fall Study Abroad and Exchange Courses

In these classes you will develop an understanding of the key financial systems in a business.

The aims of this course are:
-Understand how accountants function in a business environment.
-Understand what accounting is and users of accounts.

Course Learning Outcomes:
-To understand the different accounting functions
-To understand what is accounting and bookkeeping and
-To understand and identify key stakeholders in accounting information.

Assessment for this course is one 800 word short essay worth 100%.

Course Description/aims:
The module focuses on understanding the development of international trade theory in a changing world economy by analysing actual problems in international economic theory and policy. It puts forward an analytical framework for shedding light on current international events related to trade issues. The course analyses both theoretical trade models and how these are supported by pertinent data and policy questions. Finally, the course analyses the history and role of major international economic institutions, including the IMF, the World Bank and the WTO.

Learning Outcomes:
(i) To learn and evaluate the evolution and role in international economic affairs of major international economic institutions like the WTO, the IMF and the World Bank;
(ii) To learn and apply the major theoretical models on international trade issues and their conclusions;
(iii) To understand and evaluate contemporary international trade issues.

Brief description of curriculum content:
This module covers international economic institutions and all contemporary international trade approaches, including determinants of trade patters (e.g. comparative advantage, factor endowments, intra-industry trade, new trade theory and geography), and industrial policies.

1 one hour lecture
1 one hour seminar

Essay 2,000 words - 100%

Course Description/aims:
This module focuses on important historical figures and their contributions in the early development of economic theory that defined the “classical” period (late 18th – early 19th century). Such intellectual giants include Adam Smith, David Ricardo, and Robert Malthus.

Learning Outcomes:
(i) Understand the historical context that shaped the classical economic approach;
(ii) Introduce and understand the early contributions to economic analysis of the “wordly” philosophers and how they shaped the evolution in economic thought of issues like the working of markets, price determination, population theory, international trade, economic growth and resource allocation and income distribution.

Brief description of curriculum content:
Introduce the thinking and contributions of early philosophers (e.g. David Hume and Adam Smith), and cover extensively the evolution of classical economic thought in the first half of the 19th century, including the works of David Ricardo and Robert Malthus.

1 one hour lecture
1 one hour seminar

Essay - 2,000 words 100%

Course Description/aims:
This module will introduce students to the role of the financial system in the wider economy.

Learning Outcomes:
- To understand the role of the financial system in the wider economy
- To gain a comprehensive understanding of financial markets, including their structure, functions, and participants.
- To learn about the various types of financial instruments, such as stocks and bonds and how they are traded.

Brief description of curriculum content:
The module provides an overview of the financial system, the risk and term structure of interest rates, transaction cost, asymmetric information, adverse selection and moral hazard.

1 one hour lecture
1 one hour seminar

Essay 2,000 words 100%

Course Description/aims:
The module examines how economic theories can be applied to issues important for contemporary global economy

Learning Outcomes:
- To understand the main causes and triggers of recent financial crises.
- To evaluate the role of financial institutions, government policies, and regulations in mitigating or exacerbating financial crises.
- To examine the historical context and stages of European Union integration.
- To evaluate the economic implications of the United Kingdom's decision to leave the European Union (Brexit) on trade relationships.
- To understand the key concepts and principles of sustainable development.

Brief description of curriculum content:
The module focuses on current issues facing the global economy with special emphasis placed on the:
- Recent financial crisis causes and consequences.
- European Union integration and the economic consequences of Brexit
- Sustainable development

1 one hour seminar

Essay 2,000 words 100%

Course Description/aims:
This module covers intermediate price theory by marrying formal theory with robust, thoroughly-analysed real-world problems in analysing the working of markets and price determination. Microeconomic theory is introduced through a combination of calculus, algebra, and graphs. The course integrates estimated, real-world problems and applications, using a step-by-step approach to demonstrate how microeconomic theory can be applied to solve practical problems and policy issues.

Learning Outcomes:
(i) To understand the working of markets and its extensions;
(ii) To apply robust mathematical techniques in analysing market outcomes;
(iii) To solve problems related to price determination;
(iv) To solve problems related to optimisation behaviour for consumers and firms.

Brief description of curriculum content:
This module covers the workings of market supply and demand and its extensions (elasticities and tax incidence), consumer choice theory, and firm objectives.

1 one hour lecture
1 one hour seminar

1 hour in-class test - 100%

Students will be introduced to the underlying principles of the marketing field. Fundamental to an understanding of marketing is a clear understanding of the relationship between marketing and the global markets. As the global markets change and the wants and needs change with these markets, marketers need to be able to contextualise marketing theory and practice within a broad timeframe that encompasses past, present and future. In order to achieve this, the course focuses on the role of marketing in relation to customers, consumers and the micro and macro environments.

Structure of the course: 2 x 1 hour lectures, 1 x 2 hour seminar.

Assessment for this course is a written report related to introducing a new product/good/service to a specific target market, worth 100% of your final grade.

In these classes students will work with data sets and employ a broad range of qualitative and quantitative methods to analyse and make sense of complex information and to provide evidence–based marketing recommendations. Students will also engage with SPSS to learn how to conduct a range of hypothesis tests. The course aims to introduce the students to the concept of marketing research and will explore both quantitative and qualitative methods of analysis.

Course Learning Outcomes:
-Demonstrate a thorough and comprehensive knowledge and understanding of Marketing theories and their application in a variety of organisations and settings.
-Problem solve and be able to demonstrate critical analysis.
-Demonstrate an understanding of the ethics of marketing
-Understand and be able to demonstrate appropriate use of statistical analysis and research methodologies.

Course Curriculum Content:
- Students will work with data sets and employ a broad range of qualitative and quantitative methods to analyse and make sense of complex information and to provide evidence–based marketing recommendations.
-Students will also engage with SPSS to learn how to conduct a range of hypothesis tests.

Assessment for this course is a Marketing Analytics Assessment (2,500 words equivalent) worth 100% of your final grade.

The course aims to introduce the students to the concept of Marketing Strategy and Planning.

Course Learning Outcomes:
-Demonstrate a thorough and comprehensive knowledge and understanding of Marketing theories and their application in a variety of organisations and settings.
-Demonstrate knowledge and understanding of the role of contemporary marketing techniques and the potential impacts on society
-Demonstrate an understanding of the ethics of marketing.
-Problem solve and be able to demonstrate critical analysis

Course Curriculum Content
-This course will demonstrate the critical importance of an organising establishing, understanding, executing and monitoring its marketing strategy.
-It will also explore the key components of a marketing plan and examine how to devise and implement a sustainable plan which contributes effectively to an organisations strategic goals and objectives.

Assessment for this course is a written 2,500 Marketing Plan worth 100%.

In these classes you will develop an understanding of specialist cost and management accounting techniques, performance measurement and control techniques and contemporary decision making tools available to the management accountant.

The aims of this course are:
-To gain an understanding of methodologies which utilise non-financial data to assist in measuring business performance. In particular, this will include Balanced Scorecards.
-Consideration will also be given to performance in the not-for-profit sector.

Course Learning Outcomes:
- To asses the performance of a business from a non-financial viewpoint.
- To appreciate the different factors involved in business operations.

Assessment for this course is a 1,500 word written report based on a corporate scenario. (100%)

This course offers an introduction to Microeconomic Principles, including the workings of supply and demand with applications to analyse government intervention (price controls and taxes), along with an analysis of various types of market structure, from perfect competition to monopoly. Students will learn practical applications for microeconomics by using real-life examples.

The aims of this course are:
-To explore;
-The forces of supply and demand;
-Elasticities
-Government policy
-Externalities
-Cost and revenue
-Public and merits goods
-Market structures: perfect competition, monopolistic competition, oligopoly and monopoly

Course Learning Outcomes:
-To apply knowledge of the determinants of supply and demand.
-To apply knowledge of price and income elasticity of demand.
-To Analyse government intervention in markets.
-To Understand and describe (compare and contrast) the various types of market structure and possible outcomes







The aims of this course are:
- The forces of supply and demand
- Elasticities
- Government policy
- Externalities
- Cost and revenue
- Public and merits goods
- Market structures: perfect competition, monopolistic competition, oligopoly and monopoly

Assessment for this course is a 1,000 word Microeconomics Report presenting and explaining the economics content of one news article dealing with a Microeconomic topic.

Social Marketing and Social Media course curriculum overview:
- Introduction to Social Media and Social Marketing
- Marketing Ethics
- Sales Concepts and Strategies
- Retail Marketing
- Relationship Marketing

Learning outcomes
At the end of the course, you will be able to:
1) Critically evaluate how social media can be utilised by marketers both from a theoretical and practical perspective.
2) Critically examine how technological advancements are shaping the use of social media amongst customers.
3) Critically analyse theories, models and frameworks of behavioural change.
4) Critically evaluate how social marketing can bring about behaviour change.

Curriculum content:

1st Week Social Publishing
2nd Week Social Community
3rd Week Social Entertainment
4th Week Social Commerce
5th Week The Horizontal Revolution
6th Week Behavioural Objectives and Barriers
7th Week Developing a plan for monitoring and evaluation
8th Week Creating an implementation Plan

Assessment for this course is a Social Media / Marketing Project - 3,000 words for 100% of the marks

This course offers an introduction to Statistics, by studying charts and graphs, measures of central tendency and dispersion, basic probability theory, random variables, discrete and continuous probability distributions, and sampling techniques.

The aims of this course:
-To provide a solid foundation of statistical knowledge and its various applications.

Course Learning Outcomes:
- To develop knowledge and understanding of fundamentals and basic tools of statistical analysis, in both theory and application.

Assessment for this course is a 1 hour in-class test worth 100% of your final grade.

This course will explore the formation and structure of the Earth, the dynamic geological processes that control the evolution of the Earth, and the Geological Structures and landscapes that form the Earth's surface.

The course aims to provide students with the opportunity to investigate the formation and structure of the Earth; the dynamic geological processes that control the evolution of the Earth; and, geological structures and landscapes that form the Earth's surface.

Learning outcomes:
1. Demonstrate knowledge and understanding of the formation and geological evolution of and dynamic geological processes that influence the Earth
2. Demonstrate knowledge and understanding of selected geological structures and features that contribute to the geological landforms and landscapes that form the surface of the Earth

Essay - 2,000 words for 100% of the marks. Typical title ' Outline and Discuss how the theory of platetectonics revolutionized the way Erath/environmental scientists looked at the Earth's dynamic processes'

The course is delivered through a combination of lectures and workshops/laboratory practicals. The lectures will provide the necessary background information that is required to undertake the practical investigation of the geological materials within the workshops/laboratory practicals. The lectures will outline the major rock-forming mineral groups and minerals before considering the interrelationships between the internal and external processes of the Earth (including the role of plate tectonics) that give rise to the three major rock groups. Each rock group will be explored in turn in relation to their formation processes, locations, key features/characteristics and classifications of individual rock types.

The practicals are designed around the acquisition and development of the skills and techniques required to be able to classify rocks according to the three major groups of rock (igneous, metamorphic or sedimentary). This will include the ability to determine their mode of formation (process or product); where they are typically located or occur (setting or environment); and, identify individual rocks types based on their mineral composition and other diagnostic features (texture etc.).

A short field visit is proposed to the World Museum in Liverpool city centre to investigate their geological collections (minerals, rocks and fossils).
The assessment will comprise two components: a written assignment and a practical class test. The written assignment (essay) will demonstrate knowledge and understanding of the processes involved in the formation of the geological materials; and, the practical test will assess the ability to identify a selection of rocks based on the interpretation of the key diagnostic features of the individual rocks.

Assessment
50% Essay (2,000 words)
50% Practical class test (1.5 hours)

Course Available both FALL and SPRING

Curriculum content: This course considers selected processes that shape and modify the surface of the Earth, for example, weathering, mass movement. Students will explore and evaluate the diversity of geomorphological and/or biogeographical processes in operation on the Earth particularly with regard to their controlling factors, role in temporal and spatial patterns, and, landform/landscape development (including soil formation). This course may also include non-residential fieldwork.

Course aims: This course aims to develop students knowledge, understanding and interpretation of selected Earth surface processes (geomorphological and biogeographical processes) and their role in landform and landscape development.

Learning Outcomes: Students will be able to evidence an increased knowledge and critical understanding of the processes that shape and modify the surface of the Earth.

Assessment
Coursework- Essay - 2,000 words for 50% of the marks
Coursework - Case study - 2,000 words for 50% of the marks

The course begins with developing your understanding of the physical properties that drove the climatic transition into the Holocene (our current ‘warm’ epoch). It then goes onto explore climatic fluctuations during the Holocene and how this stability helped to develop human society including the agricultural and industrial revolutions. The course then looks at anthropogenic (human) impact on environmental change and questions whether or not we have moved into the Anthropocene. The course is centred around changes in the Earth’s system: Atmosphere, Hydrosphere, Cryosphere, Lithosphere and Biosphere.

The course aims to provide an understanding of climate and environmental change during the Holocene time period (11,700 – present day) through identifying the climatic and anthropogenic drivers of environmental change.
The Environmental Change course aims to provide students with the opportunity to:
• experience a curriculum that encourages an interdisciplinary approach to investigate, understand and manage human interactions with the environment
• evaluate key concepts, debates, and develop a critical understanding of environmental change
• develop an informed concern for the environment, particularly regarding anthropogenic environmental change
• undertake an independent environmental science report to develop a critical understanding of the subject area

By the end of the course students should be able to:
• evidence knowledge of Holocene environmental change
• demonstrate a critical understanding of climatic and anthropogenic environmental change
• demonstrate the ability to communicate effectively, and to reflect on their learning experience

Teaching is one Lecture per week on Monday 3-4pm

Environmental Change Report - 1,500 words for 100% of the marks

This module will explore Global Environmental Change within the Archaean, Proterozoic and Phanerozoic eons. You will develop an understanding of the mechanisms giving rise to, and effects of, the Earth’s three main climate states within these eons – ‘snowball’, ‘icehouse’ and ‘greenhouse’.
N.B. This course will require prior knowledge / experience of the subject. Contact course provider for further information.

Course aims
This course aims to explore the nature of Global Environmental Change throughout Earth history through an evaluation of the climate states and their impacts within the Archaean, Proterozoic and Phanerozoic eons.

Learning Outcomes
By the end of the course, students should be able to:
1. Explain the nature of the Earth’s three main climate states within the Archaean, Proterozoic and Phanerozoic eons – ‘snowball’, ‘icehouse’ and ‘greenhouse’.
2. Demonstrate knowledge and understanding of the mechanisms giving rise to ‘snowball’, ‘icehouse’ and ‘greenhouse’ climate states.
3. Critically evaluate the effects and impacts of ‘snowball’, ‘icehouse’ and ‘greenhouse’ climate states throughout Earth history.

Essay 2,000 words for 100% of the marks

Description
The course will examine the increasing move by tourists towards seeking experiential and nice tourism products.

Course aims:
To provide a detailed understanding of domestic and international tourism destinations, including an informed understanding of the different forms of new and alternative tourism

Course outcomes:
To provide an informed understanding of the changing nature of tourism and tourists, and the rise of alternative forms of tourism.
To provide a detailed and informed understanding and appreciation of tourism within its wider social, economic and political context.

Assessment detail:
Essay - 2000 words - 100%

Awaiting description - we will update this site when we have further information

The content includes; why communication matters, the basic skills of communication (birth to Early Years), child directed speech, shared reading, home learning environment, bilingualism, investigating child language errors, immersive experience measuring psychometric performance, developmental disorders, development of complex narratives, the roles of peers in communication interaction. Please note that if students complete the course in December not all areas will be covered.

Assessment
Essay -1,000 words for 100% of the mark

This intense 8-week course provides an authoritative introduction to the field of health promotion, with a specific focus on proactive approaches in the normal population. Professor Cousins presents a series of teaching sessions that provide a critical overview of the field, its theories and applications. The programme includes contemporary examples, including her own research on managing work-related stress. Whilst Health Promotion is a ‘stand-alone’ course, it is strongly recommended that students should have taken an ‘Introductory Psychology’ course.

Assessment
100% Essay (1,000 words)

Psychology and Ethics
Course Aims:
Aim 1 - To provide students with a deeper understanding of scientific and philosophical underpinnings of Psychology.
Aim 2 – To gain a broader insight into the social, economic and ethical impact of psychological research and its applications.

Week Lecture 1 Lecture 2
1 Overview of course What are ethics? How are they different from morals
2 Moral development 1 Moral development 2
3 Moral perspectives 1 Moral perspectives 2
4 Free Will Determinism
5 Rights Dignity
6 Ethical Principles: Researcher Ethical Principles: Practitioner
7 Risk 1 Risk 2
8 Consent Debrief

Assessment
100% Essay (2,000 words)

At the intersection of Science and Art, the course in Psychology of Aesthetics and the Arts proposes a journey across theories and empirical work on the psychological processes involved in the aesthetic experience of visual art and design, music and dance, natural and urban settings. The course is organized in themes addressing the role of objects, contexts, states and individual differences on aesthetic experience. This will be accompanied by a series of short experimental demonstrations in which the students will take part. This course is an opportunity to reflect on the relevance of the psychological function of aesthetic appreciation for the individual and the society

Course topics include:
- Course Introduction. Science and Art
- Empirical aesthetics: theories and methods
- Visual preference for object properties
- Aesthetics, architecture and design
- Aesthetics and natural environments
- Aesthetics in the real context
- Embodiment in aesthetic experience
- Art and Eye movements

Assessment

100% Essay (2,000 words)

From Advanced Studies in Graphic Design (third and final year of degree)

This Graphic Design course is constructed to promote the formation of critically aware individuals, with a technical competence in both physical and digital modes of working, and processing a robust professional awareness. At Level H these concepts are assumed to be well-rounded and aligned to professional aspirations. A good knowledge of the Adobe Creative Suite is essential.

You will use your technical and theoretical tools to problem solve in a range of professional and theoretical contexts. You will have the opportunity to master a range of technical skills and software competencies to develop your personal visual language.

This course focuses on theorising a creative trajectory. Writing a graphic design research proposal will help you understand the market and identifying effective graphic design solutions; consolidating links between your theoretical knowledge and professional practice. You will be able to demonstrate a deep and broad understanding of graphic design, with an ability to produce creative designs; working to professional parameter either in print or digital format.

Themes Include:
Working to a live brief
Building a national and international profile
Understanding clients and building professional relationships Developing and testing ideas
Physical and digital reprographics
Proofing and finalising designs
Independent enquiry and creative practice
Advanced User Experience and User Interface Design (UX/UI)

In third year, students will consolidate their robust understanding of the theoretical and practical principles of Graphic Design by enacting their knowledge in the formation of a high quality professional portfolio of work. Innovation will underpin their work throughout their final year of study and they will collaborate with staff on their research, work to live briefs and theorise their own independent approaches to study and design. The final year aims to provide students with the opportunity to create a distinct body of work and a professional skillset and attitude that will equip students with the potential to excel in a competitive and creative sector. The graphic design research block provides students with the opportunity to tailor their own particular interests aligned with their career ambitions. Students will produce written research in the form of either a dissertation or special study.

Students will be able to demonstrate:
LO1: their ability to research independently and produce a high quality graphic design project driven by a well framed conceptual idea that reflects their own individual creative identity and professional direction and the professional awareness and self-criticality to organise their finest work.

LO2: their potential to generate future employment opportunities by orienting their skill set to the professional domain by theorising, creating and presenting a selection of graphic design work to a range of external stakeholders on a number of digital and face to face platforms.

Portfolio minimum 10 portfolio sheets (75%)
Learning journal and research, 1,000 words equivalent (25%).

The history of aesthetics is necessarily bound up with philosophical ideas about the nature and function of art and design, and how the past has influenced current theories of art. Given the extensive nature of this subject, the course aims to act as a catalyst to further study and thought rather than providing a comprehensive history of aesthetics. To that end, the seminars focus on the key aesthetic concepts such as beauty, taste, value, interpretation and creativity. Through intensive study of these concepts, students will be introduced to a range of writers and philosophers of art, design and wider culture, spanning centuries of Western history.

Course Aims:
-Develop students’ engagement with some key concepts, themes, and debates in aesthetics.
-Develop students’ ability to give clear analyses of complex positions.
-Develop students’ critical thinking skills and ability to develop original arguments.

Learning Outcomes:
-Demonstrate a broad understanding of some important classic texts and authors in the history of the Philosophy of Art and a broad understanding of the central debates about art and artistic evaluation in contemporary philosophy.
-Demonstrate how to relate the ideas and concepts that can be found in classic texts with the ideas and debates that are currently discussed in the philosophy of art and art criticism.
-Demonstrate an understanding of the relevance of philosophical ideas to everyday artistic practice and criticism.

Assessment for this course is a 1,500 word essay worth 100% of your final grade.

This course explores the re-performance, re-interpretation, and re-making of classical plays, such as Euripides’ Alcestis and Shakespeare’s The Winter’s Tale (plays may change depending on the year). The course investigates the theatrical and political potentials of scenography, fragments, voice, storytelling, casting, and adaptation. The student will then have the opportunity to work towards creating their own adaptation of a classic text. This course will test and challenge assumptions about the ‘classical’ canon, and its importance for contemporary theatre-makers.

Assessment
Performance and Viva (10 minute performance and 10 minute Viva)

Course Description
This is an exploratory year where students will be introduced to the notion of conscious design and sustainability. Creative fashion based projects will encourage unconventional ways to approach and enrich the design process, combining new and existing techniques across various disciplines. These approaches will be extended through the use of a broad range of materials, including textile, metal, ceramics, plastics, wood and the digital process.
A series of thematic projects will explore shifting ‘making' mindsets from throw away and non reusable to lasting and precious. The emphasis will be on experimentation through material led investigation, exploring a range of making skills, relevant industry standard machinery and processes. At Level C, we will encourage fast paced and experimental approaches to build experience and confidence

Course Aims
• A critical understanding of sustainability and ethical practice within contemporary fashion.
• A rigorous understanding of design development underpinned by conceptual thinking, problem solving and risk taking for an evolving creative sector.
• The practical and theoretical skills associated with concepts and material investigation supported by digitally informed knowledge specific for industry expectations.
• An understanding of materiality and the confidence to use various material area applications with a focus on tactility and haptic technologies.
• The confidence to work collaboratively through interdisciplinary practice, and working with local partners and community.
• A critical understanding of visual culture, aesthetics and communication to inform creativity and future professional development.
• The ability to research, to work independently and collaboratively, to establish a bespoke portfolio which is professionally informed.

Learning Outcomes
• Demonstrate practical and technical competence with processes and techniques through exploration of materials underpinned by various digital technologies.
• Research and reflect on the historical, theoretical and/or contemporary contexts of their own and other making practices.
• Utilise a range of methods, including drawing, making and writing, to research, develop, reflect on and communicate ideas and concepts.
• Demonstrate an independent and creative approach to contemporary fashion design, researching and reflecting, informed by contextual and practical understanding.

A Portfolio for 100% of the mark

This course is for 15 credits - there is also a 30 credit version - see CFDC002

Course Description
This is an exploratory year where students will be introduced to the notion of conscious design and sustainability. Creative fashion based projects will encourage unconventional ways to approach and enrich the design process, combining new and existing techniques across various disciplines. These approaches will be extended through the use of a broad range of materials, including textile, metal, ceramics, plastics, wood and the digital process.

A series of thematic projects will explore shifting ‘making' mindsets from throw away and non reusable to lasting and precious. The emphasis will be on experimentation through material led investigation, exploring a range of making skills, relevant industry standard machinery and processes. Core themes will include eco - responsibility, the resurgence of the hand made in the current climate, re-use, make do and mend and the need to conserve energy and resources.

Methods such as reverse design, deconstruction and adaptation will be positioned alongside more traditional construction methods and skill development. At Level C, we will encourage fast paced and experimental approaches to build experience and confidence.


Course Aims
• A critical understanding of sustainability and ethical practice within contemporary fashion.
• A rigorous understanding of design development underpinned by conceptual thinking, problem solving and risk taking for an evolving creative sector.
• The practical and theoretical skills associated with concepts and material investigation supported by digitally informed knowledge specific for industry expectations.
• An understanding of materiality and the confidence to use various material area applications with a focus on tactility and haptic technologies.
• The confidence to work collaboratively through interdisciplinary practice, and working with local partners and community.
• A critical understanding of visual culture, aesthetics and communication to inform creativity and future professional development.
• The ability to research, to work independently and collaboratively, to establish a bespoke portfolio which is professionally informed.

Learning Outcomes
• Demonstrate practical and technical competence with processes and techniques through exploration of materials underpinned by various digital technologies.
• Research and reflect on the historical, theoretical and/or contemporary contexts of their own and other making practices.
• Utilise a range of methods, including drawing, making and writing, to research, develop, reflect on and communicate ideas and concepts.
• Demonstrate an independent and creative approach to contemporary fashion design, researching and reflecting, informed by contextual and practical understanding.

Portfolio for 75% of the mark
Fashion Research Diary (1,500 word count) for 25% of the mark

This is the 30 credit version - there is also a 15 credit version with a smaller assessment - see CFDC001

This study abroad course will look at Hollywood cinema of the new millennium. Through week-by-week analysis of key films, it will examine the political and industrial aspects of contemporary American cinema, including the boundaries between mainstream and independent film, the rise of multimedia convergence and transmedia, stardom, social issues (e.g. representations of race and gender), and commercial considerations (e.g. marketing and distribution).

Structure of teaching: 2 x 1 hour lectures, 1 x seminar a week.

Assessment
80% Essay on Contemporary Hollywood Cinema (4,000 words)
20% Seminar Work (1,000 words equivalent)

This course will provide students with a broad knowledge of a range of practices in contemporary approaches to art and design history. It is an interactive course based around interactive exploration of approaches to creative practice based on the study of contemporary examples

Learning outcomes:
-To demonstrate a basic understanding of contemporary approaches to art and design practice in relation to historical frameworks.
-To demonstrate an ability to write about art and design using relevant disciplinary language.

Curriculum Content:
-This element considers the diversity of practices and approaches in modern and contemporary visual practices, and the ways in which these are situated within a historical tradition of creative practice. The past is only ever accessed through the present; history is made by our interpretation of the traces left by those who lived before us, seen through contemporary eyes. Similarly, in negotiating the contemporary world, we consciously or unconsciously build on our understanding of what has gone before. This element takes a thematic approach to contemporary practice, with a focus on the complex and diverse relationships between past and present in art, architecture and design. It includes contributions from practitioners and historians, comprising both classroom-based lectures and seminars, interactive tasks investigations and study visits.

Assessment for this course is a 1,500 word essay worth 100% of final grade.

HIGH LEVEL OF ENERGY REQUIRED

This 30 credit study abroad course offers visiting students the opportunity to develop dance practices based around digital media and screen based dance. Screen-based dance locates the body and site through the frame of media based technologies, video cameras, and also immediate technologies such as mobile phones. The student will develop their understanding of choreography and composition through practical sessions delivered throughout the course and will explore issues that emerge in the interface of live and digitised dance performance, such as representation, mediatisation and the role of the audience.

Accompanying your explorations in practical dance making, a lecture series will reflect on how both current and historic makers may respond to social, political and cultural climates to adapt their individual choreographic approaches and styles.

Assessment
50% Essay (3,000 words equivalent)
50% Group Performance (25 minutes)

This Study Abroad course offers a comprehensive exploration of major cinematic movements in the interwar years. We will address key moments for selected European cinemas, from post WWI silent film to sound, with a central focus on the relationship between key aesthetic innovations and the socio-political context in which films existed. Areas covered in this course will include the avant-gardes, montage theory, and realism, with case studies from German, French, and Soviet cinema

Course structure: 1 x 1 hour lecture, 1 x 90 minute seminar, and 1 x 1 hour tutorial a week.

Assessment
85% Essay on European Cinema (2,500 words)
15% Tutorial Work (500 equivalent)

Our Graphic Design courses are constructed to promote the formation of critically aware individuals, with a technical competence in both physical and digital modes of working, and processing a robust professional awareness. At Level I these concepts are assumed to be partially developed. A good knowledge of the Adobe Creative Suite is essential. You will use your technical and theoretical tools to problem solve in a range of contexts. You will have the opportunity to develop a range of technical skills and software competencies.
This course focuses on core principles of typography and applied digital production methods. Research and writing will help provide you with a lens on aesthetics or visual culture; making links between your theoretical knowledge and professional practice.You will be able to demonstrate an understanding of the digital graphic design process and related software in response to a focussed brief either in print or digital format.
Themes Include:
Applied Software (Adobe Creative Suite)
Applied typography – ideas and techniques
Physical and digital reprographics
Independent enquiry and creative practice
User Experience and User Interface Design (UX/UI)

Course aims
In Level I, students will use the technical and theoretical tools they have acquired to begin to problem solve through design thinking in a range of contexts. They will be provided with the opportunity to master a range of new technical skills and software competencies that will enable them to understand, apply and develop their own visual language. Students will focus on core principles of typography and critical writing in their discipline, with the potential to use these concepts as a lens on aesthetics or visual culture. Students will begin to apply their knowledge into real world professional contexts, making links between their theoretical knowledge and professional practice by working collaboratively and collectively

Learning outcomes
Students will be able to demonstrate:
LO1: a deeper and broader understanding of the digital design process and related software and an ability to produce creative designs to a focussed brief either in print or digital format.

LO2: design thinking and creative literacy by developing stimulating visual imagery in printed and screened word utilising a range of traditional and current typographic ideas and techniques.

LO3: a developing critical awareness of the theoretical underpinnings of Art and Design History in a contemporary, historical and global context with an increasing specialisation in Graphic Design.

Teaching - all day graphics studio session 9am to 5pm on Monday

Portfolio - minimum 10 portfolio sheets for 75% of the marks
Learning journal and research - 1,000 words equivalent for 25% of the marks

Our Graphic Design courses are constructed to promote the formation of critically aware individuals, with a technical competence in both physical and digital modes of working, and processing a robust professional awareness.
Covering the foundational principles of graphic design you will explore the fundamental relationship between word, image, colour, layout and composition. Through the application of digital graphic design skills and knowledge in a range of practical tasks, you will be asked to respond to briefs utilising a clear understanding of a range of approaches to Graphic Design.

Themes Include:
- Graphic design in the physical and digital domains
- The relationship of word and image
- The rules of colour
- Layout, and Composition
- Exploration Of Adobe Creative Cloud, including, Photoshop, Illustrator and InDesign

Course aims
In Level C, students will be introduced to the foundational principles of graphic design where they will explore the fundamental relationship between word, image, colour, layout and composition. Using this understanding they will begin to engage with Graphic Design as a creative field at the interface of digital and physical modes of working. They will do this synergistically with a developing theoretical knowledge of Art and Design History from Antiquity to the 21st Century. From the outset the course aims to inculcate students with collaborative modes of working, emulating the creative communicative community of Graphic Design in the real world.

Learning outcomes
Students will be able to demonstrate:
LO1:a well-rounded understanding of the fundamental principles of graphic design through the application of specific digital graphic design skills and knowledge in a range of practical tasks.

LO2:their understanding of the fundamental processes of graphic design by developing their ideas, adequately evaluating their work and realising their designs for screen and print using a range of digital and physical tools.

LO3: an experimental and conceptual awareness by responding to project briefs, utilising a clear understanding of a range of theoretical and technical approaches to Graphic Design to create a body of work that represents their developing design knowledge and awareness.

Teaching - all day Graphics studio session 9am - 5pm on Tuesday

Portfolio minimum 10 portfolio sheets for 75% of the marks
plus
A learning journal and research, 1,000 words equivalent for 25% of the marks

Course Available both FALL and SPRING.
This course will be the first part of our thematic overview, starting in Antiquity and moving up to Renaissance Art at
the end of the 15th century.

Course aims:
1) An introduction to the history of art and design
2) The necessary critical skills of reading, interpretation and writing for art and design history
3) An understanding of the role played by place and location, in the production of art and design
4) An understanding of art and design as social production, related to social and historical contexts

The course structure will consists of two lectures and one seminar per week.
For more information, please contact the course tutor on wagnerk@hope.ac.uk

Assessment for this course is a 1,500 word essay worth 100% of your final grade.

Course Available FALL and SPRING

This course invites learners to explore some of the major theories that inform the study and practice of theatre and performance, through focused discussion of a series of key topics in contemporary arts and society. These may (indicatively) include disability, ecology, race, family, gender and feminism identity - and more.

Course structure is a mix of lectures, seminar and tutorials.

Assessment
100% Essay (1,500 words)

Students will explore social, historical, cultural and global development of attitudes, policies, legislation and practices in the field of early childhood. There is a particular focus on how the evolution of social policy in the UK. The interdisciplinary nature of work with children and their families is central to study. Students have an opportunity to select an area of social policy of their choice.

Key topics may include: poverty, historical and political development of constructs of childhood, historical and social development of policy and legislation, global contexts for the child and family, interdisciplinary workforce.ADDITIONAL INFORMATION

Special Features of the provision
• Early Childhood Studies provides breadth of knowledge and understanding in the field of young children and families. Its interdisciplinary nature and possible application to many curriculum areas, makes it a suitable subject for students who are interested in young children.
• There are many aspects of work with children and families that graduates could pursue, depending on their combined study and interests. Examples include social therapy, music therapy, mental health, family support work, charity, local authority work, child and family health, special educational needs and advocacy.

Indicative Reading:
Fitzgerald, D. and Kay, J. (2016) Implementing Early Years Policy In Understanding Early years Policy. London: Sage
Waller T and Davis, G (2014). An Introduction to Early Childhood. London: Sage

Assessment
2,000 words Exploratory essay for 100% of the marks

Students will go through learning theories that explain how young children learn effectively. Theorists from constructivism, social constructivism and behaviourism are explored and students will use their developing knowledge to make connections between, culture and learning, barriers to learning, aspects of learning and development. Critical awareness of policy guidelines and practice in the UK and internationally are applied.

Key topics include: classical and contemporary learning theories; personal characteristics and socio-cultural influences on learning; national and international provision.

Delivery Pattern- Lectures, Seminars and Tutorials

ADDITIONAL INFORMATION
Special Features of the provision
• Early Childhood Studies provides breadth of knowledge and understanding in the field of young children and families. Its interdisciplinary nature and possible application to many curriculum areas, makes it a suitable subject for students who are interested in young children.
• There are many aspects of work with children and families that graduates could pursue, depending on their combined study and interests. Examples include social therapy, music therapy, mental health, family support work, charity, local authority work, child and family health, special educational needs and advocacy.

Indicative Reading:
- Powell, S. and Smith K. (2017). An Introduction to Early Childhood Studies (4TH ed).
London: Sage

Assessment
100% E-Portfolio

In this block we consider the many ways that children and adults are educated outside of schools, such as through the newspapers, film, TV, exhibitions, and the family. We consider how rituals such as Balinese cock fighting are passed from one generation to the next, how influential the BBC is in the UK and has been in the past, and how film offers the opportunity for marginalised voices to be heard, but can also perpetuate racial, gender, and class stereotypes. On a field trip to the International Slavery Museum, we consider how well the exhibition educates about race and the educational opportunities that the exhibition affords that a classroom does not.

We also look at how cultural and social factors external to the school affect educational performance within it. The types of cultural factors we consider include the persistence of stereotypes of different social groups in the media, particularly in the British tabloid, The Sun. We also look at race-relations in Liverpool and East London, and how this has affected the educational experiences of British African Caribbeans. We draw comparisons with race-relations in America, showing how stereotypes of blackness, concocted by American whites to entrench white power in the past, continue to affect African-American educational experiences today.

Assessment
100% Coursework (2,000 words)

This course closely examines the impacts and influences on a young child's physical, emotional and mental health and wellbeing. From conception to 8 years, students will consider personal, societal, environmental factors that shape children’s wellbeing and have opportunities to investigative factors and consequences on the young baby’s, child's and family’s quality of life.

Delivery Pattern- Lectures, Seminars and Tutorials

ADDITIONAL INFORMATION

Special Features of the provision
• Early Childhood Studies provides breadth of knowledge and understanding in the field of young children and families. Its interdisciplinary nature and possible application to many curriculum areas, makes it a suitable subject for students who are interested in young children.
• There are many aspects of work with children and families that graduates could pursue, depending on their combined study and interests. Examples include social therapy, music therapy, mental health, family support work, charity, local authority work, child and family health, special educational needs and advocacy.

Indicative Reading:
Fitzgerald, D. and Kay, J. (2016) Implementing Early Years Policy In Understanding Early years Policy. London: Sage
Waller T and Davis, G (2014). An Introduction to Early Childhood. London: Sage

Assessment
50% Annotated Bibliography (2,000 words)
50% Critical Essay (2,000 words)

This course supports students to explore the broad concept of childhood, both globally and nationally, from historical sociological and philosophical perspectives. What it is to be a child today is investigated and the implications of this experience are debated. This course covers significant pioneers and figures within the field of early childhood, for example Rousseau, Froebel, Steiner, and Montessori. Their work is explored emphasising their long-lasting legacies in practice today. You are also introduced to play drawing upon a disciplined, as well as holistic, focus on children’s psychological, health and social growth. This is in keeping with the QAA benchmarks for Early Childhood Studies subject knowledge.

Key topics of the course may include: Constructs of Childhood; The Early Childhood Pioneers; The Value of Play
• No. of Contact Hours - 6 hrs/week
• ECS at Liverpool Hope University is an interdisciplinary subject. It incorporates the psychology, history, sociology and philosophy of education as well as the health, social policy, law, politics and economics of early childhood.
• ECS aims to produce an understanding of the ecology of early childhood, encompassing time and geographical space, and family contexts.
• ECS situates children in the lives and practices of families, societies and cultures that proceed and succeed them.
• ECS studies the changing nature of the concept of childhood, ethical principles and children’s rights.
• Students will learn about pedagogy and professionalism required for those working in settings or services that engage with children and families. Throughout the course students will develop knowledge and understanding of the interdisciplinary nature of studying children in context.


ADDITIONAL INFORMATION

Special Features of the provision
- Early Childhood Studies provides breadth of knowledge and understanding in the field of young children and families. Its interdisciplinary nature and possible application to many curriculum areas, makes it a suitable subject for students who are interested in young children.
- There are many aspects of work with children and families that graduates could pursue, depending on their combined study and interests. Examples include social therapy, music therapy, mental health, family support work, charity, local authority work, child and family health, special educational needs and advocacy.

Indicative Reading:
- Powell, S. and Smith K. (2017). An Introduction to Early Childhood Studies (4TH ed).
London: Sage
- Giardiello, P (2014). Pioneers in Early Childhood Education: The roots and legacies of Rachel and Margaret McMillan, Maria Montessori and Susan Isaacs. London: Routledge
- Paige-Smith, A. and Craft, A. (2008) Developing Reflective Practice in the Early Years. Maidenhead: OUP.
- Pound , L. (2011) Influencing Early Childhood Education: Key Figures, Philosophies and Ideas Maidenhead : Open University Press.
- Reed, M. and Canning, N. (2010) Reflective Practice in the Early Years. London: Sage.

Assessment

Type Word count/hours) Date of Submission
100% Reflective Portfolio: 4,000 words December

This course covers the construct of childhood based on historical and socio-cultural perspectives and goes through significant pioneers and figures within the field of early childhood (i.e Rousseau, Pestalozzi, Steiner, Froebel, Montessori, McMillan Sisters, Isaacs) and their lasting legacies. You will begin to acquire subject-specific skills at this level, which match the ECS benchmarks. For instance, you will be able to see multiple perspectives in relation to early childhood and start to analyse the relationship between them.

Key topics may include: the construct of childhood; The early childhood pioneers; Value of play, Play and holistic development.

ADDITIONAL INFORMATION
Special Features of the provision
• Early Childhood Studies provides breadth of knowledge and understanding in the field of young children and families. Its interdisciplinary nature and possible application to many curriculum areas, makes it a suitable subject for students who are interested in young children.
• There are many aspects of work with children and families that graduates could pursue, depending on their combined study and interests. Examples include social therapy, music therapy, mental health, family support work, charity, local authority work, child and family health, special educational needs and advocacy.

Indicative Reading:
- Powell, S. and Smith K. (2017). An Introduction to Early Childhood Studies (4TH ed).
London: Sage
- Giardiello, P (2014). Pioneers in Early Childhood Education: The roots and legacies of Rachel and Margaret McMillan, Maria Montessori and Susan Isaacs. London: Routledge

Assessment
100% E-Portfolio: Portfolio of reflective engagement in Early Childhood

Course Description (updated July 2023)
This module examines the use of chronic exercise (exercise training and habitual physical activity) as a means by which to enhance sports performance and / or health status. You will study the implementation and / or evaluation of exercise-based interventions and how they impact upon sports performance and health status, with consideration of system-wide effects of exercise training such as cardiac, vascular, respiratory, muscular and metabolic adaptations. You will learn laboratory and / or field measures for quantifying fitness, training status and health status. The module is based on lecture content that is supported by weekly tutorials which will consolidate your fundamental knowledge via examination of the primary evidence in the field. Moreover, seminars will include a practical approach where you will learn laboratory and/or field techniques for the assessment of physiological function, training status and health such cardiac function testing, lactate threshold and assessment of maximal oxygen uptake. The emphasis of this module, from sports performance to exercise and health, may change between years. Hence, interested students should contact the School of Health Sciences in advance to find out the intended aspects of study for the coming year.

Course Aims
1. An understanding of the implementation and evaluation of chronic exercise interventions, such as exercise training and habitual physical activity,
for the benefit of sports performance and/or health
2. A practical-based experience where students will learn techniques to measure fitness and physiological function in a laboratory-based setting
3. The ability to utilise evidence as a basis for evaluating the effect of acute and chronic exercise on physiological function as it pertains to sports
performance and/or health


Learning Outcomes
By the end of the module, students should be able to
1. Evaluate the implementation and evaluation of chronic exercise interventions, such as exercise training and habitual physical activity, for the
benefit of sports performance and/or health
2. Work competently in the laboratory to undertake a range of measures of physiological function at rest and during exercise that are relevant to
sports performance and/or health
3. Utilise evidence as a basis for evaluating the effect of acute and chronic exercise on physiological function as it pertains to sports performance
and/or health

Assessment
Case study (3,000 words) for 100% of the mark

This module examines some of the key sociological concepts relating to sport, including the role of commercialisation, politics and mega events. You will be introduced to a range of research methods that are typically used to collect data from across the sport subdisciplines and design and conduct a group research project. The module will be taught via weekly lectures, supported by weekly tutorials to consolidate your understanding and further develop your knowledge on the lecture content. Seminars will take a more interactive approach highlighting the staged approach to undertaking sound and ethical research with the opportunity to go through the process, designing a project and collecting and analysing data on a sport topic of choice.

Course aims
This module aims to provide students with:
1. a broad appreciation of theoretical and applied sport-related issues from a critical knowledge base, for example in a sociological historical context though to sport management and development today
2. enhanced personal and professional skills from a challenging and balanced curriculum that promotes critical thinking in theory and practice.
3. an understanding of the importance of allying theory with an understanding of research methodology and to introduce a range of research skills suitable for undertaking responsible and ethical research.

Learning outcomes
By the end of the module, students should be able to
1. Apply appropriate research methods, including analysis, to subject areas
2. Apply and evaluate key sporting theories and principles in a sporting context
3. Demonstrate professional and personal development of key practical skills in an applied environment

Tuition - Two lectures, a seminar and a tutorial on Monday

Group research ethics and poster presentation - 2,000 words for 80% of the marks
Tutorial workbook - 1,500 words for 20% of the marks

This course has been renamed ' Advanced Digital and Editorial Development' Please use both names on the course selection form.

This study abroad course is subject to Advanced Studies in Journalism running as a Level H Media and Communication seminar option - confirmed as running for 2022/3.

Students who wish to undertake this course will need prior experience of InDesign, Photoshop and Animate. They should also have experience of journalistic writing.

The course will offer students the opportunity to develop advanced news writing and publishing skills. Students will have the opportunity to develop professional media writing and editing skills, with a particular emphasis on feature writing for digital platforms. Students will also have the opportunity to develop their technical and design skills with the Adobe Creative Cloud, specifically InDesign. Students will develop a critical awareness of wider developments in digital publishing.

The course will offer students the opportunity to develop advanced news writing and publishing skills. Students will have the opportunity to develop professional media writing and editing skills, with a particular emphasis on feature writing for digital platforms. Students will also have the opportunity to develop their technical and design skills with the Adobe Creative Cloud, specifically InDesign. Students will develop a critical awareness of wider developments in digital publishing.

The course aims to provide students with:
1: A critical awareness of advanced cross-platform news writing skills and practices
2: A critical awareness of design and technical developments in digital publishing
3: Technical, design and animation competency in Adobe Creative Cloud applications (in particular, InDesign)

By the end of the course, students will be able to:
1: Write editorial content to specified briefs, with a specific focus on writing features and incidental content for digital platforms
2: Contextualise and critically reflect on their creative and design decisions in light of wider developments in digital publishing
3: Develop and design interactive content and animations for specified digital publishing platforms

Assessment
3,000 words - Portfolio including 1,500 words of journalistic content; plus ten pages of digital interactive design for 100% of the marks

Course aims:
To equip students with:
- an approach to the study of world religions that is questioning, sensitive, empathetic and holistic;
- an appreciation of the complexity of different religious mentalities, practices and aesthetic responses;
- an understanding of the relationship between religion and context and culture

Learning Outcomes:
By the end of this course the students will be able to express clearly the general characteristics of African traditional religions, and explain how they differ from those of other religious traditions.

Brief description:
This unit introduces you to some of the key aspects of the study of religion through the lens of the traditional religions of Africa. You will explore how ritual behaviour, myths, song, dance and the creation of religious artefacts come together to express people's understanding of the world and of themselves as communities. We use one of the great classics of African Literature, Chinua Achebe's novel Things Fall Apart to enter into a world that is very different to the religions that are generally studied at school.

Timetable: 2 lectures and 2 seminars

Essay - 1,500 words 100%

In this course, you will examine some of the key issues and challenges facing British politics and democracy. The object of this course will be in part to examine key institutions and organisations of the British political system – including Parliament, parties and the executive – and to consider how they function, and to evaluate their effectiveness. Seminars will be built around examining different aspects of an issue or an institution, discussing and assessing its strengths and weaknesses and exploring threats and opportunities.

Just some of the questions that we might consider along the way include: Where does power really lie in our system of government? Is government effective? Is the system of representation fair and democratic? How does Parliament do its job? What should the role of MPs be? Is there a crisis in political participation and can anything be done about it?

Learning Outcomes:
• Demonstrate knowledge of the main methods of enquiry in the subject
• Ability to deploy key techniques of the discipline effectively to initiate and undertake critical analysis and propose solutions to problems
• Ability to evaluate different approaches and how the limits of their knowledge influences analysis and interpretation
• Understanding of how to apply underlying concepts and principles outside the subject context
• Effectively communicate information, arguments and analysis

Topics Discussed include:

Is the UK Constitution fit for purpose?
Evaluating Prime Ministers
What do MPs do? Are they effective?
What is the future of the UK: unity, federation or fragmentation?
Evaluating Representation
Political Parties: Ideas, Institutions and Individuals
Britain and the EU after Brexit

Timetable - 2 lectures + 1 seminar

Assessment: in which Students choose an area of British Politics, develop a framework for evaluating it and conduct an evaluative analysis (e.g. SWOT) based on that framework.

Evaluative Research Project - 2000 words - 100%

We will explore key thinkers and themes in C20th-C21st Theology as they respond to a century of unprecedented conflict. Specifically, we will examine the challenges arising on the wake of evil and suffering, feminism, postmodernism, the Holocaust, and the revival of interest in the mystical. Key to this is the question of how theological ideas about ‘God’ might be (re-)interpreted in the light of these new horizons.

Course aims
- To familiarise students with key thinkers and themes in C20th-C21st Theology.
- To develop critical approaches to ideas about God in response to the challenges of (post-)modernity.


Learning outcomes
- Critically understand the impact of political and social developments since 1900 upon systematic Christian theology and contextual praxis.
- Reflect critically upon key themes in C20th-C21st Theology.


Course Structure: 1 x lecture and 1 x Seminar a week (Thursday 9-10am and 10-11am)

Assessment
Essay - 3,000 words for 100% of the mark

Course Description
Through an interdisciplinary framework, the Contemporary Britain course offers visiting students the opportunity to deepen their understanding of Contemporary Britain. Liverpool is a unique city in UK. As the students accclimatise to their new surroundings in England, they will discover a sense of disconnect between Liverpool and the wider UK. Through engagement with this course, they will garner a deeper understanding of Contemporary Britain, which will enable them to better grasp Liverpool’s unique culture and identity as they interact with its peoples, institutions, and spaces. Additionally, this course will provide them with knowledge that will support them in developing personal (and even professional) relationships with British people from across the Union.

Learning Outcomes
1.Demonstrate an understanding of the University context in which they are studying.
2.Demonstrate a knowledge of key cultural characteristics, and social developments in contemporary Britain
3.Be able to contextualise and critique Liverpool’s experience relative to other parts of the UK
4. Demonstrate an interest in engaging with life in and around Liverpool and/or beyond
5. Develop and demonstrate skills in teambuilding and teamworking skills

Curriculum Content (can change from year to year)
Week 1: Liverpool and Britain: An overview
Week 2: Languages, dialects, and cultures in contemporary Britain
Week 3: British Public Policy and Responses from Liverpool
Week 4: Fiction and Reality: Deconstructing British stereotypes in TV and Film
Week 5: Breaking the Mould: British pop-culture and the Postmodern Age
Week 6: The global impact of the British Music Industry
Week 7: British sports: the ‘Religion’ of Football
Week 8: Optional related trips

Group presentation
Students will work in groups of between 3 and 6 members to research a topic given by the course Lead. Students can decide how to present this information to an audience of Tutors (assessors), students and staff. The presentation will typically be a poster with verbal presentations by all members of the group. The poster can be in hard copy with a personalised design, or a digital poster. Guidance will be provided.

Students should collaborate outside of the classroom to develop ideas and carry out research.

Marks are given for to individual students, not the group as a whole, for research effort, depth of knowledge and presentation skills, using a marking framework.

Course Description/aims:
Through an interdisciplinary framework, the Contemporary Britain course offers visiting students the opportunity to deepen their understanding of Contemporary Britain. Liverpool is a unique city in UK. As they climatize to their new surroundings in England, they will discover a sense of disconnect between Liverpool and the wider UK. Through engagement with this course, they will garner a deeper understanding of Contemporary Britain, which will enable them to better grasp Liverpool’s unique culture and identity as they interact with its peoples, institutions, and spaces. Additionally, this course will provide them with knowledge that will support them in developing personal (and even professional) relationships with British people from across the Union.

Learning Outcomes:
1. Demonstrate an understanding of the University context in which they are studying.
2. Demonstrate a knowledge of key cultural characteristics, and social developments in contemporary Britain
3. Be able to contextualise and critique Liverpool’s experience relative to other parts of the UK
4. Demonstrate an interest in engaging with life in and around Liverpool and/or beyond
5. Develop and demonstrate skills in teambuilding and teamworking skills

Brief description of curriculum content:
Week 1: Liverpool and Britain: An overview
Week2: Languages, dialects, and cultures in contemporary Britain
Week 3: British Public Policy and responses from Liverpool
Week 4: Fiction and Reality: Deconstructing British stereotypes in TV and Film
Week 5: Breaking the Mould: British pop-culture and the Postmodern Age
Week 6: The global impact of the British Music Industry, including a trip to the British Music Experience
Week 7: British sports: The Religion of Football, including a trip to Anfield Football Club.
Week 8: Guided tours of Croxteth Hall, and the Williamson Tunnels

Group Presentation
15-30 minutes
100%

This course will explore the theme of ‘Writing Values’. Indicative lecture titles are Writing and Reading Intermediate Poetry, Writing and the Body, Writing and Gender, Creative Nonfiction, Writing and the Self, and Writing and Conflict. Students will be encouraged to connect their writing practice to contemporary intellectual concerns and use these questions as inspiration for original writing in a variety of modes.
Students will attend one lecture and a linked seminar/practical writing workshop.

Assessment
100% Coursework: Creative writing portfolio ( 2 x 2,500 words)

The European Nationalism in Context seminar series explores the emergence and impact of European nationalism both within and outside continental Europe. From the French and Haitian Revolution to imperialism in Africa and the outbreak of the First World War, the course draws attention to the blurred boundaries of Europe in turbulent period of war and revolution. Through lectures and seminars students are introduced to primary source materials and important secondary works to provide them with a wider appreciation of the complexities of European history and society.

The course aims to provide students with:
1. A wide-ranging, stimulating and challenging curriculum that is underpinned by research and scholarship;
2. The opportunity to increase the range, depth and sophistication of their historical knowledge;
3. Guidance and support in developing their understanding and application of historical thinking;
4. Guidance and support in developing intellectual skills and aptitudes which can be applied to further study, training and employment;
5. The opportunity to work with a wide range of primary source material.

By the end of the course students should be able to:
1. Demonstrate knowledge and understanding of important political, social and intellectual developments in modern Europe;
2. Demonstrate knowledge and understanding of the historical process and a greater awareness of the complexity of reconstructing the past;
3. Demonstrate the ability to select, read, analyse and reflect critically upon a range of secondary material and some forms of primary evidence;
4. Demonstrate knowledge and understanding of aspects of cultural history, including conceptual and theoretical issues;
5. Demonstrate a critical appreciation and awareness of historiographical issues.

Type

Seminar assignment 1,500 WORDS FOR 50% OF MARKS
Essay 2,000 WORDS FOR 50% OF MARKS

This course will explore the relationship between faith and reason and questions about the nature and limits of language about God. It will include focused investigation of negative theology and analogy.

Course Structure: 1 x 1 hour lecture, 1 x 1 hour seminar , 1 x 1 hour tutorial.

Assessment
100% Textual analysis (2,000 words)

Even before the time that European expansion started to exert pressure on the regions with predominantly Muslim populations, and even more after the beginning of invasion and control by the metropolitan powers, Islam and the ways it is observed have been assessed by intellectuals as possible factors in the relative economic and military weakness of those regions. This course will examine various genres in Islamic political writings to assess whether such claims are true.

Course Structure: 1 x 1 hour lecture and 1 x 1 hour Seminar a week.

Assessment
Textual Analysis - 3,000 words for 100% of the marks

This course will introduce students with key issues on societal multilingualism covering topics like pidgins and creoles, codeswitching, diglossia, language maintenance, shift and death, language policy and planning, etc.

Course structure: 1 x 1 hour lecture, 1 x 1 hour seminar a week.

Assessment
100% Essay (1,500 words)

In small tutorial groups, this course focuses upon one Major Author of the literary canon. This course
provides students with the opportunity to engage in the careful study of selected texts to enhance an
understanding of the historical, intellectual and cultural contexts within which texts were written. In
addition, the course will also provide tutorials about publishing history. In the past the course involved an
analysis of both early reviews and recent critical perspectives on the set texts and allowed students to
explore publishing practices in historical context from various sources. Also, students examined issues
related to the production, publication, and reception of texts, examining the demands of serialised
publication and their effects on form and narrative structure, editorial interventions, the reception of
instalments as they were published and the subsequent reception of the text under analysis.

Course aims
The opportunity to compare and contrast various literary texts;
¿ An awareness of the role of critical traditions in shaping literary history and of the literary, cultural
and socio-historical contexts in which literature is written and read;
¿ The opportunity to compare the way key themes are represented and explored within different
texts of the period;
¿ Critical skills in close reading and analysis and the communication skills necessary to articulate
coherent interpretations, analyses, and arguments.

Learning outcomes
Demonstrate an awareness of key intellectual debates and social issues that are represented
within the literature of a particular era;
¿ Demonstrate an understanding of important literary movements of the era as exemplified by a
key writer of the period;
¿ Demonstrate knowledge of relevant textual and contextual criticism and show an ability to apply
this to particular texts;
¿ Demonstrate an ability to compare and contrast the treatment of particular ideas and issues
within different texts from the period;
¿ Demonstrate the ability to identify and discuss the formal conventions, narrative strategies, and
textual dynamics employed in particular texts and/or groups of texts.

Essay 1 - 1,500 words for 50% of the marks
Essay 2 - 1,500 words for 50% of the marks

Learning Outcomes – Participants should be able to:
• Demonstrate detailed knowledge of key literary works of set author(s)
• Demonstrate understanding of the historical, intellectual and cultural contexts within which these texts under discussion were produced
• Demonstrate an ability to critically analyse how the set author(s) engaged with key social and cultural debates
• Provide close analysis of set texts using relevant critical and theoretical perspectives

This module examines the poetry, prose and drama of the late medieval and early modern periods. It interrogates the traditional historiographical and critical divisions between medieval and Renaissance periodisation through an analysis of both the ruptures and the continuities in literature from the fourteenth to the early seventeenth centuries. Through a comparative examination of authors such as Chaucer, the Gawain-poet, John Lydgate, Margery Kempe, Ben Jonson, Edmund Spenser, John Donne and Shakespeare, the course acknowledges the debts which early modern poetry and drama owe to their late medieval counterparts, and in doing so reassesses what we understand by the term Renaissance.

Type and Title of assessment

Essay 2,000 words 75%

Critical analysis 1,000 words 25%

Timetable:
1 Lecture
3 Seminars

30 credits

This English Literature course will examine the impact of modernism in literature and related arts through a range of modernist texts from the first half of the twentieth century, including British and American primary texts in different genres. In addition, students will be introduced to relevant critical and theoretical ideas. The component aims to develop specific skills in close-reading, bibliographic research, and in applied critical and theoretical interpretations of modernism. Selected texts will vary each year, but have included Franz Kafka, Metamorphosis; James Joyce, Dubliners; Virginia Woolf, Mrs Dalloway; and F. Scott Fitzgerald, Tender is the Night.
Students will explore key features of modernism through different literary genres and national contexts. A parallel lecture series will foreground historical, scientific, aesthetic, and intellectual aspects of modernism and modernity. Seminars will examine the work of key modernist authors and explore major critical issues and theoretical debates.

Assessment
80% Essay (2,500 words)
20% Annotated Bibliography (500 words)

This course will introduce students to the main ethical theories in western philosophy, focusing particularly on the question of the moral treatment of animals. The course also explores metaethics, which addresses questions such as: Why be moral? Are ethical principles and values relative or universal? What is the meaning of ‘good’?

Assessment
40% Ethical Dilemma exercise (1,200 words)
60% Essay on Moral philosophy (1,500 words)

Course Aims:
The course will enable you to:
• engage in a sophisticated manner with the academic disciplines of theology and biblical studies, and with key scholars and developments in the
fields;
• to develop and apply skills in language usage and textual interpretation, enabling you to approach theological and biblical texts appropriately.

Learning Outcomes:
By the end of this course the students will be able to engage critically with New Testament epistolary literature and demonstrate knowledge of select issues as well as the reception history of a selection of New Testament letters in the Reformation period.

Brief description of curriculum content:
Letters written by, or ascribed to, the Apostle Paul, form an important part of the New Testament, and some of the main controversies during the Reformation period centred around theological ideas first attested in the Pauline and other early Christian letters. In this unit we study select New Testament letters, including 1 Thessalonians, Romans, Galatians, Hebrews, and James. We relate them to the Reformation debates, and thus focus on the themes of particular significance for the reformers and those opposing them, but our aim is primarily to understand the writings and themes under consideration in their first century context.

Textual Analysis - 2,500 words (100%)

The course will include an introduction to articulatory phonetics focusing particularly on the phonetics and phonology of English. We will examine the speech sounds of English and look at how sounds are organised in the language. Students will also learn to produce and describe the sounds using the correct terminology and they will learn how to read the International Phonetic Alphabet and to use it to transcribe different accents/languages.

Course structure: 1 x 1 hour lecture, 1 x seminar and 1 x 1 hour tutorial a week.

Assessment
100% A take home assignment on Phonetics and Phonology (1,000 words)

This course examines the nature of democracy as it is formulated by philosophers such as Plato, Thomas Hobbes, Jean-Jacques Rousseau and J.S. Mill. It also explores problems and criticisms of democracy as it is conceived in the liberal tradition, focusing on thinkers such Karl Marx, John Rawls and feminist philosophers such as Anne Phillips.

Course Structure: 1 x Lecture and 1 x Seminar a week.

Assessment
100% Essay (2,000 words)

Religion was often held up as a vessel of peace, inner (A protestant emphasis) and social. Given an uneven trend over the centuries toward cultural pluralism and ‘freedom’, modern theorists optimistically concluded that religion would either decline in significance or become a pillar of universalistic culture promoting a form of humanism. So, as a flash point of violence from the past, religion did not warrant attention in the overall narrative of the modern world. YET, such a reading of historical development is far too optimistic, as events of September 11, 2001, all too vividly demonstrate. A moment’s reflection attests that religion and violence are often woven together in history’s tapestries. Any number of religions have justified violence under certain circumstances, and others have become caught up in its processes. The course in the Lent term will focus on theoretical and practical implications for religion’s contribution both to violence and to reconciliation looking at theological/theoretical reflections as well as the Middle Eastern lived reality today.

Course Structure: 1 x lecture and 1 x Seminar a week.

Assessment
100% Essay (3,000 words)

Course description
We will explore the ethical foundations of religious traditions, alongside important recent ethical dilemmas. This will involve particular engagement with spirituality, considering the extent to which 'mystical' ideas deviate from or align with ethics. As well as examining fundamental questions concerning the relationship between religion and ethics, we will examine important feminist critiques of patriarchy in Christian tradition.

Course aims
1. An approach to Religious Studies that is questioning, sensitive, empathetic and holistic.
2. An understanding of the relationship between religion and context, and religion and culture.

Learning outcomes
1. Ability to state clearly and demonstrate critical comprehension of the social, textual, doctrinal, ritual, ethical and institutional expressions of religious traditions.
2. Ability tp engage critically with the principles of ethics and spirituality in at least two religious traditions.

Essay 3,000 words for 100% of the mark

This course explores key developments in European history including the origins and nature of the First World War; the Russian Revolution; the political and economic developments of the interwar years; the rise of Fascism and Nazism; the Spanish Civil War; the Second World War; the Cold War; political and social developments in Western Europe, 1960s-80s, and the revival of Nationalism in the 1990s.

This course aims to provide students with:
A wide-ranging, stimulating and challenging curriculum that is underpinned by research and scholarship;
The opportunity to increase the range, depth and sophistication of their historical knowledge;
Guidance and support in developing their understanding and application of historical thinking;
Guidance and support in developing intellectual skills and aptitudes which can be applied to further study, training and employment;
The opportunity to work with a wide range of primary source material.

By the end of this course, students should be able to:
Demonstrate knowledge of Twentieth-Century European history and some understanding of the relationships involved in the historical process;
Demonstrate the ability to acquire, organise and reflect upon historical material;
Demonstrate the ability to communicate an effective argument.

Assessment
Short essay - 'Europe in 1900' (800 words) for 30% of the overall mark
Essay - 'Twentieth-Century Europe' (2000 words) for 70% of the overall mark

This course surveys the development witchcraft and witch beliefs in early modern England and colonial America. Within the broader context of the European 'witch-craze', it explores the character of English witchcraft, including its gendered aspects. It examines the transfer of these beliefs to the English colonies in North America, culminating in the witch panic at Salem in 1692. During the course a range of different source extracts will be analysed, in a weekly seminar, to illuminate and illustrate key aspects of the subjects.

he course aims to provide students with:
1. A wide-ranging, stimulating and challenging curriculum that is underpinned by research and scholarship;
2. The opportunity to increase the range, depth and sophistication of their historical knowledge;
3. Guidance and support in developing their understanding and application of historical thinking;
4. Guidance and support in developing intellectual skills and aptitudes which can be applied to further study, training and employment;
5. The opportunity to work with a wide range of primary source material, including physical evidence;
6. The opportunity to benefit from the university's partnership with National Museums Liverpool.

By the end of the course students should be able to:
1. Demonstrate knowledge and understanding of important political, social and intellectual developments in early modern and modern Europe;
2. Demonstrate knowledge and understanding of the historical process and a greater awareness of the complexity of reconstructing the past;
3. Demonstrate the ability to select, read, analyse and reflect critically upon a range of secondary material and some forms of primary evidence;
4. Demonstrate knowledge and understanding of aspects of culture history, including conceptual issues;
5. Demonstrate a critical appreciation and awareness of historiographical issues.

Assessment
TWO PIECES OF COURSEWORK, TYPICALLY AN ESSAY, PLUS A PORTFOLOIO, PERSONAL REFLECTION, OR PRESENTATION.

Assessment 1 2,000 words for 50% of total marks
Assessment 2 - 2,000 words for 50% of the total marks
(4,000 words in total)

Course Description
The Family Law course examines the main areas of substantive law pertaining to the family. Its focus will be on the formal relationships which are established in law, namely marriage and civil partnerships, and the rights and obligations which arise from those relationships. It will examine the formation of a marriage, the legal effects of marriage, void and voidable marriages, divorce in light of the Divorce, Dissolution and Separation Act 2020 and the law of annulment.

The course also explores the law regulating conception, adoption, child abuse, child rights, the legal relationship between parents and children and the changes brought about by the Children and Families Act 2014.

Curriculum content
During the course the following topics will be covered:
- the meaning, nature and function of ‘family’
- marriage and the law of nullity
- same sex marriage, civil partnerships, cohabitation
- domestic violence
- divorce/separation: distribution of property and other assets, children arrangement orders
- the rights of the child
- care proceedings
- adoption
- living with one parent

Learning Outcomes
• Understand and appreciate the legal context of the family, and the role of the law in domestic partnerships and in relation to children within a family
• Understand the legal principles regulating domestic relationships and the relationship between parents and children and the State
• Appreciate the philosophy underlying the relevant statutory provisions and the effect on existing provisions of changes in society’s needs, expectations and attitudes
• Apply relevant principles to factual situations and to determine the likely outcomes

Essay 1,500 words for 100% of the mark.

This course will examine the international rules such as the European Convention on Human Rights that govern the promotion and respect for fundamental human rights. The aims of the course are to provide students with the opportunity to examine the development of human rights, explore a number of those rights and examine the case law of national and international tribunals enforcement of those rights. We shall focus on the rights to privacy, freedom of expression, the right to a fair trial and the right to life and freedom from torture. The course also aims to examine the relationship between international and municipal dimensions of human rights.

Learning Outcomes:
On completion of this course the student should be able to demonstrate.
The capacity to critically examine the case-law on the definition, scope, and enforcement of selected fundamental rights.
The ability to identity, analyse and apply selected rights to hypothetical scenarios.
The ability to research a set question or problem on human rights law and communicate in writing in a succinct manner effectively and accurately.

Brief description of curriculum content:
International law and human rights
The UN System and modern human rights
Regional protection of human rights
Europe and human rights
Equality and non-discrimination
Rights of women
Rights of refugees
Freedom of Expression
Right to Life
Right to a fair trail

Timetable:
2 x 1hour lectures + 1 x 1hour seminar

Essay - 1,200 words (100%)

The student will choose two of the following topics:
1. Chaos Theory - Discrete dynamical systems; Lyapunov exponents; cyclic behaviour of solutions; systems of equations and chaotic solutions therein; fractals.
2. Linear & Nonlinear Waves - First order PDEs and waves, applications to traffic, dispersion waves and nonlinear equations
3. Group Theory - Group Axioms, Subgroups, Groups: Symmetric-, cyclic-, alternating-, dihedral- and matrix-groups, Isomorphisms, cosets, Lagrange’s Theorem, external direct product and Smith Normal Forms.
4. Statistics & Data Modelling - Probability and statistics, discrete and continuous probabilities density functions, fitting data using ¿2, uncertainties and confidence levels.

The aim of the course is to give the student a deeper understanding of some of the many topics within mathematics and to develop their knowledge further of the pure and applied side of mathematics. The course is designed to give the student the opportunity to choose from a list of four topics, and will enhance their appreciation of the depth of mathematics.

Assessment
100% Coursework.

The aim of the course is to enable the students to understand the techniques needed to solve ordinary differential equations both numerically and analytically. The student will also learn other numerical methods to solve systems of ordinary differential equations.

Systems of ODEs, Linear systems, Nonlinear systems and phase portrait, Lotka-Volterra systems and population dynamics, Numerical methods for initial value problems.

Assessment
50% Portfolio
50% Coursework

Introduction to the UNCRC and children’s rights
Exploration of the concept of social justice
Exploration of key contemporary issues relating children and young people

Course Learning Outcomes:
Exhibit detailed knowledge and understanding of key theoretical debates relating to children and young people’s everyday lives

Assessment

Essay - 1500 words for 100% of the mark

The course aims to equip students with the analytical skills and knowledge to be able to identify and critically examine forms of diversity and inequality in contemporary society, including the sites of power and modes of stratification in which they are manifested. It aims to introduce and develop students’ understanding and awareness of the relationship between power, inequality, division and connection using sociological insights and analyses.

Indicative content:
1. Course Introduction
2. Social Stratification
3. Class as Culture
4. Classed Intersections
5. The Underclass
6. ‘Chavs’ and Stigma
7. The Precariat
8. The Great British Class Survey
9. The Super Rich
10. Global Social Class
11. Class, Taste and Popular Culture
12. Conclusion: Does Class Still Matter?

Learning Outcomes
• Locate and distinguish between key approaches within sociology for explaining the persistence of class inequality in an age of abundance;
• Discuss the major social divisions and the relevance of identity in contemporary society;
• Critically analyse, interpret and evaluate relevant empirical data and theoretical perspectives on social inequalities and diversity.

Essay - 2,500 words for 100% of the mark

The course will introduce students to a range of social, economic and cultural issues affecting the everyday lives of children and young people, both in the UK and beyond. Topics will include, but are not limited to, poverty, social media, health and wellbeing, drug use and violent crime (topics may change on an ad hoc basis so that curriculum currency is maintained). The theme will be anchored by consideration of theoretical debates regarding the state of contemporary childhood and youth.

Course Aims
1. To provide an introduction to a range of issues affecting children and young people’s everyday lives.
2. To introduce and examine debates about the state of contemporary childhood and youth.

Learning Outcomes
On completion of this course students will be able to:
1. Demonstrate knowledge and understanding of a range of contemporary issues that make up children and young people’s everyday lives in the 21st century.
2. Evaluate the extent to which contemporary childhood can be seen as being in a state of crisis.
3. Demonstrate an ability to use a range of academic and other relevant sources of information.

Teaching - Three lectures, one seminars and one tutorial on Thursday (9am -4pm)

Essay - 1,500 words for 100% of the mark

This course will enable you to develop an understanding of the social model of disability. You will consider key definitions of disability and understand the social and cultural influences that these reflect. In particular you will study the effects of individualised and medicalised definitions have dominated the field of Special Educational Needs. In your assessment you will be encouraged to apply the social model of disability to help you understand physical, social, cultural and attitudinal barriers faced by disabled people.

Learning Outcomes:
• Demonstrate a critical understanding of contemporary debates concerning the identification and education of children labelled as having SEN
• Apply a critical understanding of the social model of disability

Brief description of curriculum:
You will engage with key lectures about the social model of disability and examine current definitions of Special Educational Needs within educational policy in England. You will then examine key ideas such as behaviour, neurodiversity, lexism and dyslexia, mental health and inequality and D/deafness as well as labels such as Specific Learning Difficulties and Profound and Multiple Learning Difficulties. In applying the social model, you will begin to consider alternative ways of framing individualised ideas about disability. These key ideas will also be developed through practical and discussion-based activities in your seminar and tutorial and assessed via a single assessment which will enable you to investigate your chosen topic.

Timetable: 2 x 1hour lecture + 2 hour seminar + 1 hour tutorial = 5 hours a week

Assessment
100% Alternative Information Pack (2,500 words)

Brief description of curriculum content
- Identity
- Social construction
- Essentialism
- Intersectionality
- Gender and sexuality in health and social care domains
- Social change
- Social reproduction
- Masculinities
- interpersonal violence

Course aims
The course aims to foster a critical engagement with theoretical debates and empirical evidence surrounding sociological approaches to sexuality and gender and raises questions about enduring inequalities and social change. As a result students will develop confidence in using empirical and theoretical knowledge to make the case to influence practice and legislation to address inequalities.

Learning outcomes
• Locate and distinguish between key approaches within sociology for explaining the persistence of inequalities based on fgender and sexaulity in an age of abundance;

• Discuss the major social divisions and the relevance of identity in contemporary society, focusing on its relationship to race/ethnicity, gender, sexuality, class, dis/ability, religion, nation, citizenship etc.;

• Critically analyse, interpret and evaluate relevant empirical data and theoretical perspectives on social inequalities and diversity with reference to gender or sexuality.

Teaching - one lecture and one seminar per week on Thursday 10-11am and 11-12pm

Oral ten minute presentation and supporting powerpoint, or poster for 100% of the marks

During this course we will explore the gendered dynamics of migration. We will examine a range of approaches to gender, migrations and diasporas and will address the social and political dimensions of migration. Through the lenses of postcolonial studies, transnational feminism and cultural studies, we will focus on analysing power relations and oppression. Focusing on a number of key issues, such as transnational care, generational patterns in migration, we will consider the significance of feminist research in developing the field of migration studies. In addition, students develop skills in critical analysis through assessed work which includes critical review in form of an essay.

Course Aims
The aim of this advance research course is to explore the identity politics and experience of migrants in the global North. This Arc will help students to utilize intersectional feminist lens in their development of academic writing and understanding the diasporic experiences. It will provide the students in depth knowledge on social differentiation among diaspora groups, everyday experience of refugees and formation of transnational identities.

Learning Outcomes
1. Have a good understanding of a range of theoretical approaches to migration studies.
2. Obtain academic skills to analyse different forms of migration and diaspora experience from a gendered perspective.
3. Be familiar with a number of empirical examples and case studies pertaining to the question of how migration experiences are gendered.
4. Cross-examine and analyse different forms of migration experience from an intersectional feminist perspective.
5.Be able to critically evaluate a variety of books, journals and other sources of information relevant to the topics studied on the course.

Written assessment - 2,500 words for 100% of the mark

This module will examine the historical development of the welfare state in the UK in the 19th and early 20th Century. After a general introduction to the topic of Social Policy, the course will cover key historical developments in UK social policy, from the New Poor Laws to the Liberal Reforms, ending with the formation of the post-war welfare state in the UK. Students taking this module will also take a weekly tutorial to gain a grounding in Social Policy issues, which will provide an opportunity to participate in a learning community with other students.

Course aims
Provide students with the opportunity to explore historical developments in relation to welfare developments.
Enable students to develop a grounding in social policy issues.

Learning outcomes
To understand historical shifts in relation to welfare provision.
To gain awareness of the relationship between poverty, inequality and social circumstances.

Essay 1,000 words for 100% of the mark

As part of the Introduction to Social Policy Research, you will learn about the different research methodologies used within social research and how these methodologies are applied in social policy scholarship. Key concepts such as epistemology and ontology will be explored, as well as important aspects of the research process such as data collection and research ethics.

Course aims
1. Examine and understand major concepts in social policy.
2. Explore the research process and different methods used when doing social policy research.

Learning outcomes
1. Judge the relevance and usefulness of a range of methodological approaches to social research and be able to design a study with an appropriate research topic and corresponding methodology.
2. Be able to compare and contrast different research methods and ideological approaches to social policy.
3. Communicate concepts and ideas with other students in group work environments.
4. Be able to communicate, in written form, an understanding of research methodologies.
5. By the end of Level I you should have a solid grounding in, and understanding of, research methods and how social policy academics and practitioners rely on these methods to produce social policy scholarship.

Academic Literature Review - 1,500 words for 100% of the mark

- Developing a ‘sociological imagination’
- Core principles of sociology
- Social divisions (e.g. by class, race/ethnicity, gender, disability, sexuality etc.)


Course aims
- To introduce students to sociology, and in so doing, help them to think like a sociologist by developing a ‘sociological imagination’;
- To introduce and examine the key principles foundational to sociological thinking;
- To explore contemporary issues and the ways in which sociology can help us understand (and provide solutions to) the social issues in society with which we are confronted.

Learning outcomes
Following the successful completion of this course, students will be able to:
- Describe the key features of sociology, its distinctiveness from other disciplines, and its capacity to explain the relationship between the individual and society;
- Apply sociological thinking to ‘real world’ settings and contemporary issues by critically engaging with key concepts and skills central to sociology;
- Search for appropriate sources of sociological information, drawing upon a variety of study skills and academic literacies in order to answer sociological questions and enrich understanding of the social world.

Teaching
Three lectures and a Seminar on Tuesday and a Tutorial on Wednesday

Assessment
Essay - 1,500 words for 100% of the marks

*Students will complete portfolio tasks (4,000 words) that provide the basis for tutorials, but they do not carry credits and students will not submit the portfolio for assessment

This course exams the key concepts and ideas of sociological thinkers from the classical tradition. It places their ideas in social and historical context and assesses the continued relevance of these thinkers in the 21st century.

Course aims:
1. To introduce students to the key concepts and theoretical ideas of sociological thinkers from the classical tradition;
2. To encourage students to engage critically (and evaluatively) with the work of sociological thinkers from the classical era;
3. To enable students to apply the key concepts and theoretical ideas of sociological thinkers from the classical tradition in order to aid our understanding of social issues in the 21st century.

Assessment
100% Essay (2,500 words)

Students will consider the role and function of Public Health in England and how this has changed over time. They will look at the structure and function of Public health in contemporary England, including the role of policy in shaping Public Health responses. Students will explore a range of key Public Health issues such as: Sexual Health, Infectious Disease, Mental Health, Violence and Drug use. Students will appraise the Public Health response to these issues in England.

Course aims
• Understanding of the structure and function of Public Health in England
• Understanding of the role of Public Health in England
• Understanding of a range of contemporary Public Health issues in England

Learning Outcomes
Students will be able to:
• Demonstrate understanding of the role of Public Health in England
• Appraise the Public Health response to a range of key issues in England

Portfolio - 2,000 words for 100% of the mark

In the first part of the course we will discuss theories of rationality in the social sciences. In the second part we will study a
wide range of empirical topics analysed using those theories. In the last part will reflect the extent of the usefulness of
theories of rationality for the study of the social world.

Course aims/description
Why would an individual vote at an election if the probability of one vote impacting its outcome is almost null?
Why do some believe in conspiracy theories or join sects and terrorist groups? Why are social scientists often in
disagreement with one another’s theories and analyses? Answers to those seemingly disparate questions
presuppose a clarification of how people reason. In this perspective, this course investigates the relationship
between rationality, its social determinants, and its social effects. This will be achieved by considering sociological
theories of rationality and their application to the study of concrete questions of our time such as those presented
above.

Learning outcomes
At the end of this course, students should be familiar with various theories of rationality in the social sciences and apply them
to the study of specific topics of interest. They should also be able to understand the scope and limits of each theory of
rationality.

Essay - 2,500 words for 100% of the mark

New course - awaiting description - we will update this site when we have further information

Students will consider different approaches to health and wellbeing. They will look at how people understand their own health and wellbeing as well as how health and wellbeing is officially defined. They will then move onto consider the ways in which health and wellbeing is socially determined and the inequalities in health that occur as a result of this. Students will explore a range of social determinants such as: socioeconomic status; gender; ethnicity and social relationships.

Course aims
• Understanding of different approaches to health and wellbeing
• Understanding of the social determinants of health and wellbeing
• Understanding of inequalities in health and wellbeing

Learning Outcomes

Students will be able to:
• Demonstrate understanding of the ways in which health and wellbeing is socially determined
• Demonstrate understanding of inequalities in health and wellbeing and the link between these and social determinants

Essay - 2,000 words for 100% of the mark