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The 3rd year Research Project, or Dissertation, forms an extremely important part of the overall degree. This Industry-Partnered Research Project enables students to work with datasets or other outputs from industrial partners rather than university academics to generate their dissertation research. This module represents an extended opportunity to develop independent real-world and applied research skills relevant to industrial research, in design, execution, analysis and synthesis of experiments and data sets. Students have the freedom to choose a project in a field of particular interest and can develop a completely novel proposal in consultation with an appropriate supervisor.

The output from this module, the report, is often used as an important guide by employers when considering the background and experience of recent graduates. To this end, the double module requires a sustained effort; it accounts for 25% of the third-year mark within a 3 year programme and 16.5% of your final degree mark. As such, this module forms the most substantial single contribution to the final degree.

The module offers a firmly intersectional approach to inequality offering, week-on-week, multiple frames by which to consider experiences and meanings of inequality. By the end of the module, students will have been introduced to 8 key topics for understanding inequality and will be able to speak about the ways in which these co-construct one another and contribute to the structuring of society, and the impacts of and for social policy responses to these issues. Explored through a range of cultural and social texts, the module will be firmly situated in the contemporary moment, offering a ‘live sociology’ (Back, 2012) encouraging students to look around them at their social world and global position, empowering them to understand and critique their everyday, international worlds. The module builds on the theoretical introductions to key social theories offered in semester 1 and provides a foundation for students to move into the second and third year by introducing key areas of study explored in detail in other modules

The module offers a firmly intersectional approach to inequality offering, week-on-week, multiple frames by which to consider experiences and meanings of inequality. By the end of the module, students will have been introduced to 8 key topics for understanding inequality and will be able to speak about the ways in which these co-construct one another and contribute to the structuring of society, and the impacts of and for social policy responses to these issues. Explored through a range of cultural and social texts, the module will be firmly situated in the contemporary moment, offering a ‘live sociology’ (Back, 2012) encouraging students to look around them at their social world and global position, empowering them to understand and critique their everyday, international worlds. The module builds on the theoretical introductions to key social theories offered in semester 1 and provides a foundation for students to move into the second and third year by introducing key areas of study explored in detail in other modules

The module offers a firmly intersectional approach to inequality offering, week-on-week, multiple frames by which to consider experiences and meanings of inequality. By the end of the module, students will have been introduced to 8 key topics for understanding inequality and will be able to speak about the ways in which these co-construct one another and contribute to the structuring of society, and the impacts of and for social policy responses to these issues. Explored through a range of cultural and social texts, the module will be firmly situated in the contemporary moment, offering a ‘live sociology’ (Back, 2012) encouraging students to look around them at their social world and global position, empowering them to understand and critique their everyday, international worlds. The module builds on the theoretical introductions to key social theories offered in semester 1 and provides a foundation for students to move into the second and third year by introducing key areas of study explored in detail in other modules

The module will start with an introductory session on common research techniques used in Biomedical Science.

This will be followed by sessions covering the following topics:

1. Immune responses to infection at the epithelial surface (2 sessions)
2. Tuberculosis and the host-pathogen interaction
3. T cells on Patrol: Antigen Presentation Pathways in the context of Infection (2 sessions)
4. Sexually transmitted infections
5. Complex infections and novel therapies (2 sessions)

The sessions will combine a seminar and general discussion to clarify any points and to frame any questions arising from the lecture that the students find interesting.

Prior to each topic, a relevant primary research publication and supporting documentation that exemplifies research in the subject area will be provided. Students should read the paper prior to attending the session and pay particular attention to the methods section to ensure they are familiar with the basic principles of the techniques and/or any confusing abbreviations used. Methodological queries will be discussed at the session.

For topics 1, 3 and 5, one or more students, depending on class numbers, will be designated to prepare an oral presentation on the selected paper for the following week. The presentation will comprise the paper and background questions arising from the article or from the seminar. All students will be expected to join in the discussion of the paper during and after the presentation, although only those students who are presenting will be assessed. Presenting students will be expected to research other articles to introduce concepts in the paper. All students will be expected to research other articles to bring to the general discussion of the selected paper.

For topics 2 and 4, all students will write a critical appraisal of a selected paper stating the hypothesis and summarising the background, results and conclusions with comment on strengths, weaknesses and any new questions arising as a consequence of the paper. There will be no oral presentation for these topics.

This module develops the theory of groups beyond the finite setting studied in MATH2003. While many familiar results in algebra concern finite structures, a large part of modern mathematics studies infinite groups, whose behaviour is richer and often governed by geometry rather than counting.

We begin with structural examples, including finitely generated abelian groups and their classification, before introducing free groups and the combinatorial viewpoint of group theory via words and relations. This leads to geometric and graphical methods, including Cayley graphs and Stallings graphs, which allow algebraic problems to be studied using topology and geometry.

The module then explores how groups arise as symmetry groups of spaces. In particular, we study isometry groups of Euclidean, spherical and hyperbolic geometries, illustrating how algebra encodes geometric structure and how geometry constrains algebra.

Throughout the course, the emphasis is on developing intuition for infinite groups and on techniques that appear across modern areas of mathematics such as geometric group theory, topology and algebra.

This module develops the theory of groups beyond the finite setting studied in MATH2003. While many familiar results in algebra concern finite structures, a large part of modern mathematics studies infinite groups, whose behaviour is richer and often governed by geometry rather than counting.

We begin with structural examples, including finitely generated abelian groups and their classification, before introducing free groups and the combinatorial viewpoint of group theory via words and relations. This leads to geometric and graphical methods, including Cayley graphs and Stallings graphs, which allow algebraic problems to be studied using topology and geometry.

The module then explores how groups arise as symmetry groups of spaces. In particular, we study isometry groups of Euclidean, spherical and hyperbolic geometries, illustrating how algebra encodes geometric structure and how geometry constrains algebra.

Throughout the course, the emphasis is on developing intuition for infinite groups and on techniques that appear across modern areas of mathematics such as geometric group theory, topology and algebra.

Tomorrow’s healthcare professionals will work in a context characterised by continual change, challenging environments, rapidly evolving technologies and the need for innovation. To operate successfully in this context, these professionals must be able to influence the delivery of high quality, safe healthcare. They must be able to lead themselves, working autonomously, or as an equal partner with a range of other professionals, and be able to operate in interdisciplinary teams.

This module is concerned with the application of leadership and management to deliver and improve these complex health care systems. Rather than examining leadership in a vacuum, we will instead critically evaluate what leadership is and how it is applied to influence change in healthcare settings. We will discuss and analyse concepts, theories, characteristics, tools, and practices across the five broad themes of (1) leadership, (2) teamwork, (3) change and innovation, (4) service improvement and (5) risk, error and quality management. Much of the class time will be spent in critical discussions and analyses of case studies that illustrate the five central domains of the module.