The University of Sheffield

Sheffield, United Kingdom

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sheffield.ac.uk

Available Courses

English Language and Culture (News Media)’ is a language module offered by the ELTC using the medium of news media for language improvement. The module includes the improvement of English language skills in reading, writing, listening, speaking, as well as grammar, vocabulary and pronunciation.
The module will be working towards the outcomes of:
the linguistic study of the genres of British newspapers, radio and television broadcasts and web-based news sites.
the encouragement of language learning through current affairs and culture.
to facilitate the improvement of discussion, critical thinking and report writing skills.
to investigate, present and discuss a specific area of current affaires and linguistic interest of each student.
to allow the extension of the range of vocabulary, genre and structure of English, in particular in the area of UK current affairs and British news media.

Whilst the list of industries employing chemical engineers continues to grow, the basic principles underpinning them all remain the same. Fundamentally, chemical engineering is the discipline that transforms scientific breakthroughs into large scale industrial processes. This course serves as an introduction to the principles and techniques used in the field of chemical and process engineering by developing knowledge and expertise in the basic principles of chemical engineering design. Students will also actively engage with the concepts of professional responsibility, safety, sustainability and ethics of chemical engineers, which will come to define the 21st Century chemical engineer. The module begins by developing and applying the process synthesis method to design a chemical process. This is then extended to the development of material balances, which are a fundamental tool of chemical engineering, and are presented in the context of industrially relevant unit operations such as crystallisation, distillation columns, evaporators, reactors and boilers. This concept is further reinforced through embedded labs, and the introduction of industry standard process modelling software. By taking this course students will be: 1. Introduced to the chemical industry. 2. Engaged by the challenges of professional responsibility, safety, sustainability and ethics for 21st Century chemical engineers. 3. Introduced to systems of units commonly used in different industries. 4. Given the opportunity to develop and practice problem solving skills. 5. Able to apply mass conservation to a variety of chemical processes and carry out material balances with and without chemical reactions. 6. Practised in team working and communication skills. 7. Taught to apply both general and relevant chemical engineering IT skills.

This module is designed to ensure students have the skills to design solutions and assess options against sustainability criteria to make evidence based recommendations. Students will be able to look at the bigger picture of a projects impact on our complex systems and society.
Aims:
To develop that ability to Hand Draw your design ideas
To develop the ability to produce a 3D model and schedule it to extract key data
To develop the ability to produce a coherent report making evidence based recommendations

Development in the Global South is a major issue of international concern in the 21st century.
This module explores contemporary development issues and examines the contribution that geographers, and geographical thought, can make towards understanding inequality, poverty and socio-economic change. Definitions of ‘development’, ‘poverty’ and ‘the poor’ shift and are invested with political meaning which reflect specific geographies and ways of seeing the world: students develop critical understandings of such terminology and the power dynamics implicit within them. This module addresses diverse theories, paradigms and contemporary critiques of development, and explores some of the central issues affecting processes of development. Case examples are drawn from Latin America, Africa and South East Asia.

This research-led module introduces students to the cutting edge of Social and Cultural
Geography and dovetails with the Sheffield Geography Department’s Culture, Space and
Difference research group. The module illustrates the diversity and vitality of contemporary
social and cultural geography including some of the philosophical concepts and theoretical
debates that have shaped the subject. The module aims to deepen and enrich the ways in
which students are able to think about geographical issues, through a critical understanding
of concepts and approaches that underpin the substance and methods of contemporary
human geography. The module team work with students to develop their own ‘photo essays’
– which bring the ideas of the module to students’ experiences from everyday life.

In order to understand global climate change, one first has to understand how the climate system works. This module will give students a strong understanding of the global climate system, focusing on the atmospheres, the oceans, and their interaction. The first part of the module will consider the main characteristics of, and processes behind, climate from the
global to the local scale. The second part of the module will examine the physical characteristics of the oceans and their geographical variation, and the role of the oceans in the climate system.

Organisations are becoming increasingly dependent on their information systems (IS) for business success. Organisation structures and systems are changing rapidly and this places an extra burden on managers to identify their information requirements. This puts pressure on those staff involved in the development of IS to ensure that managers receive the right information for effective decision-making. Rapidly changing business environments make it difficult to design IS that remain valid for several years. This unit will show that choosing the appropriate method of IS development can often lead to the successful introduction of new systems. This is increasingly important as more companies are implementing ‘enterprise-wide’ systems.

The aim of this module is to introduce students to the key issues in corporate governance. The module covers the subject from a theoretical and practical perspective, with a particular emphasis on the financial aspects of corporate governance. The early part of the module discusses the theories underlying the study of governance, recent governance failures and policy initiatives to improve governance quality and accountability. The module proceeds to explore separately the main mechanisms of governance and specifically investigates whether governance characteristics influence corporate performance. In particular, the module examines the governance role of non-executive directors; ownership structure; executive remuneration and takeovers. The module also includes discussions of governance in an international context as well as governance in non-profit organisations.

This module explores what it means to study China at university level, and considers how ‘area studies’ research on China fits within disciplines such as history and cultural studies. We will consider how histories and cultural understandings of China are built with the following in mind: how researchers use primary evidence such as texts, documents and/or images to understand social change; and how to navigate key debates in a field and evaluate competing arguments. You will finish this module with a deeper understanding of our core topic and the disciplinary approaches that frame it, and a foundation in critical research and writing skills that you can apply and develop in further study. We will work on a combination of new and established research to explore one core topic.

This module looks at the relationship between geomorphological processes and Earth
surface landforms and landscapes at a variety of scales in space and time. It examines the
influence of endogenic (mainly tectonic) processes originating within the earth and exogenic
processes (notably wind and water) at the Earth’s surface. The module starts by introducing
geomorphological concepts and frameworks, and later introduces field and analytical
approaches (such as landscape dating and numerical modelling) that are used to elucidate
process rates and their drivers. A field visit and two practical exercises provide hands-on
appreciation of approaches to understanding hillslope, fluvial and aeolian processes.

This course will introduce students to business strategy and the strategic management process. It seeks to enhance their understanding of the theories and practice of strategy. Students will be able to learn why, and how, companies make strategic decisions in the context of today’s complex and dynamic world of business. Students will be introduced to various strategic analysis frameworks and learn how these can be used to help organisations better understand their strategic position and formulate feasible and suitable growth and competitive strategies. Based on a sound understanding of the theories, students will be required to apply the concepts through the use of innovative strategic planning teaching and learning technologies and case study material.

This module consists of three key elements. The first is principles of good graphic design, combined with how figures can be used to lie and mislead. The second is learning how to make a wide range of graphs, maps, and figures, for a wide range of different audiences, using the latest and most powerful software. The third is interpreting visual representations of data, whether from other sources or by students on the module themselves, and using them to answer substantive research questions. Fundamentally, this is a hands-on module that allows students to make and understand data visualisations.

The aim of this module is to introduce you to the broad structures of Western history from the end of the Roman Empire to the present day. It provides non-historians with a fundamental appraisal of the shape of the past, to which courses in other departments will readily relate. Our aim is to equip you with an understanding of the periodisation of western history and of the major transitions in the process of modernisation. In the process, you will become more critically aware of the essential conceptual tools that modern historians readily use to analyse the past. The module aims to provide the essential training in the skills and methods needed for University level historical study.

This module aims to allow students with no prior knowledge of Korean to acquire basic practical language skills, in listening, reading, speaking and writing. On successful completion of the module students will; have a vocabulary of about 250 words related to daily life, understand simple sentences and classroom expressions related to daily activities, be able to obtain specific information from written and audio materials, be able to communicate with others (making greetings, giving and asking personal information and holding simple conversations); and be able to write in simple sentences or forms.

This module aims to enable students with no prior knowledge of Mandarin Chinese to acquire basic practical language skills. With an emphasis on communicative abilities, all four language skills – listening, reading, speaking and writing – are developed through classroom practice and self-directed learning. This module is for all undergraduate students, not-for-credit postgraduate students, staff and members of the public.

Assuming no prior knowledge of the language, this unit aims to provide a general foundation in the language and culture in order to cope with a range of predictable, everyday communicative situations encountered when interacting at a basic level, orally and in writing, with sympathetic native speakers during, for instance, a brief visit abroad.
Upon successful completion of the course, students should be able to:
• Recognise familiar words and very basic descriptions concerning themselves, their family and immediate concrete surroundings when people speak slowly and clearly.
• Read and extract key information from short, very simple texts and written documents (messages, notices, instructions, brochures, etc.).
• Interact in a basic way with a sympathetic native speaker in simple, routine, predictable situations, requesting or providing factual information, and coping with unfamiliar language or unexpected responses by asking for repetition or clarification.
• Write very simple notes, messages and short personal letters or emails providing essential information about themselves.
• Demonstrate an initial insight into very basic aspects of the culture and everyday life in areas where the language is spoken so as to respond appropriately when interacting with native speakers in elementary situations.
• Demonstrate a practical understanding of essential grammar terminology and a basic ability to study the language by themselves, using essential tools such as the World Wide Web or a dictionary and developing techniques for the acquisition and retention of new language.
• Demonstrate awareness in a number of transferable skills such as IT skills, presenting information, handling unexpected communicative situations, taking intercultural differences and language barriers into account, learning independently, etc.”
















This module is mainly about death itself . What is death? What happens to us when we die? Could there be an afterlife? Would it be a good thing if there were? What is it about death that we dislike so much, or that makes it bad? Is it rational, or even possible to fear death? What is the right attitude towards our own death? Do we have moral duties towards the dead? The course will clarify these questions and attempt to answer them. Readings will be taken from both historical and contemporary sources.

This module explores what it means to study Korea at university level, and considers how ‘area studies’ research on Korea fits within disciplines such as history and cultural studies. We will consider how histories and cultural understandings of Korea are built with the following in mind: how researchers use primary evidence such as texts, documents and/or images to understand social change; and how to navigate key debates in a field and evaluate competing arguments. You will finish this module with a deeper understanding of our core topic and the disciplinary approaches that frame it, and a foundation in critical research and writing skills that you can apply and develop in further study. We will work on a combination of new and established research to explore one core topic.

Chemical engineering drives the transition from lab scale discovery to full scale industrial process. Thus, it is vital that chemical engineers are well versed in the fundamental science to aid and drive communication with other scientific disciplines, and therefore to understand and implement the key concepts from physics and chemistry that are fundamental to an understanding of the way the desired chemical processes and systems operate. Key topics include stoichiometry, physical chemistry, equilibria and kinetics, organic chemistry, units and dimensions, statics, kinetics, electricity and energy. Emphasis throughout is placed on application of concepts, to prepare students for core chemical engineering courses. This is further enhanced through the use of embedded labs. By taking this course students will be: 1. Able to demonstrate a systematic understanding of core aspects of chemistry. 2. Equipped to solve sophisticated problems, using ideas and techniques from physical chemistry. 3. Able to bring together concepts from across the discipline, and to apply them to real-world problems 4. Introduced to aspects of molecular and bulk physical chemistry with a mathematical treatment so as to provide a firm scientific base that can be transferred into core chemical engineering units 5. Expected to demonstrate a professional approach to professional and transferrable skills and be able to explain chemical topics to a non-scientific audience.