National University of Ireland, Galway Science without Borders

Introduction to the fundamental aspects of thermo fluid mechanics in engineering. Basic language, scope and applications; thermo fluid systems, system boundaries; control volume concept; concepts of mass, momentum, heat, work, energy and entropy in thermo fluid systems, control volumes & cycles; conservation laws; physical & thermodynamic properties, behaviours and models of substances; fluid forces, statics and dynamics; relating velocity & pressure; problem-solving techniques, applications.

Governing differential equations of flow – continuity, momentum and energy; Navier-Stokes equation. Simplified concepts, stream function and potential flows. Dimensional analysis and similarity; dimensionless groups; modelling and experimental fluid mechanics. Laminar, transitional and turbulent flows; Reynolds number regimes in internal and external flows; the time-averaged equations. The speed of sound, acoustics and compressible flow regimes. Internal compressible flows; steady adiabatic and isentropic flows; effects of area changes; normal-shock waves; converging and diverging nozzle flows. Viscous flow in ducts; frictional pressure losses; component losses; diffusers; flow metering. Viscous external flows; boundary layers; external forces on immersed bodies – drag, lift. Idealised plane-flows; elemental solutions, superposition, images. Unsteady flows; vortex shedding, aero acoustics and forcing; added mass.

Review of conduction and radiation heat transfer. Review of thermodynamics. Convection heat transfer – physical mechanisms, development and use of empirical correlations. Review of the Rankine cycle and modifications (regeneration and reheat). Review of air standard cycles. Heating, ventilation, air conditioning and refrigeration. Renewable energy technologies. Case study for integrated application of thermodynamics and heat transfer tools in design/analysis of complex energy technology (e.g. gas turbine engine, hybrid electric vehicle). Design/analysis project: each student will carry out a detailed analysis or design on a chosen energy technology, following the model of the above case study. Laboratory assignments: internal combustion engine, experiment in convection heat transfer, CFD computation of convective heat transfer.

This module familiarises students with the most commonly used software and techniques that astronomers use to analyse observations of the night sky. It addresses data formats, scientific calibrations, image processing, spectrum processing, measuring the positions, brightness and colours of stars and galaxies, and studying the variations in the light of stars over time. Students practice these techniques in weekly practicals, using the Linux operating system and the same packages (IRAF, etc.) that professional researchers use. A field trip abroad, to a professional observatory, combines observing practice with further data-analysis projects.

Open to Speech and Language Therapy and Occupational Therapy Students

The aim of this module is to facilitate an understanding of the neuroanatomical functions of the body and how components of the central nervous system work together. Through neuroscience tutorials and cases, SLTs in training will learn about the role of neuroanatomical functions and how disease or impairment of the neuroanatomical system may impact on communication and swallowing. The interdisciplinary component of this module will facilitate the SLTs in training to learn about the role of the occupational therapist in the management of clients with neurological conditions.

The aim of this module is to facilitate an understanding of the organization and compartmentalization of the ours(3x praccticalsy.ieeukaryotic cell, cellular communications and motility, the cell cycle, cell death and cellular differentiation.

1. 
   Describe the basic organisation of a eukaryotic cell, name the major organelles and describe their function.
   
2. 
   Describe the main components of the cytoskeleton in eukaryotic cells and know what their function is.
   
3. 
   Describe the junctions which form between eukaryotic cells.
   
4. 
   Be familiar with the types of signal that cells send and receive and the main signalling mechanisms utilized by eukaryotic cells
   
5. 
   Describe the eukaryotic cell cycle and understand the processes of mitotic and meiotic cell division.
   
6. 
   Describe cell death and know that this can occur by several mechanisms including apoptosis and necrosis.
   
7. 
   Describe what stem cells are and the basics of the process of cell differentiation from stem cells to the specialized cell types of the human body.
   
8. 
   Describe the basics of how loss of cell control can cause cancer.
   

The module covers the histological structure and functional relationships of the fundamental tissues, including the microvascular system. There is a strong emphasis on the common principles of tissue architecture that underlay the structure of the fundamental tissues. How these common principles are modified to provide unique tissue specific structures and functions is also emphasized. Tissue turnover and dynamics are also considered, especially in the context of the response to injury and cancer development. The role of stem cells in tissue maintenance and the potential for tissue engineering in vitro are also addressed. The lectures are complemented by practicals using virtual microscopy in which the student will learn to recognize and classify all of the fundamental tissues and their cellular and non-cellular components

1. 
   Describe the ways in which cells interact with one another to form tissues and organs
   
2. 
   Describe the means by which tissues and organs interact with their surrounding environment
   
3. 
   List the fundamental tissues and state functions for each.
   
   1. 
      Give locations for each
      
4. 
   For each of the fundamental tissues you will:
   
   1. 
      Describe the types of cells and extracellular matrix that make up the tissue
      
   2. 
      Explain how different types of the tissue are classified and the basis of this classification
      
   3. 
      List and describe any special features of the cells which make up the tissue and relate this to overall tissue function
      
   4. 
      Where relevant, describe the tissue dynamics of growth and repair
      
5. 
   Explain turnover and tissue dynamics in respect of each of the fundamental tissues
   
   1. 
      Compare and contrast these factors between different tissues
      
   2. 
      Explain the role of stem cells in each of the above processes
      
   3. 
      Relate these concepts to tissue healing and the development of cancer
      

Human Body Structure is delivered by the anatomy department to students at the first, second and masters level in university for whom anatomy is not a core degree element who nonetheless require a sound basic knowledge of the structure of the human body. The content will cover each of the major anatomical systems of the human body, and in most detail the musculoskeletal system. The systems covered will include the cardiovascular, respiratory, gastrointestinal, reproductive system as well as a basic understanding of the organization of the topographic organization of the brain. The Module Aim is to enable all students to develop their knowledge of human anatomy in the context of their respective studies in engineering, health sciences, medical physics, regenerative medicine and biomedical science.

Open to Speech and Language Therapy Students

Human Body Structure is delivered by the Anatomy department to students at the first and second year level in University for whom anatomy is not a core degree element who nonetheless require a sound basic knowledge of the structure of the human body. The content will cover topics including the following:

• 
  Organisation of human body, anatomical terminology
  
• 
  Cell Structure, formation of tissues, cell and tissue types
  
• 
  Muscle tissue and the musculoskeletal system, muscles of mastication and facial expression
  
• 
  Human skeleton, movement
  
• 
  The human nervous system, central and peripheral
  
• 
  Anatomy and functional aspects of heart and great vessels
  
• 
  Respiration, the ribcage, thoracic musculature and movement, structure of trachea, bronchi, lungs and the larynx
  
• 
  Embryology, anatomy of the eye and ear, development of face and mandible with the potential abnormalities (*33% of content)
  
• 
  Fundamentals of the body’s immune, endocrine, digestive and reproductive systems.
  

This module is part of a package of modules which provide a three dimensional understanding of the general organization of the human musculoskeletal system through different methodological approaches. These approaches range from traditional dissection of cadaveric specimens to surface anatomy, to interpretation of standard clinical images (CT, standard and contrast radiographs, MRI) and to understanding of common pathologies through topographical knowledge of the human body. This module will comprise 72 practical hours and the learning objectives will be assessed through a final practical exam using cadaveric specimens and regular continuous assesments.

This course will provide a comprehensive understanding of the fundamental concepts of the biochemistry of proteins and their vital role as the molecular tools of living cells. Using examples, the relationship between structure on biochemical function will be discussed. Students will be introduced to the essential role of Enzymes as biocatalyst in living cells. The practical course will introduce students to the main concepts and methodologies for bio molecule measurement in biochemistry. On successful completion of this module the learner should be able to:

1. 
   Describe fully the general molecular structure and function of proteins
   
2. 
   Demonstrate the role of enzymes as nature's own bio catalysis at the molecular level from studies of kinetics and molecular structure
   
3. 
   Develop an understanding of the main experimental approaches and concepts for bio molecule analysis
   
4. 
   Manipulate biochemical reagents and perform biochemical assays
   
5. 
   Perform core techniques for measuring properties and quantities of the four main classes of bio molecules, including proteins
   
6. 
   Demonstrate an ability to present and interpret scientific results
   
7. 
   Draw scientifically grounded conclusions from observations and explain these in writing
   
8. 
   Explain the main units of biochemical measurements and perform the basic calculations used in biochemistry
   

The Human Nutrition module covers

b) The relationship between diet and disease - heart disease, diabetes, obesity, eating disorders.

On successful completion of this module the learner should be able to:

1. Demonstrate knowledge of the basic nutrients in food

2. Describe the relationship between diet and both prevention and treatment of disease

3. Explain the special nutritional needs of different population subgroups

4. Explain the importance of nutrition in a clinical setting

5. Describe nutrition policy both in Ireland and Internationally

The module consists of units designed to develop research & reporting skills important for professional chemists. These include sourcing knowledge from literature, critically analysing data, preparing reports, communicating research outcomes. Units in scientific writing, presentations and use of various computer packages are included. Assignments will also require the students to demonstrate broadening their knowledge and enhancing their understanding of (Biopharmaceutical) Chemistry.

The module begins with a brief overview of some of the key concepts in molecular sequence biology, including DNA and DNA sequencing, the genetic code, the Central Dogma of molecular biology, genome biology, molecular evolution and phylogenetics. Some concepts in graph theory are introduced, followed by a demonstration of graph theoretical methods applied to the genome assembly problem, which consists of assembling collinear genome sequences from short, random fragments of the sequence that are generated in genome sequencing projects. The problem of aligning homologous (related by descent) sequences is introduced and solved using a dynamic programming algorithm. The course covers algorithms to infer evolutionary relationships (i.e. phylogenetic trees), using concepts such as evolutionary parsimony and genetic distance. Transformational grammars are introduced as well as their applications to the description of amino acid sequence motifs and the structure of RNA molecules. Depending on time, the course may include a review of concepts in systems biology and the analysis of biological networks.

On successful completion of this module the learner should be able to:

1. Describe several problems in molecular sequence biology.

2. Use graph theoretical methods to solve toy genome assembly problems.

3. Apply algorithms to align homologous DNA sequences.

4. Infer phylogenetic trees using parsimony and/or genetic distance based methods.

5. Describe concepts in transformational grammars.

6. Determine the grammar class that corresponds to a set of rules.

7. Parse a DNA (or other) string using regular and context-free grammars.

8. Describe key concepts in systems biology.

Code	Module Title	Semester	ECTS	Examination Arrangements
MI202	Laboratory Skills in Microbiology I	1	5	Continuous Assessment

Module Description: The study of microorganisms requires that first they be isolated in pure culture and then that their identity can be determined. This laboratory based module will provide instruction in the basic techniques by microbiologists to culture and identify significant groups of bacteria. Culturing techniques and basic microscopy will be the main emphasis of the module. The module will be supplemented by 6 lectures that will provide the theoretical background necessary to understand the laboratory methodologies.

Code	Course	Semester	ECTS	Examination Arrangements
MI323	Food and Industrial Microbiology	2	5	Two hour examination

Characteristics of bacteria, fungi and viruses associated with foods; Factors affecting growth of micro-organisms in foods; methods of food preservation; food safety; food spoilage; HACCP; microbiology of specific foods. Bioreactor/fermenter design and batch, fed batch and continuous fermentations. Influence of strain selection, medium composition and process manipulation on productivity.

Modules below from OY215 – PH317 are available to

Occupational Therapy students only

Code	Module Title	Semester	ECTS	Examination Arrangements
OY214	Enabling Occupation - Paediatrics	1	5	MCQ’s (10%) Written Examination (90%).

This module is a comprehensive introduction to the role of the occupational therapist with children. The module consists of 24 hours of lectures and workshops focused on the role of the occupational therapist within the paediatric team. Lectures are complimented by additional 3-hour group tutorials focused on the administration and critique of standardised testing in paediatrics. Workshops, lectures and tutorials are further consolidated by 12 medical lectures delivered by paediatricians’ specialised in a variety of childhood disabilities, with a focus on interdisciplinary working

In this module, students will become familiar with the specific strengths and challenges of adults and older adults with mild, moderate, severe and profound Intellectual disabilities. Students will explore the assessments and interventions utilized by occupational therapists with this client group and the evidence base supporting this. The role of the occupational therapist will also be explored in relation to topical issues for this client group such as advocacy, supported employment, personal relationships, sexuality and parenting with an Intellectual disability.

This module explores the best available clinical evidence from systematic research and applies and integrates this with clinical practice. Students will be required to make judicious use of evidence to guide professional judgment about the effectiveness of specific interventions for individual clients. Students will develop skills in literature searching, critical appraisal and clinical application of evidence

With the increasing need for evidence, audit and clinical effectiveness, quantifiable measures of effectiveness are essential. In order to engage in and develop evidence based practice, occupational therapists need to be familiar with and competent in administering, scoring and interpreting the results of standardised tests and outcome measures. This module introduces the students to a range of standardised assessments and outcome measures used in Occupational Therapy, the psychometric properties of the tests and how these influence correct administration, scoring and interpretation. Students also gain skills in report writing and synthesis of clinical and other information and appropriate presentation of this.

The Model of Human Occupation is presented in this module; it is the final model of Occupational Therapy that is taught on this course. Concepts such volition, habituation and performance capacity are introduced and students will consider how to apply this model to the clients they encountered on practice, as well as to a range of other clients through a series of case-studies.

Students will also be introduced to the assessments that accompany the model.

Code	Module Title	Semester	ECTS	Examination Arrangements
PH317	Occupational Health	1 & 2	10	Two hour examination (Spring session)

This course outlines the general approach for the assessment of the health risks associated with exposure to hazardous substances in the workplace. It addresses the theory and practice of sampling, and controlling chemical, biological and physical workplace hazards.Students will cover the following subjects; Introduction to Occupational Hygiene, thermal environment, gases, dusts, noise, vibration, engineering and administrative controls

This module provides an introduction to the medical imaging and instrumentation aspects of real imaging environments, ranging from obsolete modalities to the modern topographic imaging modalities (such as PET and SPECT). This module also covers the fundamental processes involved in forming images using ionising radiation, safety issues associated with ionising radiation and methods of radiation detection.

This course outlines the general approach for the assessment of the health risks associated with exposure to hazardous substances in a workplace environment. It addresses the theory and practice of sampling many of the chemical and biological workplace hazards for example, particulates, bio aerosols, gases, vapours. Students will cover the following subjects; Introduction to Occupational Hygiene, Thermal environment, workplace gases and vapours, workplace dusts, workplace case studies

This module introduces students to core concepts in Pharmacology. These include Pharmacokinetics: how drugs are administered, absorbed, distributed around the body, metabolized and excreted; and Pharmacodynamics: how drugs act on their targets in the body, for instance activating or inhibiting proteins, effects of increasing dose, and the clinical consequences of both drug pharmacdynamics and pharmacokinetics.

This module introduces students to drug action on the autonomic nervous system and to the process of discovering and developing new drugs

The aim of this module is to introduce key principles and concepts of Toxicology to science students with an interest in poisons and to enable these students to apply these principles and concepts to specific toxicants.

The course is delivered in Semester 1 with lectures divided into blocks linked to specific learning objectives. The lecture blocks are:

Fundamentals of Toxicology: Introduction to key principles of toxicology

Toxicokinetics: Factors affecting toxic responses including absorption, distribution, metabolism, elimination

Mechanisms of Toxicity: Mechanism of toxic action including biochemical toxicology and mechanisms of cell death

Target Organ Toxicology: The concept of target organ toxicity and Liver, Lung, Skin, and Nervous System Toxicity

Toxicity Assessment: How toxicity is assessed and challenges faced in extrapolating risks to man, in vitro and in vivo testing.

*****10 STUDENTS ONLY FOR PS159****

Code	Module Title	Semester	ECTS	Examination Arrangements
PS159	Psychology 2: Health & Social Psychology	1 and 2	5	Health Psychology component: Examination (40) and report on change management exercise (10) Social psychology component: essay (50).

Open to Speech and Language Therapy and Occupational Therapy Students

Aims of the Module

This module aims to introduce SLTs in training to health psychology and social psychology and their relevance to speech and language therapy practice. Health psychology is the branch of psychology which focuses particularly on the relationship between psychology and health. It involves the study of the promotion and maintenance of good health, the causes and experience of ill health, and the health care system. The aim of this course is to introduce students to health psychology, including its theoretical models, evidence base and application to speech and language therapy. Social psychology is the study of how people and groups interact. This module will also introduce SLTs in training to social psychology by conceptualizing and examining important social phenomena related to SLT practice.

Open to: Speech and Language Therapy and other Health Care Students

1. 
   To introduce SLTs in training to the key personal and professional skills and employer context applicable to all health professionals, and to the specific speech and language therapy competencies required for the identification and assessment of communication and swallowing needs, formulation and implementation of intervention plans to meet identified needs.
   
2. 
   To introduce SLT’s in training to the concept of therapeutic relationship and the skills required to deliver this.
   
3. 
   To facilitate the integration and application of knowledge, skills and attitudes ‘off-line’ through case-based learning, thus facilitating links between theory and practice.
   
4. 
   To facilitate integration of learning from Strands 1, 2, and 3 of the curriculum.
   
5. 
   To introduce SLTs in training to evidence-based practice and the importance of research in SLT. The focus will be on searching for literature using library catalogues and databases,
   
6. 
   Citation of literature and introduction to critical appraisal of literature.
   
7. 
   To introduce SLTs in training to inter-professional education and the concept of inter-professional working in health care.
   

Open to: Speech and Language Therapy, Education and Health Care Students

This module will introduce SLTs in training to the classification, types, nature and causes of developmental and acquired communication and swallowing impairments in children and adults¹. There will be emphasis on developmental speech, language, and communication impairments and the sub-types of speech and voice impairments. This will facilitate SLTs in training to begin to apply their learning from the modules.

To equip students with an understanding of how speech is produced and to provide grounding in the descriptive and transcriptional conventions for referring to speech sounds. The module develops listening and transcription skills and provides an overview of the procedures in carrying out a basic phonological analysis.

The aim of this module is to build on the learning of key knowledge, skills and attitudes underpinning speech and language therapy practice from Year One. Some of the same topics will be revisited and SLTs in training will be expected to demonstrate more in-depth understanding and competence in second year. The learning outcomes in Professional Studies 2 are based on the Therapy Project Office (2008) competencies.

1. 
   To build on the key personal and professional skills, and employer context applicable to all health professionals already gained in year 1
   
2. 
   To build on the specific speech and language therapy competencies required for the identification and assessment of relatively straight-forward cases of communication need, formulation and implementation of intervention plans to meet identified needs
   
3. 
   To facilitate the integration and application of knowledge, skills and attitudes from Strands 2 and 3 through provided clinical cases provided by academic staff with guidance, thus facilitating links between theory and practice.
   

In this module students will learn core clinical knowledge about the diagnostic features and specific aspects of assessment and intervention in the management of relatively straight-forward cases of communication and swallowing impairments. The general principles of assessment and intervention are taught in Strand 1, the Developing Clinician, and this module will include the core clinical and specific aspects of assessment and intervention strategies for a range of communication and swallowing impairments. SLTs in training will build on knowledge of developmental speech, language and communication impairments from year 1. SLTs in training will also build knowledge of acquired speech, language and FEDS impairments in adults. This will facilitate SLTs in training to apply learning from neuroscience modules to acquired communication and swallowing disorders. SLTs in training will also begin to discuss psycholinguistic theory in relation to developmental and acquired communication impairments.

Open to: Speech and Language Therapy, Linguistics students

To further equip SLTs in training with core knowledge and skills in the areas of theories of bilingualism, narrative analysis, discourse analysis, and non-verbal communication underpinning speech and language therapy practice. In addition, this module will introduce SLTs in training to a variety of instrumental techniques applied in experimental phonetics with an emphasis on the acoustic analysis of speech. Students acquire basic skills in the acoustic analysis of speech and voice relevant for clinical applications through a combination of lectures and practical labs. There is an emphasis on speech and language therapy clinical practice and on basic skills in the use of instrumentation in speech and voice analysis.

In Communication Impairments and Dysphagia 2, SLTs in training learned about the key diagnostic features and specific aspects of the assessment and management of a range of speech, language, hearing, communication, voice and fluency disorders. In Communication and Dysphagia Impairments 3, SLTs in training will build on this knowledge and will learn about the assessment and management of complex communication and FEDS impairments. SLTs in training will explore controversies in theoretical perspectives in communication and swallowing impairments. There will be an emphasis on EBP in identification, assessment and intervention in speech and language therapy practice.

This course aims to:

1. 
   Provide a modern education in physiology for students with different intellectual interests and a variety of career aspirations.
   
2. 
   Focus on a quality academic education including where appropriate the acquisition of technical skills.
   
3. 
   Advance students’ knowledge of fundamental principles in a range of physiological subjects.
   
4. 
   Provide an educational environment within which students can develop an interest in and enthusiasm for their subject, and realize their potential by acquiring intellectual, scientific, technical and study skills appropriate to self-directed study and lifelong learning.
   
5. 
   Foster learning through the study of the scientific literature, including original research papers and immune function.
   

This course aims to:

1. 
   Provide a modern education in physiology for students with different intellectual interests and a variety of career aspirations.
   
2. 
   Focus on a quality academic education including where appropriate the acquisition of technical skills.
   
3. 
   Advance students’ knowledge of fundamental principles in a range of physiological subjects.
   
4. 
   Provide an educational environment within which students can develop an interest in and enthusiasm for their subject, and realize their potential by acquiring intellectual, scientific, technical and study skills appropriate to self-directed study and lifelong learning.
   
5. 
   Foster learning through the study of the scientific literature, including original research papers and immune function.
   

Open to Speech and Language Therapy and Occupational Therapy Students