and produce words and sentences of natural languages. A selection from the following topics will be covered: - Psychology of reading: deep versus shallow processing - Priming & frequency effects - Introduction to Experimental Design and Statistical Analysis - Spoken Word Recognition - Sentence Processing - Semantic Interpretation - Context and Reference Assignment |
| 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. |
| 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. |
| PALS3011 | Psychology of Politics | UG | .5 | Division of Psychology and Language Sciences | |
| PALSM011 | Psychology of Politics | UG | .5 | Division of Psychology and Language Sciences | This masters level module explores how theory and methods in psychology can be applied in the domain of politics. The course will broadly be divided into two major themes, the first will focus on how psychology can help us to understand the formation of political beliefs, and how those relate to broader individual differences, decision making capacities, moral reasoning, and social norms. The second will focus on how psychology can contribute to policy making. This second component will focus both on the role of psychological theory in policy making, and also the role of behavioural research methods in evaluating different policy implementations. |
| 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 module presents what is known about the actions of drugs that affect mood and behaviour, both from studies in humans and from animal models used to evaluate psychoactive drug actions. Disorders of mood and behaviour to be covered include addiction, depression & anxiety, post-traumatic stress disorder, obsessive compulsive disorder and schizophrenia. There will also be consideration of recreational drugs and of drugs used as cognitive enhancers and in the treatment of disorders of affiliative behaviour, feeding behaviour and sexual/reproductive behaviour. All these topics will build on knowledge acquired in the second year PHAR2001/2002/2005/2007 and in the third year PHAR3001/3002 modules. |
| 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 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. |
| 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. |
| EARIGA12 | Rehabilitation for Adults with Acquired Hearing Loss | PG | 15 | Ear Institute | |
| PALS3006 | Rehabilitation of Acquired Neurogenic Communication Difficulties | UG | .5 | Division of Psychology and Language Sciences | This module is concerned with how a proficient language user is affected by brain injury. It will examine how frameworks, theories, and models from a number of different areas, but in particular cognitive neuropsychology, can inform clinical assessment and remediation of adult acquired language disorders. In addition, it will review how studies of rehabilitation have informed our understanding of models of language processing and our understanding of the mechanisms involved in the recovery process. The sessions will cover different aspects of language breakdown: • auditory processing • single word speech processing • thinking for speaking and sentence processing • reading and writing |
| PALSG302 | Rehabilitation of Acquired Neurogenic Communication Difficulties | PG | 15 | Division of Psychology and Language Sciences | Recovery from aphasia; what and how? Auditory single word input processing: levels of breakdown and remediation Spoken word production: levels of breakdown and remediation Sentence processing: levels of breakdown and remediation Reading and writing difficulties: levels of breakdown and remediation |
| PALSM006 | Rehabilitation of Acquired Neurogenic Communication Difficulties | UG | .5 | Division of Psychology and Language Sciences | This module is concerned with how a proficient language user is affected by brain injury. It will examine how frameworks, theories, and models from a number of different areas, but in particular cognitive neuropsychology, can inform clinical assessment and remediation of adult acquired language disorders. In addition, it will review how studies of rehabilitation have informed our understanding of models of language processing and our understanding of the mechanisms involved in the recovery process. The sessions will cover different aspects of language breakdown: • auditory processing • single word speech processing • thinking for speaking and sentence processing • reading and writing |
| PHAYG104 | Research and Evaluation | PG | 20 | School of Pharmacy | |
| PHAYG109 | Research and Evaluation | PG | 15 | School of Pharmacy | |
| SLANG106 | Research and Evidence-Based Practice | PG | 15 | Division of Psychology and Language Sciences | The module aims to familiarize students with the methodological approaches in qualitative and quantitative mixed methods research. These approaches will be explored using clinical examples and research articles that demonstrate concepts well and are relevant to Speech and Language Therapy (SLT).There will be a strong emphasis on critical appraisal and consideration of covariates, confounds and biases and how these can affect the interpretation of results. Students will develop a good understanding of evidence based practice, service evaluation, questionnaire design and different quantitative and qualitative methods. The module will include some basic practical statistics and their application to SLT assessment, practice and research. This module links closely with other modules in year A and B, in particular SLANG205, Research Methods and SLANG206Research Project. This module is relevant to the Health and Care Professions Council ‘Standards of Proficiency’ for speech and language therapists relating to assuring the quality of their practice and awareness of the principles and applications of scientific enquiry and the research process. |
| OPHTGME2 | Research and Statistics | PG | 15 | Institute of Ophthalmology | |
| PALS2006 | Research Design and Experimental Methods | UG | .5 | Division of Psychology and Language Sciences | Students learn some advanced principles of research methodology,e.g., factorial design. Furthermore, advanced statistical methods including multiple linear regression, binary logistic regression, Chi Squared test of independence, and different forms of analysis of variance (ANOVA) are introduced. It is assumed that students attending the module have a basic understanding of experimental research methodology, descriptive statistics and basic inferential statistics (t-tests and non-parametric statistics). The mathematical content of this course is minimal and we use computers for all but the simplest calculations. |
| 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 2 years of study. 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. |
| PSYCGN53 | Research Dissertation | PG | 85 | Division of Psychology and Language Sciences | |
| PHAYGX94 | Research Dissertation | PG | 60 | School of Pharmacy | |
| HCSCGS01 | Research Evidence and Design I | PG | 15 | Division of Psychology and Language Sciences | The module aims to familiarise students with methodological approaches in qualitative and quantitative research and enable students to choose appropriate methodologies for their own particular research question. The different approaches will be explored using clinical examples, and there is a strong emphasis on critical appraisal of research evidence. Students will develop a thorough understanding of evidence based practice, service evaluations, and the phases to conducting clinical research. |
| HCSCGS02 | Research Evidence and Design II | PG | 15 | Division of Psychology and Language Sciences | The ways in which clinicians and educationalists establish an holistic view of their clients/pupils and plan intervention accordingly has strong parallels with the ways in which causal models are constructed and tested. The module therefore aims to familiarise students with the approaches used in causal modelling of data. It will cover a range of regression approaches (Linear, Logistic, Log-linear, Multiple hierarchical) by exploring literature and examining the importance of the approaches for different circumstances. The ideas behind structural equation modelling will be explored and students will use examples from their own experiences to develop conceptual models. The course has a strong practical and literature-based foundation. |
| HCSCGS03 | Research in Practice | PG | 15 | Division of Psychology and Language Sciences | This module aims to develop in students the knowledge and skills required for planning, implementation and management of research with clinical populations in workplace contexts. This is targeted through developing an appreciation of ethical and scientific quality standards for the design, conduct and recording research involving humans, including public engagement in research. Thus the module brings together students’ research interests with knowledge of research methods gained from companion modules within the programme and new learning in clinical research governance, to support the development of students’ coherent research plans. As such, the module also provides a thorough preparation for a subsequent MRes project centred on research with clinical populations. |
| OPHTGV07 | Research in Practice | PG | 15 | Institute of Ophthalmology | |
| ANIMGN26 | Research Integrity and Governance | PG | 15 | Institute of Neurology | |
| SLANG205 | Research Methods | PG | 15 | Division of Psychology and Language Sciences | This module aims to further develop students’ understanding of research design and statistical methods used in speech and language research and in the evaluation of therapy for communication disorders. It provides direct experience and knowledge of methods used to investigate and evaluate clinically relevant topics. Students will learn how to select and apply a range of statistical analysis methods in experimental research by exploring literature and understanding the importance of the various approaches for different circumstances. The course has a strong practical and literature-based foundation. |
| PSYCGN32 | Research Methods 1: Research Skills | PG | 15 | Division of Psychology and Language Sciences | This course is designed to develop your skills as a researcher, such as academic writing and communication skills, and prepare you for your dissertation and career beyond your MSc. You are expected to take charge of your own learning and search out those texts that you think will be helpful in filling in gaps in your own skills and knowledge set. Most sessions will consist in a short lecture followed by practicals. |
| PSYCGP98 | Research Methods and Dissertation | PG | 60 | Division of Psychology and Language Sciences | The research thesis should be a piece of empirical work relevant to developmental psychology, psychotherapy, and/or clinical practice, which demonstrates your ability to apply scientific principles and undertake rigorous investigation. |
| CLNEG023 | Research Methods and Introduction to Statistics | PG | 15 | Institute of Neurology | This module has two components: (1) Research Methods, including Critical Appraisal of published research and (2) Introduction to Statistics. |
| PALSGM01 | Research Methods and Statistics | PG | 15 | Division of Psychology and Language Sciences | |
| EARIGA01 | Research Methods and Statistics | PG | 15 | Ear Institute | |
| 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. |
| PSYCRC04 | Research Methods in Clinical Psychology | UG | 0 | Division of Psychology and Language Sciences | |
| PSYC2203 | Research 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. |
| PALSG102 | 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 Simple linear regression Chi-squared Revision followed by practice exam Revision and Mock Exam Feedback Exam _Spring term_ 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 |
| PALSGM98 | Research Plan | PG | 15 | Division of Psychology and Language Sciences | |
| PSYCGN97 | Research Portfolio | PG | 195 | Division of Psychology and Language Sciences | |
| BECHG099 | Research Project | PG | 60 | Division of Psychology and Language Sciences | |
| HCSCGS99 | Research Project | PG | 120 | Division of Psychology and Language Sciences | |
| PALS3901 | Research Project | UG | 1 | Division of Psychology and Language Sciences | All BSc PALS projects must be empirical in nature, and entail the investigation of a psychological research question from an analysis of data. It is a requirement that the student collects data from human participants and that this forms a significant part of the data that is analysed for the project. Data collected by the student may be combined with or compared to other new or existing data for analysis. Projects must observe the Code of Ethics and Conduct of the British Psychological Society and the student must provide of evidence that any data analysed was collected with appropriate ethical approval. |
| PALSGM99 | 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. |
| PSYCM901 | Research Project | UG | 2 | Division of Psychology and Language Sciences | A substantial empirical project which will entail the investigation of a psychologically related research question within either a pure research (Research Route) or applied research (Applied Route) perspective. On the Applied Route this could be an assay of assessment procedures or a service evaluation. Data collected by the student may be combined with or compared to other new or existing data for analysis. Projects must observe the Code of Ethics and Conduct of the British Psychological Society and the student must provide of evidence that any data analysed was collected with appropriate UCL ethical approval. |
| SLANG099 | Research Project | PG | 60 | Division of Psychology and Language Sciences | Students will apply knowledge and skills gained in research design, research governance and management etc., covered in the modules SLANG106 Research and Evidence Based Practice, and SLANG205 Research Methods, to carry out a research project drawing on theoretical and/or clinical issues of importance to populations with communication disorders. Guidance about the general process of selecting and carrying out a project will be provided by the module coordinator and students receive guidance and formative feedback from a named project supervisor(s). This module is relevant to the Health & Care Professions Council ‘Standards of Proficiency’ for speech and language therapists relating to practising within the legal and ethical boundaries of their profession, understanding the importance of and being able to maintain confidentiality, communicating effectively, assuring the quality of their practice, and being able to draw on appropriate knowledge and skills to inform practice. |
| ANIMGN06 | Research Project | PG | 60 | Institute of Neurology | |
| CLNEG098 | Research Project | PG | 60 | Institute of Neurology | |
| OPHTGV96 | Research Project | PG | 105 | Institute of Ophthalmology | |
| PHAYGX93 | Research Project - MSc Experimental Pharmacology and Therapeutics | PG | 90 | School of Pharmacy | |
| ANIMGN22 | Research Project (Distance Learning) | PG | 60 | Institute of Neurology | |
| PHAYMX98 | Research Project (Masters Level) | UG | 2 | School of Pharmacy | |
| PHAYGX98 | Research Project for MSc Pharmaceutics | PG | 60 | School of Pharmacy | |
| BIOC2009 | Research Project Foundations | UG | 0 | Division of Biosciences | This module introduces the use of online referencing software such as Reference Manager or Endnote. A workshop allows the student to have hands on experience of the use of these technologies and to complete an exercise using one example of the software. |
| 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 Zoological Society of London 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 Zoological Society of London 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 BSc students to conduct original research in the laboratory of a member of academic staff or in one of the Biosciences laboratories of our associated Institutes. |
| 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. |
| BIOCM102 | Research Techniques in Biochemistry and Molecular Biology (Masters Level) | UG | .5 | Division of Biosciences | A post doc led tutorial series on cutting edge techniques in biochemistry and molecular biology will be coupled with journal club style sessions to explore the subject in more detail. Assessment of student performance is via a 1500-word ‘news and views’ type report on the content of one of the external seminars and via a 2000-word review of a biochemistry/structural biology/molecular biology technique and its contribution/potential contribution to the field. |
| CELLG102 | Research Techniques in Cell Biology | PG | 15 | Division of Biosciences | Students attend a weekly seminar given by external speakers (LMCB Monday 4pm or CDB Thursday 1pm). A workshop on this aspect of the module, what the students should expect and what is expected from the students will be given at the start of the module. Seminar attendance will be monitored and this part of the module will be assessed by a ‘news and views’ style report of a seminar given by an external speaker. This will be marked ‘in house’ but, where possible, comments on the article from the seminar speaker will be sought. A tutorial series focussing on cutting edge techniques in cell biology will be coupled with lab/facility visits. Students will be given one review and one primary research paper to read before each tutorial. This element of the module will be assessed by a 2,000-word review in which the student focuses on one assigned technique and discusses the contribution/potential contribution of the technique to cell biology. |
| CELLM102 | Research Techniques in Cell Biology (Masters Level) | UG | .5 | Division of Biosciences | Students attend one of either the weekly internal seminars that take place in CDB OR the weekly internal seminars in the LMCB. In addition attendance at external cell biology seminars in CDB and the LMCB is compulsory. A tutorial series on cutting edge techniques in cell biology will be coupled with lab visits to explore the technology in more detail. Assessment of student performance is via a 1500-word ‘news and views’ type report on the content of one of the external seminars and via a 2000-word review of a cell biological technique and its contribution/potential contribution to the field. In addition the students attend the Skills Exchange Workshop in the LMCB, a post-doc/PhD student led workshop discussing technical issues with new techniques being used in the Division. |
| 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. |
| PHAY1001 | Role of the Pharmacist in Health Care | UG | 1 | School of Pharmacy | This module introduces students to their future role as pharmacists and the current and evolving pharmacy profession. To prepare students for roles as health care professionals, they need to understand the responsibilities they have towards their patients and other members of the health care team. The knowledge, skills and attitudes required for pharmacy practice are introduced and developed throughout the module. Knowledge and skills obtained in the other year one modules are applied here when discussing the use of medicines and pharmacy practice. In addition, the year 1 "study skills" theme is housed in this module. |
| BIOSG007 | Science Communication for Biologists | PG | 15 | Division of Biosciences | The course consists of lectures, practicals and workshops delivered by academics from within UCL, the Natural History Museum and Zoological Society of London. The course will also run three ‘meet the speaker’ sessions and students will be required to do the associated reading for these sessions. Invited speakers will be chosen on the basis of their outstanding reputation in some aspect of research within Biodiversity, Evolution and Conservation. The course will be delivered weekly in Term 1.Students will also attend other weekly seminar series in GEE, and other relevant seminars at the Natural History Museum and Zoological Society of London. Assessment will be made through two essays and one presentation, and these assessments aim to train the students in scientific communication in different formats (written and verbal) and to different audiences (other scientists and the general public). |
| BIOLM032 | Science Communications for Biologists | UG | .5 | Division of Biosciences | The course consists of lectures, practicals and workshops delivered by academics from within UCL, the Natural History Museum and Zoological Society of London. The course will also run three ‘meet the speaker’ sessions and students will be required to do the associated reading for these sessions. Invited speakers will be chosen on the basis of their outstanding reputation in some aspect of research within Biodiversity, Evolution and Conservation. The course will be delivered weekly in Term 1.Students will also attend other weekly seminar series in GEE, and other relevant seminars at the Natural History Museum and Zoological Society of London. Assessment will be made through two essays and one presentation, and these assessments aim to train the students in scientific communication in different formats (written and verbal) and to different audiences (other scientists and the general public). |
| 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 |
| PALSG306 | 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. |
| PLIN2001 | Semantic Theory | UG | .5 | Division of Psychology and Language Sciences | This course is an intermediate course on the study of meaning in natural language. It introduces logical concepts and their application in semantics and pragmatics, especially focusing on compositionality and quantification. |
| PLING232 | Semantic Theory | PG | 15 | Division of Psychology and Language Sciences | |
| 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. |
| PLING228 | Semantics Research Seminar | PG | 15 | Division of Psychology and Language Sciences | We will read and discuss seminal and current literature, and work in progress, on selected topic(s) in semantics, with background provided through lectures as appropriate. |
| PALSG208 | Seminar in Neurolinguistics | PG | 15 | Division of Psychology and Language Sciences | The goal of the neuroscience of language is to understand the mechanisms engaged during language comprehension and production and their neurological underpinnings. In this course we will discuss different theoretical positions on language implementation in the brain across different levels of representation (eg, morphology (words), syntax (sentences), and concepts). These neurological/processing theories will make use of distinctions that arise from linguistic theory. |
| PLIN7317 | Seminar on Expressive Prosody | UG | .5 | Division of Psychology and Language Sciences | The course will survey a wide range of topics on expressive speech prosody, covering linguistic prosody, information structure, emotional and attitudinal expressions, sexual dimorphism, charisma and attractiveness. We will also discuss relations between expressive prosody and music, and disorders such as Autism and aprosodia. These topics will be examined from both linguistic and evolutionary perspectives. There will be alternation of lectures and seminars. Each seminar will consist of 2-3 sessions, each led by a single or a small group of students reporting their findings on a number of papers assigned a week in advance. The assignment of papers will be accompanied by a number of guiding questions that focus on the critical issues. |
| PLING231 | Seminar on Expressive Prosody | PG | 15 | Division of Psychology and Language Sciences | The course will survey a wide range of topics on expressive speech prosody, covering linguistic prosody, information structure, emotional and attitudinal expressions, sexual dimorphism, charisma and attractiveness. We will also discuss relations between expressive prosody and music, and disorders such as Autism and aprosodia. These topics will be examined from both linguistic and evolutionary perspectives. There will be alternation of lectures and seminars. Each seminar will consist of 2-3 sessions, each led by a single or a small group of students reporting their findings on a number of papers assigned a week in advance. The assignment of papers will be accompanied by a number of guiding questions that focus on the critical issues. |
| PSYCRCA7 | Service-Related Research Project | UG | 0 | Division of Psychology and Language Sciences | |
| BIOL3012 | Sex, Genes and Evolution | UG | .5 | Division of Biosciences | BIOL3012 aims to cover modern aspects of evolutionary genetics. It 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); the origin of the nucleus; sex determination; mitonuclear coadaptation; the evolution of sex chromosomes; the evolution of distinct sexes; the origin and evolution of social insects; sexual selection; sperm competition; genomic imprinting. 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 Natural Sciences. The course is suitable for 3rd and 4th year BSc and MSci, as well as G-level students. |
| AUDLGS08 | Signals, Systems, Acoustics and the Ear | PG | 15 | Ear Institute | |
| CLNEG052 | Skeletal Muscle and Associated Diseases | PG | 15 | Institute of Neurology | The module gives an introduction to anatomy,development, physiology and function of skeletal muscles. Building on functional characteristics of muscles it will also give a comprehensive overview of peadiatric and adult muscle diseases including muscular dystrophies, myopathies and muscle channelopathies. Disease pathology, pathomechanisms, clinical research and latest therapeutic applications as well as clinical management of muscle disease are also a main focus of this translational module bridging clinical practice to scientific research. |
| PSYCGS05 | Social Cognition Research Methods | PG | 15 | Division of Psychology and Language Sciences | This module prepares students to collect social cognition experimental data by exploring the entire process, from the inception of an idea, to the formulation of a hypothesis, choosing of an experimental design, population, sample, and variables, and executing data collection, as well as preparing the data for statistical analysis. Students will also learn about scientific, ethical, and other considerations at each decision-point in this process, and how each decision shapes how results can be interpreted and the place of the experiment within the scientific literature on social cognition. Current debates and controversies regarding psychological and scientific methodology will be discussed. Proper completion of this module will assist students when executing their dissertation. |
| PSYCGS02 | Social Cognition, Affect and Motivation | PG | 15 | Division of Psychology and Language Sciences | This module examines the interplay between basic cognitive processes, affect, and motivation in the construction of social reality. It reviews knowledge about how the current states, feelings, and goals of the social perceiver affect judgment and behaviour, as well as how the social context affects the individuals’ ways of thinking, feeling, and regulating their behaviour. In particular, the module entails an examination of effects associated with mood, embodiment, approach-avoidance motivation, self-regulation, ego depletion and social factors that impact motivation and affect, such as power, status, social exclusion and minority status affect the emotion and motivation. |
| PSYCGS04 | Social Neuroscience | PG | 15 | Division of Psychology and Language Sciences | This course examines the neural mechanisms underlying human social behaviour. It draws on methods from cognitive neuroscience and research questions from social psychology to question fundamental aspects of how people interact in the world. |
| 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 | For module information please search for module PSYC3102 on the module database |
| PSYCM102 | 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. |
| PLIN7305 | Sociolinguistics | UG | .5 | Division of Psychology and Language Sciences | What does your accent say about you? Does your age or gender have an effect on how you speak? What about geography or social class? This course aims to develop students' awareness of the complex relationship between spoken language and society through discussion of existing literature and through experience of handling data collected from studies of language variation. The focus will be on phonetic and phonological variation and change and so it is assumed that students will be familiar with basic concepts in phonetics and phonology. 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. |
| PLING150 | Sociolinguistics | PG | 15 | Division of Psychology and Language Sciences | What does your accent say about you? Does your age or gender have an effect on how you speak? What about geography or social class? This course aims to develop students' awareness of the complex relationship between spoken language and society through discussion of existing literature and through experience of handling data collected from studies of language variation. The focus will be on phonetic and phonological variation and change and so it is assumed that students will be familiar with basic concepts in phonetics and phonology. 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. |
| PHOL3009 | Space Medicine and Extreme Environment Physiology | UG | 1 | 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 and the biomedical problems associated with long and short duration manned space flight. 2) To explore the physiological effects of ascent to high altitude and understand the pathophysiology of altitude induced illnesses. 3) To understand the effects of the hyperbaric environment experienced underwater and the benefits of hyperbaric oxygen administer in a chamber. 4) To discuss the issues faced when travelling to areas of extreme temperature and how the body adapts to them. |
| 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, drawing on a broad range of disciplines including ecology, evolution, and biogeography. This course uses a combination of lectures, discussions, and computer practical exercises to address key questions including: What is biodiversity? How much of the planet’s biodiversity remains undiscovered? What are the main threats to biodiversity? What are the main tools (e.g., computer models, monitoring techniques) used to study conservation issues? Why conserve biodiversity? In addressing these questions, students will learn about topics such as extinction risk, habitat fragmentation, climate change impacts, invasive species, reserve design, and environmental ethics. Students will develop an individual project through a series of computer labs, which will provide hands-on experience with Geographic Information Systems, ecological modelling, and remote sensing. Class discussions will tackle tricky debates such as over the relative merits of utilitarian versus intrinsic arguments for the value of biodiversity. |
| 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 |
| PSYCM205 | Speech (Masters Level) | UG | .5 | Division of Psychology and Language Sciences | See PSYC3205 |
| PSYC3205A | Speech A | UG | .5 | Division of Psychology and Language Sciences | See PSYC3205 |
| PALS2002 | Speech Production and Perception | UG | .5 | Division of Psychology and Language Sciences | Through this module, students will gain a better understanding of the process of spoken communication, with a focus on the production and perception of speech. The course will cover basic concepts in speech acoustics and speech perception. Students will also learn about research methods and instrumentation in these fields and will apply their knowledge to the description and investigation of speaker-listeners. Topics will include: • Acoustic-phonetic characteristics of vowels, consonants and connected discourse discourse • The effect of speaker age, sex and gender on speech production • Speaker-listener interaction • Basic principles of speech perception: use of acoustic, visual and linguistic cues • Development of speech perception • Speech perception in bilinguals/L2 learners |
| PALS2002A | Speech Production and Perception A | UG | .5 | Division of Psychology and Language Sciences | This module is a version suitable for Term 1 only affiliate students. |
| PSYCG023 | Statistical Methods in Mental Health Research | PG | 15 | Division of Psychiatry | |
| 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. |
| GENEM005 | Statistics for Interpreting Genetic Data (Masters Level) | UG | .5 | 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. |
| CELL3001 | Stem Cells and Regenerative Medicine | UG | .5 | Division of Biosciences | Introduction; self renewal and differentiation: totipotency-pluripotency-unipotency; stem cells & gene therapy; neural stem cells; haemopoietic stem cells; normal limb development and bone stem cells; limb regeneration; regeneration in fish; retinal repair; CNS repair; connective tissue engineering; cartilage & tracheal repair; wound healing / repair; fracture healing; muscle repair; orthopaedic bioengineering; haemopoietic stem cell transplantation; challenges in good manufacturing practice; translation; ethics. |
| CELLG001 | Stem Cells and Regenerative Medicine | PG | 15 | Division of Biosciences | Introduction; self renewal and differentiation: totipotency-pluripotency-unipotency; stem cells & gene therapy; neural stem cells; haemopoietic stem cells; normal limb development and bone stem cells; limb regeneration; regeneration in fish; retinal repair; CNS repair; connective tissue engineering; cartilage & tracheal repair; wound healing / repair; fracture healing; muscle repair; orthopaedic bioengineering; haemopoietic stem cell transplantation; challenges in good manufacturing practice; translation; ethics. |
| CELLM001 | Stem Cells and Regenerative Medicine (Masters Level) | UG | .5 | Division of Biosciences | Introduction; self renewal and differentiation: totipotency-pluripotency-unipotency; stem cells & gene therapy; neural stem cells; haemopoietic stem cells; normal limb development and bone stem cells; limb regeneration; regeneration in fish; retinal repair; CNS repair; connective tissue engineering; cartilage & tracheal repair; wound healing / repair; fracture healing; muscle repair; orthopaedic bioengineering; haemopoietic stem cell transplantation; challenges in good manufacturing practice; translation; ethics. |
| CLNEG043 | Stroke, Epilepsy and Rehabilitation - Advanced | PG | 15 | Institute of Neurology | |
| CLNEG041 | Stroke, Epilepsy and Rehabilitation - Basic | PG | 15 | Institute of Neurology | |
| BIOS1000 | Structural and Molecular Biology (Research Module) | UG | .5 | Division of Biosciences | |
| 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 | 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. |
| PSYCGC14 | Structure and Function of the Brain | PG | 15 | Division of Psychology and Language Sciences | This module outlines basic neuroanatomy and function of the brain. Students will gain an understanding of the surface anatomy, internal structures, and function of the human brain via lectures and hands-on activities. The material is tailored for cognitive neuroscientists. |
| PLING205 | Studies in Pragmatics Research | PG | 15 | Division of Psychology and Language Sciences | The two-term syllabus consists of weekly reading and tutorial discussion of a key paper published in the field of pragmatics, including both classic papers, such as Grice's 'Meaning', 'Logic and Conversation', Sperber & Wilson's 'Relevance Theory', and a range of more recent research papers on current issues in pragmatics. By the middle of the second term, students are required to have delineated their own research topic, in discussion with the course tutor, on which they will give a short presentation at the end of the term and will develop a research-oriented essay. |
| 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 | Apart from the method of assessment, this module is identical to PLIN7109, see https://www.ucl.ac.uk/lifesciences-faculty-php/courses/viewcourse.php?coursecode=PLIN7109 |
| 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. |
| OPHTG004 | Surgery and the Eye | PG | 15 | Institute of Ophthalmology | |
| 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 | In the first term, the course introduces students to the scientific study of the structure of sentences. Students will be introduced to tree structures, argument structure, 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, and movement phenomena. The course also aims to sharpen students' analytical skills through problem discovery and problem solving exercises. |
| OPHTG003 | Systematic Disease and the Eye | PG | 15 | Institute of Ophthalmology | |
| PSYCGN72 | Systemic Family Practice: Basic Skills | PG | 30 | Division of Psychology and Language Sciences | |
| PSYCGN71 | Systemic Family Practice: Conduct Disorder | PG | 15 | Division of Psychology and Language Sciences | |
| PSYCGN70 | Systemic Family Practice: Depression and Self Harm | PG | 15 | Division of Psychology and Language Sciences | |
| 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. |
| 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 also provides a forum to develop 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. |
| PSYCMB02 | Talent Management | UG | .5 | 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 biologists studying programmes from zoology to human genetics and biomedical sciences. Specific topics covered include development of the embryonic axes in mouse, fly, frog and sea urchin models. The role of homeodomain proteins and other developmental regulators in setting up the body plan. The development of the vertebrate limb and the nervous system. Development and evolution and development and ageing. |
| 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 | For module information please search for module PSYC3210 on the module database |
| 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 module covers the description of brain function from Molecule, to Cell and to System levels. The detailed topics include: 1) Methods, ion channels, 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 disease. |
| PHOL3006A | The Cellular Basis of Brain Function | UG | 1 | Division of Biosciences | The module 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 disease. |
| PHOLM006 | The Cellular Basis of Brain Function (Masters Level) | UG | 1 | Division of Biosciences | The module 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. |
| PSYCGP32 | The Clinical Theory of Psychoanalysis | PG | 15 | Division of Psychology and Language Sciences | This module aims at a critical understanding of psychoanalysis 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 and influence contemporary clinical and research work. |
| 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). |
| PALS3010 | The Evolution of Vocal Communication | UG | .5 | Division of Psychology and Language Sciences | This module focuses on vocal communication in humans and other species from an evolutionary perspective. • Introduction to basic evolutionary principles (e.g., natural selection, adaptations and traits, convergent evolution, sexual selection, honesty); • How do other animals communicate? • Imitation and learning: why are humans and some other species (e.g. parrots) such good imitators? • Use of the comparative approach to vocal learning: test hypothesis about how a trait evolved by comparing traits across species. E.g., by comparing how humans develop speech with how songbirds learn to sing by imitating others. • What can we learn about the evolution of speech by studying songbirds and other species that learn through vocal imitation? • Social factors: how do other humans and other species use vocal communication in a social context? • Evolution of speech: did vocal communication originate in gestural communication or from mirror neurons? |
| OPHTG001 | The Eye in Health and Disease | PG | 15 | Institute of Ophthalmology | |
| 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. |
| 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 module is examined by one three-hour exam. |
| 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 | 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. |
| PALS3005 | The Neurobiology of Speech Processing | UG | .5 | Division of Psychology and Language Sciences | This module aims to give students an understanding of the neural bases of speech perception and production. The course will focus on two methodologies: functional Magnetic Resonance Imaging (fMRI) and Transcranial Magnetic Stimulation (TMS). In the lectures on fMRI, we will present the challenges associated with imaging speech perception and production. In the lectures on TMS, we will discuss the unique contributions of TMS to theoretical development in the field of speech science. Students will use the acquired knowledge of research methods and instrumentation to gain a thorough appreciation of research papers that will be discussed in the seminars. Topics include: • Introduction to fMRI and TMS; • Study design in imaging speech perception and production; • Theories and models of spoken language processing; • Imaging plasticity in perception and production; • fMRI and TMS studies of neural recovery (e.g., aphasia); • Motor Evoked Potentials and the Motor Theory of Speech Perception. |
| PALSG207 | The Neurobiology of Speech Processing | PG | 15 | Division of Psychology and Language Sciences | This module aims to give students an understanding of the neural bases of speech perception and production. The course will focus on two methodologies: functional Magnetic Resonance Imaging (fMRI) and Transcranial Magnetic Stimulation (TMS). In the lectures on fMRI, we will present the challenges associated with imaging speech perception and production. In the lectures on TMS, we will discuss the unique contributions of TMS to theoretical development in the field of speech science. Students will use the acquired knowledge of research methods and instrumentation to gain a thorough appreciation of research papers that will be discussed in the seminars. Topics include: •Introduction to fMRI and TMS; •Study design in imaging speech perception and production; •Theories and models of spoken language processing; •Imaging plasticity in perception and production; •fMRI and TMS studies of neural recovery (e.g., aphasia); •Motor Evoked Potentials and the Motor Theory of Speech Perception. |
| PALSM005 | The Neurobiology of Speech Processing | UG | .5 | Division of Psychology and Language Sciences | This module aims to give students an understanding of the neural bases of speech perception and production. The course will focus on two methodologies: functional Magnetic Resonance Imaging (fMRI) and Transcranial Magnetic Stimulation (TMS). In the lectures on fMRI, we will present the challenges associated with imaging speech perception and production. In the lectures on TMS, we will discuss the unique contributions of TMS to theoretical development in the field of speech science. Students will use the acquired knowledge of research methods and instrumentation to gain a thorough appreciation of research papers that will be discussed in the seminars. Topics include: • Introduction to fMRI and TMS; • Study design in imaging speech perception and production; • Theories and models of spoken language processing; • Imaging plasticity in perception and production; • fMRI and TMS studies of neural recovery (e.g., aphasia); • Motor Evoked Potentials and the Motor Theory of Speech Perception. |
| BIOC1007 | The Principles and Practice of Experimental Biochemistry | UG | 1 | Division of Biosciences | TERM 1 L1: Introduction to the course L2: Introduction to basic mathematics in the course L3: pH, pKa, buffers and equilibria L4: Free energy, redox potentials, pH electrodes L5-6: Spectrometry L7-9: Introduction to amino acids and sequencing L10-12: Basics of protein sequences and structures L13-15: Methods for determining protein structure TERM 2 L16-18: Design and interpretation of experiments L17-18: Statistics L19-21: Purifying proteins L22-24: Applications of Molecular Biology L25-28: Pathways and cycles L29-30: Use of isotopes |
| 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. |
| PHAYG030 | The Process of Drug Development | PG | 30 | School of Pharmacy | |
| PHAYG029 | The Process of Drug Discovery | PG | 30 | School of Pharmacy | |
| 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. |
| PSYC3109 | The Social Psychology of Risk | UG | .5 | Division of Psychology and Language Sciences | The focus of the module is how lay people in different cultures think, feel and behave in relation to a range of the risks that face them. |
| PSYCG109 | The Social Psychology of Risk | PG | 15 | Division of Psychology and Language Sciences | For module information please search for module PSYC3109 on the module database |
| PSYCM109 | The Social Psychology of Risk | UG | .5 | Division of Psychology and Language Sciences | The focus of the module is how lay people in different cultures think, feel and behave in relation to a range of the risks that face them. |
| PSYC3109A | The Social Psychology of Risk A | UG | .5 | Division of Psychology and Language Sciences | See PSYC3109 |
| PALSGM02 | Theoretical Frameworks | PG | 30 | Division of Psychology and Language Sciences | |
| CLNEG006 | Theoretical Neurology | PG | 30 | Institute of Neurology | This module provides an overview of the basic science that is relevant to the practice of clinical neurology. |
| BECHG003 | Theories and Models of Behaviour Change | PG | 15 | Division of Psychology and Language Sciences | |
| 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, write and present about the topics being discussed. In addition, students will learn about public understanding of science, media constraints and how to communicate science to the public. |
| 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 |
| NEUR3008 | Topics in Neurobiology of Brain Disease and Injury | UG | .5 | Division of Biosciences | This module allows students to explore a topic covered in NEUR3004/5/6 in greater detail as an advanced literature project. The dissertation will be supervised by people directly involved in research in the given area and supported by regular feedback meetings. |
| OPHTGV08 | Translating Science into the Clinic | PG | 15 | Institute of Ophthalmology | |
| CLNEG095 | Translational Neurology Research Project | PG | 120 | Institute of Neurology | |
| PHAYG071 | Translational Neuroscience and Therapeutics | PG | 15 | School of Pharmacy | |
| BECHG005 | Transport Behaviour Change: Theory and Practice | PG | 15 | Division of Psychology and Language Sciences | |
| CLNEG056 | Treatment (HASU and Service Delivery) | PG | 15 | Institute of Neurology | The focus of this module is to teach about all aspects of the hyperacute stroke unit – both the system and the types of evidence based treatments delivered there (eg iv thrombolysis), including contraindications and complications. The student is encouraged to consider how ongoing research will change the way stroke is treated in the future. It also covers unusual causes of stroke and their treatment eg vasculitis, spinal cord infarct. It also has a section on stroke in different population groups such as children, young adults and during pregnancy. |
| PSYCGN75 | Under 5s | PG | 60 | Division of Psychology and Language Sciences | |
| 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. 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. The course has four themes: (1) Online biological databases and their use for gene/SNP mapping, coding region identification, data extraction, including Ensembl, NCBIGene, UniProt, Biomart, OMIM, ChEBI, (2) Gene Ontology annotation and application, (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. Students will be required to undertake their own literature review of a limited number of genes, or biological field and will gain an insight into the application of ontologies. |
| GENEM006 | Understanding Bioinformatics Resources and Their Application (Masters Level) | UG | .5 | Division of Biosciences | Competency in genomic and proteomic resources is an essential skill for human disease genetic researchers. 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. The course has four themes: (1) Online biological databases and their use for gene/SNP mapping, coding region identification, data extraction, including Ensembl, NCBIGene, UniProt, Biomart, OMIM, ChEBI, (2) Gene Ontology annotation and application, (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. Students will be required to undertake their own literature review of a limited number of genes, or biological field and will gain an insight into the application of ontologies. |
| 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, mind perception, trait inferences, expression recognition, stereotyping, and prejudice. Current controversies and debates on the social thinker will be discussed. |
| PSYCGI22 | User-Centred Data Visualization | PG | 15 | Division of Psychology and Language Sciences | Data visualization is a multi-disciplinary subject focussed on the design, implementation and study of systems (often computer-based) to display data through graphic means. Data visualization builds on computer science, human-computer interaction, cognitive psychology, graphics and visual design. As a wealth (or “deluge”) of data is made available through the Internet, by governments, companies and private individuals, there is a need to develop tools and techniques to help people make sense and take advantage of this data. Visualization represents one tool to try and make sense of data. Even though humans have been engaged in data visualization for centuries, the current abundance of data, computational and Internet communication resources open up new and exciting challenges. The module is designed to provide an introduction to information visualization to students from a variety of backgrounds, such as computing, psychology or design. Given that the module is meant primarily for students in the HCI MSc programmes, particular emphasis will be given to user-centred design and user evaluation. In the first three weeks, the focus will be on essential background information: foundations of visual perception and basic concepts and techniques for data representation and analysis. Some of this material may be a refresher for some student groups, while being new for others. In the subsequent five weeks (week 4 to week 8) the module will centre on a series of visualisations case studies, organised by the type of data visualised (time based, categorical & hierarchical, trees & networks, correlations & differences, maps). In the case studies visualisations will be considered in the context of their application, taking into account not only the graphical representation, but also the display used to show it to the audience, the user interaction (if any), and the user evaluation. In the practical sessions, students will be assigned a design brief (with one or more datasets) which they will start to address in class, but will be expected to complete in their own independent project time. In the penultimate week (week 9) data collection and storage will be addressed, with the practical sessions focussing on examples related to the IoT. No new brief so that students can focus on refining previous projects and prepare for the portfolio preview presentation. Finally, in week 10 students will be required to present in class a preview of their portfolio. |
| 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 |
| 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. |
| BIOLM018A | Vertebrate Life and Evolution (Masters Level) A | 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. |
| EARIGA05 | Vestibular Rehabilitation | PG | 15 | Ear Institute | |
| 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". |
| NEURG045 | Visual Neuroscience | PG | 15 | 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 Module NEUR3001/NEURG001 "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". |
| PHAYG108 | Viva | PG | 0 | School of Pharmacy | |
| PALS3004 | Web Programming for Research in Psychology and Language Science | UG | .5 | Division of Psychology and Language Sciences | The aim of the course is to develop knowledge and skills in the use of web technologies for running experiments in psychology and language sciences. The course will enable the student to build and style web pages, to exploit multimedia, to program interactive applications in JavaScript, to store and process subject responses data in a client-server environment, and to perform statistical and graphical analyses of experimental data. |
| PALSG308 | Web Programming for Research in Psychology and Language Science | PG | 15 | Division of Psychology and Language Sciences | The aim of the course is to develop knowledge and skills in the use of web technologies for running experiments in psychology and language sciences. The course will enable the student to build and style web pages, to exploit multimedia, to program interactive applications in JavaScript, to store and process subject responses data in a client-server environment, and to perform statistical and graphical analyses of experimental data. |
| PALSM004 | Web Programming for Research in Psychology and Language Science | UG | .5 | Division of Psychology and Language Sciences | The aim of the course is to develop knowledge and skills in the use of web technologies for running experiments in psychology and language sciences. The course will enable the student to build and style web pages, to exploit multimedia, to program interactive applications in JavaScript, to store and process subject responses data in a client-server environment, and to perform statistical and graphical analyses of experimental data. |
| BIOS2001 | Writing and Presenting Bioscience | UG | .5 | Division of Biosciences | This is a half-unit course offering a library project in Biosciences to 2nd year students. The module will help students to write an advanced scientific essay. Students will be supervised by a member of staff from the Division of Biosciences and associated departments. The module aims to improve transferable skills (document preparation, formal writing and oral presentations). The module aims to prepare students for their higher-tariff project in the 3rd year and beyond, and then for the current labour market which prizes superlative communication skills. |
| BIOL2017 | Writing Science | UG | .5 | Division of Biosciences | This module will take students through the process of writing a scientific paper based on results that they will have generated as part of a lab or field based group research project Teaching will be lecture and seminar based with students working in groups with a tutor on how to present their data, discuss it and future work they might do. Seminar discussions with postdoctoral research fellows about their recent work and its publication will also help students to recognise that much of what they are taught is contested and provisional. Students will regularly present their progress to their seminar group and peer review one another’s drafts. Summative assessment will be based on the final version of the paper each student submits. |
| 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 | |
University College London - Gower Street - London - WC1E 6BT
Tel:
+44 (0)20 7679 2000
© UCL 1999–2009
