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The BM4 course in years 1 and 2 is a highly contextualised and integrated course in which the application of knowledge and understanding, clinical skills and professional practice applicable to medicine are learned through clinical topic weeks in which students learn in a style similar to problem based learning. This module focuses on the “application of knowledge and understanding applicable to medicine” and the assessment predominantly confirms this. However, it is not a stand-alone module and should be recognised by teachers and students alike as part of the whole course which is achieved by this module alongside 2 other modules – Integration of Clinical Knowledge 1 and Clinical Medicine 1. The emphasis of the assessments for each of these modules aligns with the learning for that module; however the integrated nature of the course means that there will undoubtedly be overlap and aspects of the assessment in each module will draw upon learning from all 3 modules.

Further details will be provided on Blackboard.

The BM4 course in years 1 and 2 is a highly contextualised and integrated course in which the application of knowledge and understanding, clinical skills and professional practice applicable to medicine are learned through clinical topic weeks in which students learn in a style similar to problem based learning. This module focuses on the “application of knowledge and understanding applicable to medicine” and the assessment predominantly confirms this. However, it is not a stand-alone module and should be recognised by teachers and students alike as part of the whole course which is achieved by this module alongside 2 other modules – Integration of Clinical Knowledge 1 and Clinical Medicine 1. The emphasis of the assessments for each of these modules aligns with the learning for that module; however the integrated nature of the course means that there will undoubtedly be overlap and aspects of the assessment in each module will draw upon learning from all 3 modules.

Further details will be provided on Blackboard.

The BM4 course in years 1 and 2 is a highly contextualised and integrated course in which the application of knowledge and understanding, clinical skills and professional practice applicable to medicine are learned through clinical topic weeks in which students learn in a style similar to problem based learning. This module focuses on the “application of knowledge and understanding applicable to medicine” and the assessment predominantly confirms this. However, it is not a stand-alone module and should be recognised by teachers and students alike as part of the whole course which is achieved by this module alongside 2 other modules – Integration of Clinical Knowledge 1 and Clinical Medicine 1. The emphasis of the assessments for each of these modules aligns with the learning for that module; however the integrated nature of the course means that there will undoubtedly be overlap and aspects of the assessment in each module will draw upon learning from all 3 modules.

Further details will be provided on Blackboard.

We keep being barraged with a deluge of unnerving news - about environmental crisis, multi-level pollution, exceeding desertification and inundation of centuries-long places of human habitation, floods, forest fires, relentless rise in sea-level due to the melting of Arctic ice-sheets, explosion of offshore oil-drilling sites, and oil spills. As both thinkers and creative writers have argued, it is necessary to recognize that these manifold crises are not only human-made (Anthropocene), but also made by exploitative ways of treating nature and extracting raw materials from it (Capitalocene). Whilst there has been a surge of interest in the representations of environmental issues in contemporary literary studies, there has ironically been a glaring dearth of attention to energy resources. In this regard, oil occupies a unique position.
Oil has not only been described with epithets as diverse as ‘ur-commodity’, ‘black gold’, ‘devil’s excrement’, ‘a prize from a fairyland’, ‘capitalism’s lifeblood’, and a viscous, nonlocal, and uncanny ‘hyper-object’. Oil has been referred to as ‘the machine of destiny’ and ‘the mediator of futurity’; that is, ‘a vanishing mediator between industrialism and family life’, and ‘a singular force capable of producing singular effects—oil wars, oil addiction, and oil states’ and palpable cultural habits, identities, and affects. Oil has also been referred to as ‘the most powerful fuel and versatile substance ever discovered’. The long twentieth century has, accordingly, been defined as ‘the century of oil’.
Accordingly, situating itself at the intersection of energy humanities, environmental humanities and world literatures, this module takes oil (and its social-cultural, ecological and political-economic dimensions) as presented in works of world literatures as its focal point. This module also dedicates attention to other energy forms such as coal, gas, the solar, hydrological (water) and nuclear.

We keep being barraged with a deluge of unnerving news - about environmental crisis, multi-level pollution, exceeding desertification and inundation of centuries-long places of human habitation, floods, forest fires, relentless rise in sea-level due to the melting of Arctic ice-sheets, explosion of offshore oil-drilling sites, and oil spills. As both thinkers and creative writers have argued, it is necessary to recognize that these manifold crises are not only human-made (Anthropocene), but also made by exploitative ways of treating nature and extracting raw materials from it (Capitalocene). Whilst there has been a surge of interest in the representations of environmental issues in contemporary literary studies, there has ironically been a glaring dearth of attention to energy resources. In this regard, oil occupies a unique position.
Oil has not only been described with epithets as diverse as ‘ur-commodity’, ‘black gold’, ‘devil’s excrement’, ‘a prize from a fairyland’, ‘capitalism’s lifeblood’, and a viscous, nonlocal, and uncanny ‘hyper-object’. Oil has been referred to as ‘the machine of destiny’ and ‘the mediator of futurity’; that is, ‘a vanishing mediator between industrialism and family life’, and ‘a singular force capable of producing singular effects—oil wars, oil addiction, and oil states’ and palpable cultural habits, identities, and affects. Oil has also been referred to as ‘the most powerful fuel and versatile substance ever discovered’. The long twentieth century has, accordingly, been defined as ‘the century of oil’.
Accordingly, situating itself at the intersection of energy humanities, environmental humanities and world literatures, this module takes oil (and its social-cultural, ecological and political-economic dimensions) as presented in works of world literatures as its focal point. This module also dedicates attention to other energy forms such as coal, gas, the solar, hydrological (water) and nuclear.

We keep being barraged with a deluge of unnerving news - about environmental crisis, multi-level pollution, exceeding desertification and inundation of centuries-long places of human habitation, floods, forest fires, relentless rise in sea-level due to the melting of Arctic ice-sheets, explosion of offshore oil-drilling sites, and oil spills. As both thinkers and creative writers have argued, it is necessary to recognize that these manifold crises are not only human-made (Anthropocene), but also made by exploitative ways of treating nature and extracting raw materials from it (Capitalocene). Whilst there has been a surge of interest in the representations of environmental issues in contemporary literary studies, there has ironically been a glaring dearth of attention to energy resources. In this regard, oil occupies a unique position.
Oil has not only been described with epithets as diverse as ‘ur-commodity’, ‘black gold’, ‘devil’s excrement’, ‘a prize from a fairyland’, ‘capitalism’s lifeblood’, and a viscous, nonlocal, and uncanny ‘hyper-object’. Oil has been referred to as ‘the machine of destiny’ and ‘the mediator of futurity’; that is, ‘a vanishing mediator between industrialism and family life’, and ‘a singular force capable of producing singular effects—oil wars, oil addiction, and oil states’ and palpable cultural habits, identities, and affects. Oil has also been referred to as ‘the most powerful fuel and versatile substance ever discovered’. The long twentieth century has, accordingly, been defined as ‘the century of oil’.
Accordingly, situating itself at the intersection of energy humanities, environmental humanities and world literatures, this module takes oil (and its social-cultural, ecological and political-economic dimensions) as presented in works of world literatures as its focal point. This module also dedicates attention to other energy forms such as coal, gas, the solar, hydrological (water) and nuclear.

We keep being barraged with a deluge of unnerving news - about environmental crisis, multi-level pollution, exceeding desertification and inundation of centuries-long places of human habitation, floods, forest fires, relentless rise in sea-level due to the melting of Arctic ice-sheets, explosion of offshore oil-drilling sites, and oil spills. As both thinkers and creative writers have argued, it is necessary to recognize that these manifold crises are not only human-made (Anthropocene), but also made by exploitative ways of treating nature and extracting raw materials from it (Capitalocene). Whilst there has been a surge of interest in the representations of environmental issues in contemporary literary studies, there has ironically been a glaring dearth of attention to energy resources. In this regard, oil occupies a unique position.
Oil has not only been described with epithets as diverse as ‘ur-commodity’, ‘black gold’, ‘devil’s excrement’, ‘a prize from a fairyland’, ‘capitalism’s lifeblood’, and a viscous, nonlocal, and uncanny ‘hyper-object’. Oil has been referred to as ‘the machine of destiny’ and ‘the mediator of futurity’; that is, ‘a vanishing mediator between industrialism and family life’, and ‘a singular force capable of producing singular effects—oil wars, oil addiction, and oil states’ and palpable cultural habits, identities, and affects. Oil has also been referred to as ‘the most powerful fuel and versatile substance ever discovered’. The long twentieth century has, accordingly, been defined as ‘the century of oil’.
Accordingly, situating itself at the intersection of energy humanities, environmental humanities and world literatures, this module takes oil (and its social-cultural, ecological and political-economic dimensions) as presented in works of world literatures as its focal point. This module also dedicates attention to other energy forms such as coal, gas, the solar, hydrological (water) and nuclear.

This module engages you in research and knowledge exchange projects through one of three practice-led collaborative briefs, open to students from any WSA undergraduate programme. Using interdisciplinary learning to embed the practice of collaboration within and across disciplines at WSA, this collaborative project module supports the University's goal of enabling curiosity, engagement, entrepreneurial and responsible qualities to help you thrive in your future lives and work. The module enables creative collaboration around the concept, design, presentation, promotion and knowledge exchange. The capacity for collective work is essential to develop new insights to address shared problems around life quality, sustainability and societal inclusion.

The module equips you to problem-solve and form collaborative ideas confidently and professionally, adopting experimental approaches across Art School disciplines to realise creative responses and managed solutions. Project briefs will take advantage of the learning opportunities afforded by the campus, the local community, and social practices labs and digital environments. Thinking of the WSA diverse communities as a 'living laboratory' will engage you with learning about how to negotiate to work with others, build relationships, and communicate visually and verbally across disciplines and how this relates to your own discipline and practice.

This module engages you in research and knowledge exchange projects through one of three practice-led collaborative briefs, open to students from any WSA undergraduate programme. Using interdisciplinary learning to embed the practice of collaboration within and across disciplines at WSA, this collaborative project module supports the University's goal of enabling curiosity, engagement, entrepreneurial and responsible qualities to help you thrive in your future lives and work. The module enables creative collaboration around the concept, design, presentation, promotion and knowledge exchange. The capacity for collective work is essential to develop new insights to address shared problems around life quality, sustainability and societal inclusion.

The module equips you to problem-solve and form collaborative ideas confidently and professionally, adopting experimental approaches across Art School disciplines to realise creative responses and managed solutions. Project briefs will take advantage of the learning opportunities afforded by the campus, the local community, and social practices labs and digital environments. Thinking of the WSA diverse communities as a 'living laboratory' will engage you with learning about how to negotiate to work with others, build relationships, and communicate visually and verbally across disciplines and how this relates to your own discipline and practice.

This course is designed to expand and deepen your knowledge of the cultures of the Portuguese-speaking world, bringing together written texts, visual and conceptual art, political materials, and cinema from twentieth-century Portugal, Brazil, and Portuguese-speaking Africa. In addition to building a specialised knowledge base on the recent histories, politics and cultures of these countries, during the module you will sharpen your skills of analysis, critical thinking and debate, and learn how the themes, issues and processes that have defined the Portuguese-speaking world interconnect with wider global issues.

A particular focus during the module will be the notion of resistance, and as a class, we will explore the often hidden ways that ‘speaking truth to power’ has manifested in the Portuguese-speaking world — and what happens when movements designed to throw off oppression tip into authoritarianism themselves. We will use a range of critical approaches to draw connections between Portuguese-speaking nations and cultures and the rest of the world, allowing us to broaden our understandings of the ways that networks of power and resistance operate across the globe.

All written texts are available in English translation, and all films are available with English subtitles, allowing students with little or no prior knowledge of Portuguese language or the Portuguese-speaking world to engage with the module.