Seminar/ workshop room with computer and projector; library resources; office space for tutorials; university computing facilities; Blackboard.

Contact time will comprise some or all of: lectures, seminars, small group work, individual or small group scheduled tutorials, whole or partial group workshops, student individual or group presentations, in-class tests or other in-class forms of assessment, student-led group discussions, student-requested or drop-in tutorials, telephone or other technology-assisted tutorials or conferences, visiting speakers, and on-line discussion, advice or feedback.
The Continuous and Formative Portfolio will consist of a set of elements, all of a formative (learn while doing) nature, and variously distributed throughout the teaching semester. There may also be diagnostic-formative assessments (learn while doing, but not formally assessed). The portfolio may include some or all of the following elements, among others: bibliographic exercises, PDP development diaries, quizzes, essay planning exercises, oral examinations, short answer or multiple choice in-class tests, self-evaluative exercises or reports, exposition essays, research essays, mentoring evaluations, individual or group oral presentations, presentation write-ups or evaluations, informal logic exercises, dissertations, field work reports and discussions, evaluation reports, literature reviews, on-line discussion forum contribution, continuous assessments of performance or contribution, on-line workshop write-ups, critical discussions, article or book reviews, research plans, methodological reviews and evaluations, career planning exercises and reports, take-away examinations, draft versions of any of the above, revised versions of any of the above. All elements of assessment within the portfolio must be passed for the module to be passed.

Key Information Set Data:
Scheduled Learning & Teaching Activities 15%
Guided Independent Learning 85%

Ethical issues regarding life and death are not only constantly being debated in the media, but they tend to provoke very strong (and often very emotional) responses. Issues such as the rights of terminally ill people to have assistance to end their own life at a time and in a place of their own choosing, the rights of animals to protection from human experimentation and use, and the rights of prisoners to humane treatment, for example, are often hotly debated with little reflection as to the status of those rights - their source and their meaning. This course aims to cut through the heat of this media frenzy with cool philosophical reflection. It starts by outlining the various theoretical approaches to ethics, and then applies those approaches to a number of practical contemporary issues.

100% by continuous and formative portfolio. (4000 words)
[Learning outcomes 1 - 4]

Key Information Set Data:
Coursework 80% of assessment
Practical exams 20%

Blackburn. (2003). Ethics: A Very Short Introduction, OUP.
Frey & Wellman (eds) (2003). A Companion to Applied Ethics, Blackwell.
Gruen. (2011). Ethics and Animals. Cambridge.
LaFollette (ed). (2003). The Oxford Handbook of Practical Ethics, OUP.
Norman. (1998). The Moral Philosophers, 2nd ed.OUP
Regan. (ed) (1993).Matters of Life and Death: Essays in Moral Philosophy, McGraw Hill.
Singer. (2011). Practical Ethics, 3rd edition, Cambridge University Press.