Sociology

Module Code : SO0713A
Module Title  : Globalisation and Society

Principal Domain : School of Social and Health Sciences
Principal Division : Sociology      Weighting : 100%

Level : 7
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 2     Academic Session : 2011/2
Last Updated : 16/05/11 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : Andrew Panay (A510815)

Brief Description
This module will introduce to students to a sociological perspective of globalisation.

Aim
The aim of this module is to provide the student with a sociological introduction to the origins, impacts and major debates surrounding globalisation. It will also provide students with opportunities to develop critical reading, descriptive and analytical skills; written and oral communication skills, basic IT and library skills.

Learning Outcomes
By the end of this module the student should be able to :
1. Demonstrate an awareness of major themes and concepts in the historical emergence of globalization.
2. Demonstrate an awareness of some of the theoretical positions taken by sociology to understand and account for globalisation.
3. Demonstrate an awarness of several of the pressing contemporary issues and debates surrounding globalisation.
4. Demonstrate a basic awareness of key political, cultural, social and economic shifts and tendencies of a globalising world.
5. Demonstrate an awareness of possible global futures including the future of work.

Indicative Content

1. The roots of globalization
This content theme examines the historical and intellectual roots of globalization in European modernity.
2. Gobalization: issues and meanings
This content theme examines the impacts on the contemporary world of global forms of colonialism and imperialism, global cultural and social relations, media cultures, economics and politics.
3. Globalization, uncertainty and conflict
This content theme examines debates surrounding contemporary global issues including global conflicts, the geo-politics of scarce resources, the global economic outlook and local and national identities in a globalising world.

Statement on Teaching, Learning and Assessment
In this session students taking this module will undertake an essay and an exam for purposes of assessment. Workbooks are distributed in week one that will provide support for tutorial activities. The teaching is through a mix of lectures and seminars. The seminars are based on group based discussion tasks that will require students to engage with issues and topics within the subject area. Students will engage with technologies that support their development of enquiry-based and collaborative engagement. Students are encouraged to think critically about globalisation and the contemporary world which they inhabit to facilitate development of the Sociological Imagination – which brings history, reflection and personal biography together – and as an aid to the development of their PDP profile and the development of the university's graduate attributes.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 12 hours
Tutorial/Seminar : 6 hours
Unsupervised Practical Activities : 6 hours
Assessment : 20 hours
Independent : 106 hours

Assessment

Seen Examination 1 Seen Exam
Weighting             : 100%
Workload              : 20 hrs
Issue Week          : 1
Submission Week : EP
Return Week        : EP
Associated Learning Outcomes :
Assessment Tutor : Andrew Panay (A510815)


 
 
 


Additional Assessment Information


Additional Tutors :
Roderick Lonie (R513547)
Stuart Waiton (S513892)

Supportive Reading
Cohen R & Kennedy P (2000) Global Sociology Oxford: Blackwell
Waters, M (2000) Globalization Manchester University Press: Manchester
O' Rourke et al (2001) Globalization and History Routledge: London

Specialist Resources


Teachability Issues for this module are :
Oral,Visual,Aural,Reading,Writing

Key Transferable Skills for this module are :
Communication,Team Work,Problem Solving,Research,Planning,Interpersonal

Module Code : SO0701A
Module Title  : History and Social Change

Principal Domain : School of Social and Health Sciences
Principal Division : Sociology      Weighting : 100%

Level : 7
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 2     Academic Session : 2011/2
Last Updated : 16/05/11 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : Wallace McNeish (W511010)

Brief Description
This module will introduce students to a sociological understanding of European historical change by tracing the dynamic interplay of politics, science, technology, culture and ideas that have defined the epochs of antiquity, the middle ages, early modernity and late modernity.

Aim
The aim of this Module is to provide the student with : a broad introduction to the sociological understanding of European history and the processes of social change and development.

Learning Outcomes
By the end of this module the student should be able to :
1. Outline the key social, economic, cultural and ideological characteristics of the epochs (antiquity, middle ages/feudalism, early modernity, late modernity) that have defined European history.
2. Explain how different conceptualisations of what it is to be a person in society have changed over time.
3. Describe the sociological perspective toward understanding historical change.
4. Identify key moments of historical transition and the processes and movements that were significant in bringing about such change.
5. Demonstrate a foundational understanding of inter-relationships between politics, science, technology, culture and ideas which led to the social formations that define European history.
6. Illustrate a basic knowledge of the historical basis of contemporary culture and society.

Indicative Content

1. Lectures
Lectures will be divided into four distinct sections that cover the following historical epochs: classical antiquity, middle ages/feudalism, early modernity and modernity. Lectures will cover the society and politics, science and technology, and ideas and culture of the historical epoch concerned and the processes of historical change.
2. Tutorials
Tutorials will be enquiry based around readings from the core text and related videos - they will also offer guidance regarding the assessment requirements.

Statement on Teaching, Learning and Assessment
Teaching is delivered through an integrated multi-faceted organisational framework of ten traditional lectures, two interactive lectorial supervised practical activites (for the Introduction and Conclusion Revision sessions) and weekly enquiry based tutorials centred on a mixture of task oriented group work and student led discussions of key readings and related videos that are facilitated by the class tutor. Students will use information technology to access module information and lecture powerpoint slides which are placed on the Blackboard intranet interface after each block of lectures. Graduate attributes are evidenced through the assessment process, student feedback and classroom discussions with tutors.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 10 hours
Tutorial/Seminar : 12 hours
Supervised Practical Activity : 2 hours
Assessment : 20 hours
Independent : 106 hours

Assessment

Essay 1 1500
Weighting             : 50%
Workload              : 10 hrs
Issue Week          : 17
Submission Week : 35
Return Week        : 38
Associated Learning Outcomes : 1,2,3,4,5,6
Assessment Tutor : Wallace McNeish (W511010)

2 Examination 2 2hrs
Weighting             : 50%
Workload              : 10 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : EP
Associated Learning Outcomes : 1,2,3,4,5,6
Assessment Tutor : Wallace McNeish (W511010)

 
 
 


Additional Assessment Information


Additional Tutors :
PART-TIME STAFF (PARTTIME)
PARTTIME
PARTTIME

Supportive Reading
Harman, C. (2002) A Peoples History of the World Bookmarks: London
Habsbawm, E. J. (2001) Age of Extremes: the Short 20th Century Abacus: London
Osborne, R. (2007) Civilisation: a New History of the Western World Pimlico: London

Specialist Resources
Powerpoint for Lectures. Large lecture theatre.

Teachability Issues for this module are :
Oral,Reading,Writing

Key Transferable Skills for this module are :
Communication,Problem Solving,Research,Planning,Interpersonal

Module Code : SO0711A
Module Title  : Indvidual In Society

Principal Domain : School of Social and Health Sciences
Principal Division : Sociology      Weighting : 80%
Additional Divisions : IS     Weighting : 20%

Level : 7
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 1     Academic Session : 2011/2
Last Updated : 16/05/11 By

Pre-requisites :  
Co-requisites :  
Replaced Modules : SO111A 
Prohibited Combinations :  


Module Tutor : James Moir (J510621)

Brief Description
To introduce students to key sociological ideas such as the 'self', 'gender', 'socialisation', 'stratification' and 'ethnicity'.

Aim
The aim of this module is to provide the student with a good understanding of key sociological terms.

Learning Outcomes
By the end of this module the student should be able to :
1. Demonstrate an understanding of the sociological development of the self.
2. Demonstrate an understanding of the relationship between self and interaction in society.
3. Demonstrate an awareness of the different ways in which society is stratified.
4. Demonstrate an understanding of the sociological debates on inequality and stratification.
5. Demonstrate an ability to express the main sociological concepts in an appropriate academic writing style.

Indicative Content

1. Socialisation & The Self
Mead & the Self: socialisation and the development of the self. Stages in the development of the social self. Agents of socialisation: the family, peer group, school, mass media
2. Social Interaction & The Self
The Action Perspective: meanings in action, the labelling approach; Goffman & Dramaturgy: Impression management, roles, rules and rituals.
3. The Stratified Society
Introduces the student to the concept of stratification and explores with them the different ways in which society has been stratified and its social ramifications. The forms of stratification examined will include slavery, the feudal system, caste, class, gender, sexuality and ethnicity.

Statement on Teaching, Learning and Assessment
The teaching is through a mix of lectures, seminars and library exercises. Lectures are, in part, interactive through the inclusion of a series of activity breaks (typically 10 mins), that require students to respond (i.e. discuss and/or write) to learning prompts following a short stretch of teaching (e.g. 20-30 mins). This sequential 'listen-respond' mode of lecturing helps to engage students and develop their understanding of key sociological concepts and theories. Seminars involve groupwork exercises that have been constructed around the portfolio booklet readings and questions. Library slots involve practical exercises designed to assist students with their information literacy skills in this area. The learning outcomes are assessed through the completion of the portfolio booklet and an examination. This module contributes to PDP through the inclusion of reflective 'prompt' questions within the portfolio booklet. These questions are mainly aimed at encouraging students to develop a 'sociological imagination' (Mills, 1959) in terms of linking a sense of personal agency or constraint with wider issues related to civil society and citizenship. The module therefore encourages the early development of this kind of thinking that is central to the discipline and which differentiates it from other social sciences. It also encourages a consideration of complexity through a consideration of the self in terms of being a process rather than an entity, and that this in turn is related to the changing nature of social categories and relations (e.g. gender, ethnicity, social class). The module contributes to the development of graduate attributes, mainly through the development of skills that encourage reflexivity (e.g.via an understanding of the self as a social production) through guided tutorial discussions and through workbook short-answer questions. This process of being able to challenge complexity is further developed in the second part of the module in terms of the study of sociological factors that delimit life chances. The aim is therefore to encourage students to grapple with the nature of agency in terms of the self as well as the limits imposed by social structural factors. Students are encouraged to engage with technologies that support EBL through accessing materials, exercises and reading via Blackboard, as well as via e- library resources. The module has approximately 60% EBL

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 20 hours
Tutorial/Seminar : 6 hours
Supervised Practical Activity : 2 hours
Unsupervised Practical Activities : 6 hours
Assessment : 20 hours
Independent : 96 hours

Assessment

Portfolio 1 booklet ( approx.1000 wor
Weighting             : 50%
Workload              : 10 hrs
Issue Week          : 7
Submission Week : 17
Return Week        : 20
Associated Learning Outcomes : 1,2,5
Assessment Tutor : James Moir (J510621)

2 Examination 2 (approx. 1000 words)
Weighting             : 50%
Workload              : 10 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : 18
Associated Learning Outcomes : 3,4,5
Assessment Tutor : Jason Annetts (J510903)

 
 
 


Additional Assessment Information
Week 12 is a whole class revision and session (as per the lecture slots) involving a series of short exercises on how to revise for the examination and how to learn from the coursework feedback.

Additional Tutors :
Roderick Lonie (R513547)

Supportive Reading
Sweeny T. et al. (eds.) (2003) Sociology and Scotland Unity: Paisley, UK
Plummer, K. (2010) Sociology: The Basics Routledge: Oxon.,UK
Hewitt, J. P. & Shulman, D. (2010) Self and Society (11th Edn.) Prentice Hall: New Jersey, USA

Specialist Resources
Main Lecture Theatre Tutorial Rooms Libary facilties

Teachability Issues for this module are :
Oral,Visual,Aural,Reading,Writing

Key Transferable Skills for this module are :
Communication,Research,Self Evaluation,Planning,Interpersonal

Module Code : PS0711A
Module Title  : Introduction to Research Methods in Psychology 1

Principal Domain : School of Social and Health Sciences
Principal Division : Psychology      Weighting : 100%

Level : 7
SCQF Credits : 30
Status : Approved School Executive
Semester : Semester 1 through 2     Academic Session : 2011/2
Last Updated : 26/07/11 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : Fhionna Moore (F514243)

Brief Description
The module introduces students to the core principles and practical skills of psychological research. The knowledge base includes an introduction to the scientific process (and its limitations), benefits and disadvantages of key research designs (quantitative and qualitative), the rationale and practical application of statistical analysis and ethical considerations. Practical activities facilitate understanding of the link between knowledge in psychology and empirical research.

Aim
The aim of the module is to facilitate development of a basic understanding of psychology as a science and the skills necessary to work and think like a psychologist. These include the ability to critically evaluate research, to employ a systematic approach to problem solving, use of statistical software, the confidence and creativity to evaluate research projects and to assimilate and communicate information effectively. This provides an understanding of research methods which enables students to fully appreciate the material covered across Social and Health Science

Learning Outcomes
By the end of this module the student should be able to :
1. Demonstrate knowledge of the different methods that are used in psychological research and the difference between these methods through active participation in class and via assessment.
2. Evaluate experimental designs and formulate solutions to routine design problems through active participation in class and assessment.
3. Develop understanding of the rationale for statistical analysis in psychology research, and show competence in descriptive & inferential analysis using SPSS via active participation and assessment
4. Demonstrate knowledge and understanding of the British Psychological Society Code of Conduct, Ethical Principles and Guidelines through active participation and assessment.
5. Explain the difference between theories that are based in evidence obtained from scientific research and other forms of explanations through active participation in class and assessment
6. Show evidence of independent research and write up a psychology investigation in standard American Psychological Association format via active participation and assessment

Indicative Content

1. The Role of Research in Psychology
Introduction to scientific enquiry and the role of research in psychology.
2. Introducing Methods of Research
Introduction to: the core research designs of correlation and experimentation; the potential problems and solutions of each research design; levels of measurement.
3. The Experimental Method
Defining experimental variables. Experimental design. Bias and control.
4. Descriptive Statistics
Measures of central tendency and dispersion. Graphical and tabular presentation of data. Properties of the normal distribution curve. Standard error of the mean and confidence intervals.
5. Inferential Statistics
Introduction to hypothesis formation and testing. The role of probability in statistical inference. Test selection for parametric and non-parametric data. Data analysis using inferential statistical tests. Type I and Type II errors.
6. Introduction to SPSS
Introduction to: data entry in SPSS; use of SPSS to summarise data in tables and graphs; use of SPSS to perform descriptive and inferential statistical analysis.
7. Introduction to Qualitative Research in Psychology
Introduction to: the key differences between quantitative and qualitative research methods; the key data collection and analytic techniques for qualitative data.
8. Ethics
Introduction to ethical considerations and implications with reference to the British Psychological Spciety Guidelines.
9. Library Skills
Identify, locate and evaluate appropriate academic sources for a set academic task using key library and information skills, and acknowledge their use.
10. Report Writing
Conveying information from investigations using the appropriate APA standard. Conduct and report a literature review using appropriate academic sources.

Statement on Teaching, Learning and Assessment
PS0711a classes comprise lectures, practicals and help classes focussed around practical work with a mix of independent and small group working (80%). In practical classes, students conduct experiments or participate in demonstrations to apply and consolidate the theoretical work covered in lectures. We seek to enable students to reach conclusions on their own, based on their experience in practical classes, that support the principles of research methods. Examples include small group work to develop a research project in which students must consider: design issues, practical issues, theoretical issues and data analysis. We encourage debate and critical and creative problem solving. Over the course of the semester we demonstrate how each of the points students considered are part of the formal research process. By so doing, we seek to encourage students to collaborate with others (e.g. in small group work), and with tutors by engaging in discussion and debate. Training in research methods, especially practical training, naturally encourages critical and creative thinking but we try to ensure this further by asking students to solve problems using critical and creative techniques in small groups during the first weeks of semester. Dealing with primary scientific literature and learning to manage datasets enables students to challenge complexity. The module is delivered in collaboration with Introductory Psychology modules such that the weekly practicals reflect the material delivered in each. This supports the understanding of the relationship between knowledge of psychology and empirical research. It is a primary aim of the module to encourage confident thinking by enabling students to develop the skills needed to evaluate their own work, as well as other research, to think independently and to have faith in their own opinions and ideas. 80% of the learning activities involve enquiry-based learning (e.g. group work, pratical work, independent learning exercises) and students are expected to source approximately 50 - 60% of material (e.g. journal articles) independently.

Teaching and Learning Workloads :

Total : 300 hours
Lecture : 24 hours
Tutorial/Seminar : 24 hours
Supervised Practical Activity : 24 hours
Assessment : 40 hours
Independent : 188 hours

Assessment

Practical 1 Practical (S1)
Weighting             : 25%
Workload              : 10 hrs
Issue Week          : 7
Submission Week : 11
Return Week        : 16
Associated Learning Outcomes : 1,2,3,5
Assessment Tutor : Fhionna Moore (F514243)

2 Practical 2 Practical (S2)
Weighting             : 25%
Workload              : 10 hrs
Issue Week          : 25
Submission Week : 28
Return Week        : 31
Associated Learning Outcomes : 1,2,3,5,6
Assessment Tutor : Fhionna Moore (F514243)

Portfolio 3 Portfolio
Weighting             : 10%
Workload              : 8 hrs
Issue Week          : 1
Submission Week : 26
Return Week        : 29
Associated Learning Outcomes : 1,2,4
Assessment Tutor : Fhionna Moore (F514243)
Examination 4 Examination
Weighting             : 40%
Workload              : 12 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : EP
Associated Learning Outcomes : 1,2,3,4,5
Assessment Tutor : Fhionna Moore (F514243)
 
 
 


Additional Assessment Information
Unit 1: Practical Report of research conducted in class in Semester 1, with 10 hours for completion outside of class Unit 2: Practical Report of research conducted in class in Semester 2, with 10 hours for completion outside of class Unit 3: Portfolio of participation in research projects (4 proformas to be completed by the student on participation in 4 separate research projects) Unit 4: An exam that is taken during the exam diet To pass this module students must demonstrate competency in lab report writing by achieving at least a grade D9 in one of the two research reports.

Additional Tutors :
ANNE SCRIMGEOUR (A514009)
Part-time Staff

Supportive Reading
Coolican, H. 2009 Research Methods and Statistics in Psychology Hodder Arnold
Coolican, H. 2009 Introduction to Research Methods in Psychology Hodder Arnold
Brace, N., Kemp, R., and Snelgar, R. 2009 SPSS for Psychologists Palgrave Macmillan

Specialist Resources
SPSS (version 17), Software for statistical analysis of numerical data

Teachability Issues for this module are :
Oral,Visual,Symbolic,Aural,Diagrammatic,Computer Based,Reading,Writing,Collaboration,Professional,Other

Key Transferable Skills for this module are :
Communication,Team Work,Problem Solving,Research,ICT Skills,Self Evaluation,Planning,Interpersonal,Quantitative,Professionalism

Module Code : PS0701A
Module Title  : Introductory Psychology 1

Principal Domain : School of Social and Health Sciences
Principal Division : Psychology      Weighting : 100%

Level : 7
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 1     Academic Session : 2011/2
Last Updated : 26/07/11 By

Pre-requisites :  
Co-requisites :  
Replaced Modules : PS101A 
Prohibited Combinations :  


Module Tutor : Siobhan MacAndrew (S510836)

Brief Description
This module introduces students to three key areas within Psychology, namely: Social Psychology, Cognitive Psychology and Historical and Conceptual issues in Psychology

Aim
This module introduces the conceptual framework of psychology through the medium of research in social psychology and cognitive psychology. The module places emphasis on appreciating the link between scientific study in psychology and understanding issues in the 'real world'.

Learning Outcomes
By the end of this module the student should be able to :
1. Demonstrate their knowledge and understanding of psychological theory in Social Psychology and Cognitive Psychology and appreciate the historical and conceptual background of these theories
2. Demonstrate their knowledge and understanding of empirical research in the areas of Social Psychology and Cognitive Psychology.
3. Appreciate the contribution of social psychology and cognitive psychology to the understanding of 'real life' issues
4. Articulate a particular interest in a specific topic in social or cognitive psychology, and to identify, locate, and describe, key research papers relevant to that interest
5. Understand and define key terminology in social and cognitive psychology
6. Have an insight into their own behaviour based on their knowledge of social and cognitive psychology

Indicative Content

1. Social Psychology: Introduction to social psychology
Evaluating the social world: attitudes and attitude change. Person perception: attribution, impression formation, schemas and stereotypes
2. Social Psychology: Interacting with another person
Attraction and altruism. Social influence: social facilitation, conformity and obedience
3. Social psychology: Social influence in groups
Social loafing, de-individuation, groupthink, leadership, prejudice and stereotyping
4. Cognitive Psychology: Using your head
How cognitive psychology experiments help us to understand the way we our minds work
5. Cognitive psychology: The mind plays tricks
Are you in touch with 'reality'? is seeing believing? can you trust your own judgment? How cognitive psychology helps us to understand mistakes and misunderstandings
6. Cognitive psychology: How well do you think?
How cognitive psychology helps us to understand the way thinking and remembering works. Why is thinking hard?
7. Conceptual Issues: Why psychology is a science
What makes psychology special? what makes a good psychologist? the philosophical underpinning of psychology
8. Conceptual Issues: Psychology's contribution to knowledge
Headline theoretical notions in psychology Headline thinkers in psychology
9. Conceptual Issues: Psychology and You
Making connections - how to apply your knowledge to real life issues

Statement on Teaching, Learning and Assessment
This is the first experience of core Psychology that students receive and as such introduces students to the development and history of psychology as a discipline, and introduces them to cognitive and social psychology. We assume no prior knowledge. The learning outcomes must be achieved while at the same time building confidence in independent learning. The student must develop metacognitive skill, the ability to reflect on their own mental processes, identify academic strengths, and address areas requiring further effort. The strategy for facilitating these skills is detailed below. The material is delivered as a combination of lecturers supplying subject content followed by students in groups exploring consequences, and students independently reflecting upon what they have learned from the module. Evaluation of personal development is provided by online discussion, quizzes, and the opportunity to produce movies based on their learning experiences. Assessment of subject content is provided by the multiple choice tests which require range of knowledge. Students will be required to engage with fortnightly online tests. Over the course of the module students will spend approximately 50% of their time engaged in, or preparing for, active enquiry sessions.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 18 hours
Supervised Practical Activity : 10 hours
Unsupervised Practical Activities : 6 hours
Assessment : 20 hours
Independent : 96 hours

Assessment

Portfolio 1 Set of 5 Online Tests
Weighting             : 100%
Workload              : 20 hrs
Issue Week          : 4
Submission Week : 4
Return Week        : 6
Associated Learning Outcomes : 1,2,3,4,5,6
Assessment Tutor : Siobhan MacAndrew (S510836)


 
 
 


Additional Assessment Information
Unit 1 - Portfolio- consists of 5 online tests (based on historical and conceptual issues, cognition, and social lectures). Tests will be conducted fortnightly. Students will receive one grade that reflects the combined performance across all 5 tests. Tests will be open for a defined period of time, students should note that tests must be attempted using an on campus computer.

Additional Tutors :
Lloyd Carson (L510905)
Part-time Staff

Supportive Reading
Martin, G.N., Carlson, N., R., & Buskist, W. 2010 Psychology (4th edition) Allyn & Bacon
Bernstein, D. A., Clarke-Stewart, A., Penner, L.A., & Roy, E. J. 2008 Psychology Wadsworth
Myers, D. TG. 2002 Social Psychology (7th edition) McGraw Hill: Boston

Specialist Resources
Some of the material will be delivered using Turning Point. All teaching rooms will require data projector and audio and movie playback facilities.

Teachability Issues for this module are :
Oral,Visual,Symbolic,Aural,Diagrammatic,Reading,Writing,Collaboration

Key Transferable Skills for this module are :
Communication,Problem Solving,Research,ICT Skills,Planning,Interpersonal,Quantitative

Module Code : PS0702A
Module Title  : Introductory Psychology 2

Principal Domain : School of Social and Health Sciences
Principal Division : Psychology      Weighting : 100%

Level : 7
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 2     Academic Session : 2011/2
Last Updated : 26/07/11 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : TAMSIN SAXTON (T515260)

Brief Description
Introduction to Psychology: Biological Psychology, Individual Differences and Developmental Psychology.

Aim
The aim of this module is to provide the students with an introduction to biological psychology, developmental psychology, and the psychology of individual differences. Key issues within each of these areas of psychology will be introduced.

Learning Outcomes
By the end of this module the student should be able to :
1. Understand theoretical debates and evaluate competing theories within the domains of personality, developmental, and biological psychology.
2. Demonstrate a knowledge of empirical evidence related to these three areas of psychology.
3. Understand how these areas of psychology relate to other domains in psychology (e.g cognitive & social) and how research within them has developed historically and theoretically.

Indicative Content

1. Individual Differences
Introduction to theories of personality, including psychodynamic theory, trait and type approaches, humanism, and social learning theories.
2. Developmental
Pre-natal development, cognitive development, perceptual development, sex and gender and socialisation.
3. Biological
Structure & organisation of the CNS, basic neurochemistry and neurophysiology of nerve transmission, cortical localisation of function, psychopharmacology (drug action), reward.

Statement on Teaching, Learning and Assessment
This module continues on from PS0701A in introducing students to the core cognate areas of individual differences, biological psychology and developmental psychology. During the lecture series, students are introduced to the seminal findings, theories and a brief history of each of these 3 areas. In addition, there are 5 x 2 hour enquiry based learning sessions in which students will be expected to work independently and in groups when engaging with complementary topics from each of the 3 fields of study. Although this module stands alone, it does add to the students' exposure to psychology following their previous engagement with PS0701. The subject content is assessed by 5 fortnightly multiple choice class tests, each worth 20% of the overall module grade. The assessment criteria for each of these tests are aligned to the teaching and learning outcomes. Students should spend at least 60% of their time engaged in enquiry based activities (including the enquiry based learning sessions, homework for enquiry based learning sessions, and own research and discovery for the assessments).

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 20 hours
Supervised Practical Activity : 10 hours
Assessment : 20 hours
Independent : 100 hours

Assessment

Portfolio 1 5 fortnightly class tests
Weighting             : 100%
Workload              : 20 hrs
Issue Week          : 21
Submission Week : 29
Return Week        : 30
Associated Learning Outcomes : 1,2,3
Assessment Tutor : TAMSIN SAXTON (T515260)


 
 
 


Additional Assessment Information
Please note that due to the distribution of assessment units across the semester, ALL components (Developmental Psychology, Individual Differences; Biological Psychology) will be assessed.

Additional Tutors :
Scott Hardie (S510828)

Supportive Reading
Davey, G., Albery, I.P., Chandler, C., Field, A., Jones, D., Sterling, C., Messer, D.J. & Moore, S. 2008 Complete Psychology, 2nd edition Hodder Education
Carlson N.R., Martin, G.N., Buskist, W. 2004 Psychology, 2nd edition Allyn & Bacon
Passer, M.W., Smith, R.E., Holt, N., Bremner, A., Sutherland, E. & Vliek, M. 2008 Psychology: The science of mind & behavior. McGraw-Hill Higher Education

Specialist Resources
Lecture rooms and practical/tutorial rooms will require laptop access to data projector, internet access, and audio and movie playback facilities.

Teachability Issues for this module are :
Oral,Visual,Symbolic,Aural,Diagrammatic,Computer Based,Reading,Writing

Key Transferable Skills for this module are :
Communication,Problem Solving,Research,ICT Skills

Module Code : SO0777A
Module Title  : The Thinking Module

Principal Domain : School of Social and Health Sciences
Principal Division : Sociology      Weighting : 70%
Additional Divisions : Psychology     Weighting : 10%
                      Sport and Leisure     Weighting : 10%
                      Tayside Institute of Health Studies     Weighting : 10%

Level : 7
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 1     Academic Session : 2011/2
Last Updated : 16/05/11 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : Wallace McNeish (W511010)

Brief Description
This inter-disciplinary module aims to inculcate the critical thinking skills that form the basis for successful study across the academic disciplines and degree programmes offered by the School of Health and Social Sciences. This module is being piloted by the Sociology Division in 2008/9 and will be implemented across the School in 2009/10 to provide a common learning experience in the first semester of Year One for all Level 7 students.

Aim
The aim of this Module is to provide the student with : critical thinking skills that form the basis for successful progression through higher education.

Learning Outcomes
By the end of this module the student should be able to :
1. Exhibit an ability to analyse, evaluate, debate, and communicate knowledge from competing itellectual perspectives.
2. Demonstrate organisation, self-management and scholarship skills by using information technology to access relevant sources.
3. Show evidence of collaboration and discursive review of written work with student peers.

Indicative Content

1. Potential 'Timeless' Debates
Debates chosen from Programme specific lists and led by internal and external experts on: eg, Existence of god; privacy and civil society; private property; money as source of 'evil'; nature/nurture; free speech; pornography; capital punishment; prostitution; animal experimentation; euthanasia; abortion; affirmative action; just war; trade union power; good life/good political community; human nature; monarchy; value of democracy; meaning of equality; etc.
2. Potential 'Timely' Debates
Debates chosen from Programme specific lists led by internal and external experts on: eg, Academic freedom; drug legalisation; drug use in sport; immigration; free health care; war on terror; progressive taxation; race and gender discrimination; Olympic Games/Human Rights; politics/sport; global warming; internet censorship; nuclear power; education league tables; nuclear weapons; GM agriculture; cloning; fair trade; value of contemporary culture; etc
3. Thinking Seminars
Follow-up discursive discipline specific seminar sessions led by teaching staff on topics covered in formal debates. Students tutored to identify types of arguments presented, evaluate perspectives and to reflect on their own reasoning processes and value assumptions.
4. WEB CT Discussion Forum
Students will be required to write a short 300 word indicative 'Thinking Summary' of the arguments presented in each debate. These summaries will be peer reviewed by group work partners before an exemplar is constructed and posted on the moderated WEB CT discussion forum.

Statement on Teaching, Learning and Assessment
The Thinking Module will combine innovative modes of delivery (issue centred debates, Thinking seminars, WEB CT discussion forum) and assessment (partner peer review, Thinking Summaries, Thinking Reports), to contribute strongly to the 'group work', 'independent inquiry', 'enquiry based learning', 'problem solving' and 'contemporary issues' aspects of the School Strategic Plan while also facilitating the attainment of the graduate attributes included in the University Plan. This module also contains an implicit orientation towards PDP in the way that it encourages students to think critically about themselves, their educational institution, their employment experiences as well as wider contemporary social, economic and and political issues.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 8 hours
Tutorial/Seminar : 6 hours
Supervised Practical Activity : 6 hours
Assessment : 20 hours
Independent : 110 hours

Assessment

Groupwork 1 3 x 300 word Summaries
Weighting             : 40%
Workload              : 8 hrs
Issue Week          : 1
Submission Week : 12
Return Week        : 15
Associated Learning Outcomes : 1,2,3,4,5,6
Assessment Tutor : Wallace McNeish (W511010)

2 Report 2 1000 words
Weighting             : 60%
Workload              : 12 hrs
Issue Week          : 1
Submission Week : 14
Return Week        : 17
Associated Learning Outcomes : 1,2,3,4,5,6
Assessment Tutor : Wallace McNeish (W511010)

 
 
 


Additional Assessment Information
Assessment will be supported by the creation of a Resource Bank. Assessments = three 300 word 'Thinking Summaries', one 1000 word 'Thinking Report'.

Additional Tutors :
LECTURER EXTERNAL (EXTLEC)
PART-TIME STAFF (PARTTIME)
GUEST
EXTLEC
PARTTIME

Supportive Reading
N Sherratt et al 2004 DD100 Course: An Introduction to the Social Sciences Open University Press: Milton Keynes
S Cottrell 2005 Critical Thinking Skills Palgrave MacMillan: London
R van den Brink-Budgen 2004 Critical Thinking for Students How to Books: Oxford

Specialist Resources
Room 1516 is essential for debates. IT Services and Library Services Support.

Teachability Issues for this module are :
Oral,Aural,Computer Based,Reading,Writing,Collaboration

Key Transferable Skills for this module are :
Communication,Team Work,Problem Solving,Research,ICT Skills,Self Evaluation,Planning,Interpersonal

Module Code : PS0801A
Module Title  : Biological Psychology

Principal Domain : School of Social and Health Sciences
Principal Division : Psychology      Weighting : 100%

Level : 8
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 2     Academic Session : 2011/2
Last Updated : 26/07/11 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : CLARE CUNNINGHAM (C514271)

Brief Description
This module examines the links between biology and psychology. It will introduce students to the biological processes that underpin observable behaviour, looking at systems that exert direct control over behavioural responses and those that play a modulatory role in human psychology.

Aim
The aim of this module is to provide knowledge of the structure and function of the nervous and endocrine systems, and their role in the production of behaviour. Also, it will introduce the evolutionary mechanisms that shape the complex physiological and psychological processes seen in modern humans.

Learning Outcomes
By the end of this module the student should be able to :
1. Demonstrate a basic understanding of the structure and function of the nervous and endocrine systems, and their contributions to the production of human behaviour.
2. Provide explanations of how biological processes influence specific behavioural responses.
3. Appreciate biological and psychological mechanisms seen in modern humans are a product of their evolutionary history, and evidence an understanding of the evolutionary processes that shape them.
4. Demonstrate an understanding of how biological theories relating to individual differences contribute to the production of human behaviour.
5. Incorporate information gained through self-study into own knowledge base and disseminate this information to peer group in disscussion- based learning.
6. Use knowledge gained about how biological factors contribute to human behaviour to scaffold knowledge gained in future learning, both within biological psychology and across psychological disciplines.

Indicative Content

1. Foundations of biopsychology
Historical views of the brain, mind and behaviour; consideration of dichotomies such as whether behaviour is physiological or psychological, innate or learned; introduction to an evolutionary approach in the study of behaviour including basics of inheritence and methods of research such as twin and adoption studies, and comparative psychology.
2. Structure and function of the central nervous system
Structure of the brain, neurons and neuronal networks; neuronal communication within and between neurons, and brain and neuronal plasticity.
3. The neuroendocrine system and reproductive behaviour
Examining how hormones influence mate choice, mating behaviour and sexual orientation.
4. Biological control of behaviour
Bringing together hormonal and neuronal control of behaviours including movement and movement disorders, ingestion and eating disorders, social behaviours such as social learning and understanding the actions of others, attachment and parental care, and emotional expression.
5. Neuropsychology
Looking at the physiological and behavioural effects of brain degeneration and implications for everyday life.
6. Comparative neuroanatomy and cognitive research
Evolution of the human brain, comparing hominoid brains to those of other species; introduce research methods that use neuroanatomy as indicators of cognitive capacity; lateralisation of the brain and its consequences.
7. Contemporary approaches to individual differences
Introducing the main theories proposed to explain the extreme variability between individuals including biological, psychodymanic and humanistic approaches.

Statement on Teaching, Learning and Assessment
This module builds upon the biological psychology component offered in the first year introductory module PS0702A affording the opportunity for students to develop a more critical approach to this material. The module incorporates lecture-based delivery, lectorials and small-group teaching where discussions will be based on guided independent learning brought to the sessions by students. The core information will be delivered through lectures (14hrs = 42%). As second year students, it is important that the relevant knowledge base is developed so that discussions and own learning can be based on informed reasoning. To supplement lecture and lectorial material, there will be a series of web-based discussion activities (3hrs) where students can discuss topics with lecturing staff and peers. Activities within lectorials (10hrs) are aimed at improving understanding of how research drives knowledge and so teaching. Tutorial (6hrs) sessions will also focus on psychology research to stimulate student interest in the science that underpins the information presented. Thus, enquiry-based learning will contribute 58% of the course delivery. Small-group sessions allow the students to build on material disseminated in lectures and lectorials both through questioning information given, allowing them to become independent thinkers, and by broadening their understanding. There will also be a computer-based tutorial session that will develop the use of technology in learning and also strengthen teaching-research linkages. Learning outcomes will be assessed through a combination of examinations, aimed at assessing the accuracy of their knowledge, and participation in discussions to monitor their development as individuals and psychologists.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 24 hours
Tutorial/Seminar : 9 hours
Assessment : 20 hours
Independent : 97 hours

Assessment

Class Test 1 45 minutes short answer
Weighting             : 20%
Workload              : 4 hrs
Issue Week          : 22
Submission Week : 22
Return Week        : 25
Associated Learning Outcomes : 1,2,3
Assessment Tutor : CLARE CUNNINGHAM (C514271)

2 Examination 2 2 hr examination
Weighting             : 80%
Workload              : 16 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : 35
Associated Learning Outcomes : 1,2,3,4,5,6
Assessment Tutor : CLARE CUNNINGHAM (C514271)

 
 
 


Additional Assessment Information
Class test will take place in normal lecture slot and will cover lecture material from weeks 18-20. Final exam will cover rest of lecture material and tutorials.

Additional Tutors :
Fiona McConnochie (F510904)
Scott Hardie (S510828)
Siobhan MacAndrew (S510836)

Supportive Reading
Pinel, J.P.J. 2011. Biopsychology, 8th Edition. Pearson Education Inc.
Carlson, N.R. 2011.. Foundations of Behavioral Neuroscience, 8th Edition. Pearson Education Inc.
Swami, V. 2011. Evolutionary Psychology: A critical introduction. BPS Blackwell; John Wiley & Sons

Specialist Resources
Books available on EBRAY: Rodgers, L.J.(Ed). 2002. Comparative Vertebrate Lateralization, Cambridge University Press. Kay I. 1998. Introduction to Animal Physiology, BIOS Scientific Publishers

Teachability Issues for this module are :
Oral,Visual,Symbolic,Aural,Reading,Writing

Key Transferable Skills for this module are :
Communication,Problem Solving,Research,ICT Skills,Planning,Interpersonal,Quantitative

Module Code : SO0813A
Module Title  : Classical Sociological Theory

Principal Domain : School of Social and Health Sciences
Principal Division : Sociology      Weighting : 100%

Level : 8
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 1     Academic Session : 2011/2
Last Updated : 16/05/11 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : Hazel Work (H510827)

Brief Description
This module will introduce students to the foundational thinkers of modern sociological theory: Karl Marx, Max Weber and Emile Durkheim.

Aim
The aim of this Module is to provide the student with : working knowledge of the principle ideas of the key contributors to the foundations of sociological thought.

Learning Outcomes
By the end of this module the student should be able to :
1. Demonstrate an understanding of the philosophical influences upon the key contributors to the foundation of sociological thought.
2. Illustrate an understanding of how each thinker interpreted the impact of modern capitalist society upon the 'human condition'.
3. Articulate an understanding of how each thinker used different methodologies to analyse and explain the nature of social cohesion and social conflict.
4. Display an ability to effectively communicate the similarities and differences between the key classical sociological thinkers.
5. Critically assess the significance of the classical thinkers' social theory in the analysis of contemporary society.
6. Recognise the influence of each classical sociological thinker upon subsequent sociological theory and practice.

Indicative Content

1. Lectures
The lecture programme is divided into three sections which focus upon the origins, development and application of the thought of Karl Marx, Max Weber and Emile Durkheim.
2. Tutorials
Tutorials are structured around the discussion of core readings from primary sources and student answers to independent inquiry questions as set in the core text.

Statement on Teaching, Learning and Assessment
Teaching and learning for this module is delivered through the traditional format of lectures and tutorials. Two one hour lectures per week are required to properly introduce key topics and direct further independent study. Weekly turorials centred upon readings from the core text give students the opportunity to discuss core concepts, ask questions and gain guidance for the assessments. This module contains a strong PDP element at its core in that it encourages students to reflect upon themselves and their relationships towards family, work, education and wider contemporary social, economic and political issues through the prism of critical social theory. Graduate attributes are framed through encouragement of the sociological imagination that operates as a form of master framing narrative for the said attributes.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 24 hours
Tutorial/Seminar : 12 hours
Assessment : 20 hours
Independent : 94 hours

Assessment

Essay 1 2000 words
Weighting             : 40%
Workload              : 8 hrs
Issue Week          : 01
Submission Week : 10
Return Week        : 14
Associated Learning Outcomes :
Assessment Tutor : Hazel Work (H510827)

2 Examination 2 2hrs, unseen
Weighting             : 60%
Workload              : 12 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : EP
Associated Learning Outcomes :
Assessment Tutor : Hazel Work (H510827)

 
 
 


Additional Assessment Information


Additional Tutors :
Alex Law (A510842)
Jan Law (J513913)
PART-TIME STAFF (PARTTIME)
Wallace McNeish (W511010)
PARTTIME

Supportive Reading
Calhoun, C. et al (eds) 2002 Classical Sociological Theory Blackwell:Oxford
Callinicos, A. 2000 Social Theory: a Historical Introduction Polity: Cambridge
Appelrouth, S. & Edles, L. D. 2008 Classical and Contemporary Sociological Theory (Text and Readings) Sage: London

Specialist Resources
Powerpoint availability for lectures. Large lecture theatre.

Teachability Issues for this module are :
Oral,Visual,Reading,Writing

Key Transferable Skills for this module are :
Communication,Problem Solving,Research,Planning,Interpersonal

Module Code : PS0802A
Module Title  : Cognitive Psychology

Principal Domain : School of Social and Health Sciences
Principal Division : Psychology      Weighting : 100%

Level : 8
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 1     Academic Session : 2011/2
Last Updated : 26/07/11 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : Kenneth Scott-Brown (K511040)

Brief Description
An introduction to the related fields of learning theory, cognition and human perception.

Aim
The aim of this Module is to provide the student with: an understanding of behaviourism, cognition and perception.

Learning Outcomes
By the end of this module the student should be able to :
1. Describe and evaluate Classical and Operant Conditioning experiments and comment on their usefulness in explaining human and animal behaviour.
2. Comment on the use of experimental paradigms in the field of cognitive psychology when attempting to understand specific aspects of human performance.
3. Know the pathways involved in the appropriate sensory systems.
4. Appreciate the similarities and differences in the coding and processing of information in the sensory pathways.
5. Understand the use of knowledge of sensory and cognitive systems in psychology.

Indicative Content

1. Cognition
Visual Imagery; Object Recognition; Change Blindness; Introduction to theories of attention; Problem solving; Decision making; Cognition and Emotion; Preconscious Processing.
2. Perception
Overview of visual system; Perception of events; Stereo; Spatial Vision and form perception; The perceptual aspects of reading; hearing and listening.
3. Learning Theory
Habituation; Classical conditioning; Operant Conditioning; Applications of Learning Theory.
4. Memory
Levels of Processing, Working Memory, Models of Long- term Memory.

Statement on Teaching, Learning and Assessment
Cognitive psychology is a pervasive subject in life and work and is presented in a variety of formats to engage students from different programmes. The module comprises a blend of lectures (65% of contact), supervised practicals (35% of contact), and independent study (69% of total module time). The lectures serve to delineate the breadth and depth of the syllabus and each lecture has key and supplementary readings associated with. Students directly experience the key concepts themselves in the practicals, and then develop their awareness of the critical issues surrounding these concepts in the lectures and in their own study. Students will be required to work in small groups in some of these practicals. Learning is enhanced by reflection on the relevance of the content of the module to the student’s programme of study. The coursework allows the students to engage with a sustained piece of intellectual research on a topic related to the module. Suggested readings, advice and activity based on creating appropriate written work is provided in the practicals. The coursework allows the students to develop an independent thread of investigation within the syllabus and to practice their skills in synthesis and effective communication in written form. The exam format ensures a breadth of coverage across the module content. The assessments address topics covered exclusively in the practicals as well as topics from the lectures. The successful students in this module will have taken responsibility for the selection of their coursework topic and planned a systematic review of the available literature. They will have constructed a review of the relevant subset of cognitive psychology according to a pre-defined professionally recognised presentation and referencing format. This will have been done according to published deadlines and guidelines. Successful students will have undertaken a programme of study and revision leading to completion of the assessments requiring exhibition of knowledge and understanding of seminal concepts in Cognitive Psychology assessed by the appropriate Learning Outcomes.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 18 hours
Supervised Practical Activity : 10 hours
Assessment : 20 hours
Independent : 102 hours

Assessment

Coursework 1 Review (1000 words)
Weighting             : 50%
Workload              : 10 hrs
Issue Week          : 1
Submission Week : 9
Return Week        : 12
Associated Learning Outcomes : 1,2,3,4
Assessment Tutor : Kenneth Scott-Brown (K511040)

2 Examination 2 Class Test
Weighting             : 50%
Workload              : 10 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : 19
Associated Learning Outcomes : 1,2,3,4
Assessment Tutor : Kenneth Scott-Brown (K511040)

 
 
 


Additional Assessment Information


Additional Tutors :
Andrea Szymkowiak (A511207)
Malcolm Cook (M510676)

Supportive Reading
Goldstein, E. Bruce 2009 Sensation and Perception. 6th Edition Wadsworth Publishing Co. Inc.
Eysenk, M.& Keane, M. 2010 Cognitive Psychology, 6th Edition Psychology Press: Hove
Braisby, N & Gellatly, A 2005 Cognitive Psychology OU Press: Oxford

Specialist Resources
Practical activity involves PC thatmust have QuickTime(TM) in lecture room PCs and both Quicktime and E-Prime software intalled in labs.

Teachability Issues for this module are :
Oral,Visual,Symbolic,Aural,Diagrammatic,Computer Based,Reading,Writing,Collaboration

Key Transferable Skills for this module are :
Communication,Team Work,Problem Solving,Research,ICT Skills,Interpersonal,Quantitative

Module Code : SO0854A
Module Title  : Crime Deviance and Society

Principal Domain : School of Social and Health Sciences
Principal Division : Sociology      Weighting : 100%

Level : 8
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 2     Academic Session : 2011/2
Last Updated : 16/05/11 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : Stuart Waiton (S513892)

Brief Description
This module focuses on aspects of the relationship between crime, deviance and the social and political structure of modern societies

Aim
The aim of this Module is to provide the student with : the ability to analyse and explore the relationship between crime, deviance and specific social, political, economic and cultural divisions in society.

Learning Outcomes
By the end of this module the student should be able to :
1. Assess and evaluate the relationship between inequality and crime.
2. Assess the relationship between power, crime and market-forces
3. Evaluate the relationship between political violence, terrorism, the state and crime

Indicative Content

1. Inequality and Crime
How does the structure of a society affect crime and attitudes towards crime, criminals and deviant behaviour? How do social and cultural phenomena shape and influence crime?
2. Power and Crime
Crimes of the powerful and their regulation; characteristics of white-collar and corporate crime.
3. Political crime
The relationship between the state and violence; terrorism; representation of and regulation of these crimes.

Statement on Teaching, Learning and Assessment
The module is lecture and tutorial based to give students the opportunity to assess and evaluate relationships between crime and social structure through discussion. Lectures will be supplemented by research based group work discussions in seminars. Online Chatroom discussions for students encourages enquiry based learning and is additional to seminars. This supports group learning and collaroration between students - also developing critical reasoning and enhancing the potential for confident learners to flourish. The first essay - with feedback and discussion is to facilitate a reflexive approach to learning. Students work collaboratively in seminars, manage their learning and addressing complex and ambiguous subject matter throughout.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 10 hours
Tutorial/Seminar : 12 hours
Supervised Practical Activity : 2 hours
Assessment : 20 hours
Independent : 106 hours

Assessment

Essay 1 1500
Weighting             : 50%
Workload              : 8 hrs
Issue Week          : 18
Submission Week : 35
Return Week        : 38
Associated Learning Outcomes : 1,2
Assessment Tutor : Stuart Waiton (S513892)

2 Examination 2 2 hours
Weighting             : 50%
Workload              : 12 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : EP
Associated Learning Outcomes : 1,2,3
Assessment Tutor : Stuart Waiton (S513892)

 
 
 


Additional Assessment Information


Additional Tutors :

Supportive Reading
Croall, H. (1998) Crime and Society in Britain Pearson Longman
Waiton, S. (2008) Scared of the kids Abertay Press
Jenkins, P. (2003) Images of Terror Aldine de Gruyter

Specialist Resources


Teachability Issues for this module are :
Oral,Reading,Writing

Key Transferable Skills for this module are :
Communication,Team Work,Problem Solving,Self Evaluation,Interpersonal

Module Code : PS0811A
Module Title  : Research Methods 2

Principal Domain : School of Social and Health Sciences
Principal Division : Psychology      Weighting : 100%

Level : 8
SCQF Credits : 30
Status : Approved School Executive
Semester : Semester 1 through 2     Academic Session : 2011/2
Last Updated : 26/07/11 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : Noelle McAra (N511192)

Brief Description
This is the second year core research methods module and builds upon the skills introduced in the first year research methods module. Theoretical, historical and statistical concepts are taught in lectures with hands on practical lab sessions using both quantitative and qualitative techniques that allow students to put theory into practice. Students will learn how to develop their own research from taking a basic idea, creating the materials to test their theory, to producing a report in APA format that presents the findings appropriately and professionally.

Aim
The aim of this Module is to provide the student with the opportunity to further develop the knowledge and skills required to design, conduct, analyse and report quantitative and qualitative psychological research in APA format

Learning Outcomes
By the end of this module the student should be able to :
1. Via active participation in class and via 2 assessed portfolios and 1 assessed report, design and conduct ethically acceptable psychological research using techniques taught on the module
2. Via active participation in class and via 2 assessed portfolios and 1 assessed report, evaluate psychological research and present this in APA format
3. Via active participation in class and via 2 assessed portfolios and 1 assessed report,use SPSS to analyse empirical data utilising a variety of statistical techniques
4. Via active participation in class and in 2 assessed portfolios and 1 assessed report, identify and locate, using a variety of resources, suitable reference material for practical work
5. Demonstrate, via examination, a good understanding of the key principles of psychological research design and data analysis

Indicative Content

1. Methods of Research
Main quantitative and qualitative research methods available to psychologists; Use in applied settings; advantages and disadvantages
2. The Experimental Method
Variables and levels; hypotheses; design - basic and advanced; control techniques; validity and reliability in experimentation; ethics in experimentation
3. Data Analysis - Descriptive Statistics
Data types; measures of central tendency; measures of dispersion; normal distribution; graphing data; confidence intervals; effect size; power
4. Data Analysis - Inferential Statistics
Test selection; parametric and nonparametric 2-sample test of difference; Within and Between one-way ANOVA; correlation; Tests of both internal and external reliability; inter rater reliability
5. Qualitative Methods
Main types of qualitative research techniques; questionnaire design, narrative enquiry, interviewing - types, advantages, disadvantages; analysing interview material.
6. Quantitative Methods
Experimental method, two variable tests of difference (parametric and non-parametric), tests of relationships (parametric and non-parametric); multilevel testing, post hoc and a priori testing using Tukey HSD and Bonferonni. Reliability analysis using Cronbach's alpha, quantitatve content analysis, item analysis
7. Reporting Research
Sections and content of an APA formatted psychology lab report; APA referencing
8. Information Searching
Structured and unstructured search; Search using the Internet and locating electronic journals using the university library system and appropriate data bases
9. I.T.Skills
Designing a lab report template using Word for Windows; using SPSS for data analysis;

Statement on Teaching, Learning and Assessment
This module aims to build upon and enhance skills gained in PS0711a Research Methods 1 and is designed to map on to the core modules PS0801 (Cognitive psychology) and PS0802a (biological psychology) providing an opportunity to put theory covered in the core modules in to practice and to prepare students for PS0911a Research Methods 3. One third of the module is delivered as lectures while the reminder is covered in lab sessions that build on the material presented in the lectures. Active participation in small group settings (labs) is essential for successful engagement with the material (60% of the module requires active enquiry). This promotes strong links between teaching and research and develops confident, enquiring and reflective thinkers. The module provides the strong foundation required for applying knowledge gained in other psychology modules. The dynamic and evolving nature of psychological research is reflected in the module's learning outcomes, structure and assessment, providing an inspiring learning environment that enables students to build confidence and to apply their knowledge to real life problems.

Teaching and Learning Workloads :

Total : 300 hours
Lecture : 22 hours
Tutorial/Seminar : 24 hours
Supervised Practical Activity : 48 hours
Unsupervised Practical Activities : 2 hours
Assessment : 40 hours
Independent : 164 hours

Assessment

Portfolio 1 Coursework
Weighting             : 15%
Workload              : 5 hrs
Issue Week          : 6
Submission Week : 12
Return Week        : 18
Associated Learning Outcomes : 2,3
Assessment Tutor : Noelle McAra (N511192)

2 Practical 2 Report
Weighting             : 20%
Workload              : 10 hrs
Issue Week          : 20
Submission Week : 24
Return Week        : 27
Associated Learning Outcomes : 1,2,3,4
Assessment Tutor : Noelle McAra (N511192)

Portfolio 3 Coursework
Weighting             : 15%
Workload              : 5 hrs
Issue Week          : 22
Submission Week : 27
Return Week        : 30
Associated Learning Outcomes : 2,3
Assessment Tutor : Noelle McAra (N511192)
Examination 4 Examination
Weighting             : 50%
Workload              : 20 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : 39
Associated Learning Outcomes : 2,4
Assessment Tutor : Noelle McAra (N511192)
 
 
 


Additional Assessment Information
*EP denotes the Final Examination Period To pass this module students must demonstrate competency in carrying out and reporting statistical analyses. This will be evidenced in passing at least the report and one portfolio.

Additional Tutors :
ANNE SCRIMGEOUR (A514009)
Pamela Miller (P513621)

Supportive Reading
Field. A (2009) Discovering Statistics Using SPSS London Sage
Brace, N., Kemp, R., &Snelgar, R (2009) SPSS for Psychologists Palgrave: Basingstoke
American Psychological Association (2009) Publication manual of the APA APA : London

Specialist Resources
SPSS; Microsoft Excel, Superlab Pro V2, Micorsoft Word

Teachability Issues for this module are :
Oral,Visual,Symbolic,Diagrammatic,Computer Based,Reading,Writing

Key Transferable Skills for this module are :
Communication,Team Work,Problem Solving,Research,ICT Skills,Self Evaluation,Planning,Interpersonal,Quantitative,Professionalism

Module Code : SO0827A
Module Title  : Self & Society

Principal Domain : School of Social and Health Sciences
Principal Division : Sociology      Weighting : 100%

Level : 8
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 1     Academic Session : 2011/2
Last Updated : 16/05/11 By

Pre-requisites :  
Co-requisites :  
Replaced Modules : SO297A 
Prohibited Combinations :  


Module Tutor : James Moir (J510621)

Brief Description
This Level 2 module considers the way in which our understanding of ourselves as independent agents in the world (i.e. as independent selves) is rooted in our culture and has implications for power differences in social relations.

Aim
The aims of this module are to provide: (i) an introduction to the social constructionist perspective on thought and action; (ii) an understanding of the socio-historical basis of social relations; (iii) an understanding of the above themes which connect self and society.

Learning Outcomes
By the end of this module the student should be able to :
1. Explain the conceptual basis of social constructionism.
2. Demonstrate an understanding of the relationship between culture, reasoning and social relations.
3. Assess the socio-historical basis of explanation in relation to topics (e.g. cognition, attitudes, the self, attribution, conformity, aggression, altruism) which connect self and society.

Indicative Content

1. Self & Society in Social Science
The self and 'mind' as objects of study.
2. Introduction to Social Constructionism
Varieties, overlaps and principles. Social constructionism and discourse analysis in social psychology.
3. Reasoning and Social Relations
Reasoning as a property of culture. Beyond the 'inner mind' and mental world. Attitudes and action. Attributions, blamings and justifications.
4. Images of the Self
Self knowledge and self concept. Selves in action. Gender, self & society.
5. Social Influence & Social Relations
Conformity and obedience - beyond the individual. Altruism and aggression in social context.

Statement on Teaching, Learning and Assessment
The teaching is through a mix of lectures and seminars. Seminar classes offer students the opportunity to learn via portfolio booklet questions that involve groupwork exercises. The course is assessed through the submission of a reflective report and a portfolio assignment. This module contributes to PDP through the inclusion of reflective report as well as 'prompt' questions within the portfolio booklet. These questions are mainly aimed at encouraging students to develop a critical awareness of the self-society dualism through a reconsideration of socio-psychological themes, and in particular how issues are framed as 'social problems'. The module therefore builds upon the early development of this kind of challenging thinking in module SO0711A. This is further developed through a consideration and critique of the way in which this dualism is operationalised (e.g. in terms of 'attitudes', 'attributions or 'social influence'). The module therefore encourages the early development of this kind of thinking that is central to the discipline and which differentiates it from other social sciences. It also encourages a consideration of complexity through a consideration of the self in terms of being a process and social production rather than an entity, and that this in turn is related to the changing nature of social categories and relations. The module contributes to the development of graduate attributes, mainly through the development of skills that enhance reflexivity (e.g.via an understanding of the self as a social production) through guided tutorial discussions and through workbook short-answer questions. This process of being able to challenge complexity is further developed through in-class exercises designed to stimulate debate. The aim is therefore to enable students to grapple and reflect upon the self as a discourse and the way in which this is related to power. Students are encouraged to engage with technologies that support EBL through accessing materials, exercises and reading via Blackboard, as well as via e-library resources. The module has approximately 60% EBL.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 10 hours
Tutorial/Seminar : 12 hours
Supervised Practical Activity : 1 hours
Assessment : 20 hours
Independent : 107 hours

Assessment

Report 1 Reflective rep. 750 words
Weighting             : 30%
Workload              : 6 hrs
Issue Week          : 1
Submission Week : 9
Return Week        : 13
Associated Learning Outcomes : 1,2,3
Assessment Tutor : James Moir (J510621)

2 Portfolio 2 approx. 2250 words
Weighting             : 70%
Workload              : 14 hrs
Issue Week          : 1
Submission Week : 17
Return Week        : 21
Associated Learning Outcomes : 1,2,3
Assessment Tutor : James Moir (J510621)

 
 
 


Additional Assessment Information


Additional Tutors :

Supportive Reading
Burkitt, I (2008) Social Selves: Thoeries of Self and Society (2nd Edn). Sage: London
McKinlay, A. & McVittie, C. (2008) Social Psychology and Discourse Wiley-Blackwell: Chichester, Sussex
Hollway, W., Lucey, A., & Pheonix, A. (2006) Social Psychology Matters OU Press

Specialist Resources
Data projection Tutorial rooms

Teachability Issues for this module are :
Oral,Visual,Aural,Reading,Writing

Key Transferable Skills for this module are :
Communication,Research,Self Evaluation,Planning,Interpersonal

Module Code : SO0822A
Module Title  : Social Research Methods

Principal Domain : School of Social and Health Sciences
Principal Division : Sociology      Weighting : 100%

Level : 8
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 2     Academic Session : 2011/2
Last Updated : 16/05/11 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : Aaron Winter (A514466)

Brief Description
This module introduces students to social research methods, methodological approaches, debates and critical issues, and the relationship between sociological theory, methods and research.

Aim
The aim of this module is to provide students with: an introduction to social research methods; an understanding of methodological approaches, debates and critical issues; and an understanding of the relationship between theory, methods, data and research. This module will also prepare students for the third year Sociological Methods course in which they will apply this knowledge of research methods in the development of their own research project proposal.

Learning Outcomes
By the end of this module the student should be able to :
1. Have a foundational and critically informed understanding of social research methods, methodological approaches, issues and debates.
2. Understand the relationship between sociological theory, methods, data and research.
3. Understand and make basic use of a diverse array of social research methods.
4. Understand how methods and methodological issues relate to the sociological research they are reading in their studies, their own research interests and possible future research pursuits.
5. Have a knowledge of methods that will prepare them for the third year Sociological Methods course in which they will develop their honours research proposal, and choose a method for that research.
6. Work in both group and individual settings, and develop critical, collaborative, written and presentation skills.

Indicative Content

1. Sociological Research
Introduction to and overview of sociological research, its history, concerns, approaches and debates.
2. Social Research Methods
Introduction to and overview of social research methods, types, approaches, debates(e.g. quantitative vs. qualitative methods).
3. Quantitative Methods
Statistics, surveys and questionnaires.
4. Qualitative Methods
Interviewing, ethnography, documentary and historical research, and discourse analysis.
5. Critical Issues in Social Research Methods
Ethics and critiques of social research methods (e.g. postmodernism and poststructuralism, feminism, post- colonial theory and critical race theory).

Statement on Teaching, Learning and Assessment
The module helps students to acquire knowledge and understanding of social research methods. The module is lecture and tutorial based. Tutorials will consist of group-based discussions, presentations and collaborative practical activities that will apply what the students learn from lectures and readings. The tutorials will also help students to develop their understanding and critical engagement with the course subject matter and related issues. Assessment will be based on a reflective/reflexive essay and written exam. The reflective essay will help develop and assess students’ planning, research and writing skills, their knowledge and understanding of, and critical engagement with, the course subject matter and material, as well as consider their own beliefs, assumptions and development. The exam will help develop students’ knowledge and understanding of, and critical engagement with, the course subject matter and material, as well as more practical time management skills. PDP is incorporated and evidenced in the course through the Coursework Assessment, a reflective/reflexive essay. This essay will help students think about and engage critically with society and social issues, their beliefs and assumptions about these and their relationship to them. In terms of T&L, this reflective/reflexive assignment, as well as the development of the students' existing knowledge, research interests, practical research skills, collaborative enquiry-based learning (60%), preparation for their honours year research project and hence development-focused teaching and learning. This module engages with technologies that support the development of enquiry-based and collaborative learning and engagement. This is done through the independant library-based research and in-class collaborative group discussions, activities and presentations. Students will reflect on this method of learning in a select number of the activities themselves, an end of semester discussion and de-briefing and their course evaluations. This module, its subject matter, activities, assessments, combination of independant and groupwork activities, as well as demand for reflection and reflexivity, will ensure that the the students develop and reflect on graduate attributes (e.g. becoming flexible collaborators, determined creators, challenging complexity and driving change, and confident thinkers). thinkers).

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 10 hours
Tutorial/Seminar : 11 hours
Unsupervised Practical Activities : 1 hours
Assessment : 20 hours
Independent : 108 hours

Assessment

Coursework 1 1500 words
Weighting             : 40%
Workload              : 12 hrs
Issue Week          : 20
Submission Week : 29
Return Week        : 35
Associated Learning Outcomes : 1,2,3,4,5,6
Assessment Tutor : Aaron Winter (A514466)

2 Examination 2 2 hours
Weighting             : 60%
Workload              : 8 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : EP
Associated Learning Outcomes : 1,2,3,4,5,6
Assessment Tutor : Aaron Winter (A514466)

 
 
 


Additional Assessment Information


Additional Tutors :
Jan Law (J513913)

Supportive Reading
Gilbert, N. 2008 Researching Social Life Sage
Seale, C. 2004 Social Research Methods: A Reader Routledge
Seale, C. 1998 Researching Society and Culture Sage

Specialist Resources


Teachability Issues for this module are :
Oral,Visual,Aural,Reading,Writing,Collaboration

Key Transferable Skills for this module are :
Communication,Team Work,Problem Solving,Research,ICT Skills,Planning,Interpersonal,Quantitative

Module Code : SO0999A
Module Title  : CONTEMPORARY SOCIAL THEORY

Principal Domain : School of Social and Health Sciences
Principal Division : Sociology      Weighting : 100%

Level : 9
SCQF Credits : 30
Status : Approved School Executive
Semester : Semester 1 through 2     Academic Session : 2011/2
Last Updated : 16/05/11 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : Alex Law (A510842)

Brief Description
This module involves the study of social theory over the past half century or so. It introduces the main debates and issues in social theory as intellectual problems of competing ways to conceive society, groups, and individuals.

Aim
The aim of this Module is to provide the student with : evaluative skills by making explicit the evidential and analytical grounds for contemporary theory.

Learning Outcomes
By the end of this module the student should be able to :
1. understand theoretical debates
2. evaluate competing theories
3. relate theory to specific themes of power, inequality, strature,. agency, determinism, causation, theoretical cohesion and explanatory reach

Indicative Content

1. Capital Ideas
Bourdieu and the classic synthesis
2. Critical Theory
Adorno and One-Dimensional Marcuse
3. Structuralism
Foucualt and post-structuralism
4. GENDER AND POWER
Feminism, Standpoint theory
5. Postmodernism/Postmodernity
Lyotard in a time of flux and fragments
7. World Society
Cosmopolitanism, neo-liberalism

Statement on Teaching, Learning and Assessment
This is a self-directed, reading-centred module, exploring competing schools of social theory. Tutorials discuss topics in small groups to understand complex ideas and their development. Ideas are abstracted, defined, evaluated through close reading, study and discussion.

Teaching and Learning Workloads :

Total : 300 hours
Lecture : 38 hours
Tutorial/Seminar : 22 hours
Assessment : 70 hours
Independent : 170 hours

Assessment

Coursework 1 2500 words
Weighting             : 25%
Workload              : 20 hrs
Issue Week          : 1
Submission Week : 8
Return Week        : 12
Associated Learning Outcomes :
Assessment Tutor : Alex Law (A510842)

2 Coursework 2 2500 words
Weighting             : 25%
Workload              : 20 hrs
Issue Week          : 1
Submission Week : 20
Return Week        : 24
Associated Learning Outcomes :
Assessment Tutor : Alex Law (A510842)

Examination 3 3 hours
Weighting             : 50%
Workload              : 30 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : EP
Associated Learning Outcomes :
Assessment Tutor : Alex Law (A510842)
 
 
 


Additional Assessment Information


Additional Tutors :
Andrew Panay (A510815)
Hazel Work (H510827)
Nuala Killeen (N513558)
OONA BROOKS (O515255)
Wallace McNeish (W511010)

Supportive Reading
CALLINIOS, A 2007 SOCIAL THEORY POLITY
CALHOUN, C 2007 CONTEMPORARY SOCIAL THEORY BLACKWELL
SCOTT, J 2006 SOCIAL THEORY SAGE

Specialist Resources


Teachability Issues for this module are :
Oral,Aural,Reading,Writing

Key Transferable Skills for this module are :
Communication,Problem Solving,Research,Planning,Interpersonal

Module Code : SO0903A
Module Title  : Science and Society

Principal Domain : School of Social and Health Sciences
Principal Division : Sociology      Weighting : 100%

Level : 9
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 2     Academic Session : 2011/2
Last Updated : 16/05/11 By

Pre-requisites :  
Co-requisites :  
Replaced Modules : SO1002A 
Prohibited Combinations :  


Module Tutor : Andrew Samuel (A510853)

Brief Description
This module is designed to give students a critical awareness of the historical development of scientific knowledge, its philosophical underpinning, especially in the social sciences, and an analytical understanding of science as a social practice.

Aim
The aim of this Module is to provide the student with: to engender an analytical appreciation of philospohical and ethical concerns in doing science; to foster a critical introduction to influential theories, issues and debates in the sociology of scientific knowledge; and, to foster a critical awareness of science policy and the public understanding of science.

Learning Outcomes
By the end of this module the student should be able to :
1. Critically assess influential theories in the sociology of scientific knowledge.
2. Analytically engage with important pholosophical and ethical debates as regards (social) scientific practice.
3. Demonstrate a critical understanding of the social contexts in which scientific inquiry is conducted.
4. Demonstrate a critical awareness of the complex connections between science and politics, and science's role in social policy and decision-making processes.

Indicative Content

1. The Sociology of Scientific Knowledge
Drawing upon recent work in the sociology of scientific knowledge, this section will introduce students to influential theories in the sociology of scientific knowledge, the philosophy of (social) scientific practuice and examine the norms and values which underpin scientific work and explicate the context in which science is made.
2. Philosophy of (Social) Science
The philosophical assumptions, foundations, and implications of science, including the formal sciences, natural sciences, and especialy the social sciences.
3. Science and its Social Context
Public perceptions of Science. Regulation, risk and scientific innovation. Sociology of technological choice. Autonomous technology. Science as expertise. Institutional and social influences in scientific controversies. Science and social/environmental policy.

Statement on Teaching, Learning and Assessment
Technological Engagement Lecture and Tutorial Presentations will be accessed through Blackboard (Web CT) while in themselves these presentations will use a variety of digital media: video, audio and graphical. Graduate Attributes The module aims to embrace the graduate attributes through interaction (group- based discussion) at the tutorial level, and where appropriate through interaction in lectures. This interaction will be facilitated by introducing students to philosophical ideas on the development and use of 'science' as a human activity and its 'interdependance' on and with societal development. In so doing I hope to introduce a degree of 'flexible collaboration' in tutorials and lectures while aiming to facilitate 'determined creators' and confident thinkers'. While introducing students to various philosophical understandings of science, students will be expected (and facilitated) to build on this critical appreciation of science through self-reflexively thinking about their role as social scientists. This is part of the module curriculum. I would hope here to embrace the idea of 'challenging complexity'.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 12 hours
Tutorial/Seminar : 12 hours
Independent : 126 hours

Assessment

Essay 1 2500 words
Weighting             : 50%
Workload              : 0 hrs
Issue Week          : 17
Submission Week : 34
Return Week        : 38
Associated Learning Outcomes :
Assessment Tutor : Andrew Samuel (A510853)

2 Examination 2 2 hour exam
Weighting             : 50%
Workload              : 0 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : EP
Associated Learning Outcomes :
Assessment Tutor : Andrew Samuel (A510853)

 
 
 


Additional Assessment Information
The module as developed herein is split into three (3) sections which will be taught consecutively. Each section is represented in 'Indicative Content' above. As part of the assessment requirements, registered students will be asked to complete 2500 word essay. This will relate to questions designed to deal with issues discussed in section 1) and 2). To this extent it represents a formative piece on the historical/philosophical issues of (social) science. The second piece of assessment relates to an exam, which, although covering the course in its entirety, will be weighted towards questions designed to deal with issues in section 3. It is in orientation a summative assessment.

Additional Tutors :

Supportive Reading
Hughes, J., & Sharrock, W. (1997) The Philosophy of the Social Sciences Longman
David, D. (2005) Science and Society Palgrave Macmillian
Irwin, A. (1995) Citizen Science: A Study of People, Expertise and Sustainable Development Routledge

Specialist Resources


Teachability Issues for this module are :
Oral,Visual,Writing

Key Transferable Skills for this module are :
Communication,Problem Solving,Research

Module Code : SO0902A
Module Title  : Sociological Research

Principal Domain : School of Social and Health Sciences
Principal Division : Sociology      Weighting : 100%

Level : 9
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 1     Academic Session : 2011/2
Last Updated : 16/05/11 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : Aaron Winter (A514466)

Brief Description
This module is a project preparation course, focusing on the relationship between sociological theory, methods and the research enterprise. It follows on from the second year introductory methods module, Researching Society, building on students' knowledge and engagement with sociological research methods and applying that knowledge in the development of a research proposal for the Honours level project.

Aim
The aim of this module is to provide students with: the ability to develop their knowledge of social research issues and methods and apply this knowledge to the research enterprise, develop a project topic, question and proposal, and choose a method for that research.

Learning Outcomes
By the end of this module the student should be able to :
1. Develop on and engage critically with existing knowledge of sociological theory and methods.
2. Apply understanding of sociological theory and methods to the research enterprise.
3. Develop a topic and question for research
4. Choose a method for their research (both data collection and analysis)
5. Produce a research proposal for their fourth year honours project which adheres to academic conventions.
6. Work in both group and individual settings, and develop critical, collaborative, written and oral presentation skills.

Indicative Content

1. Sociological Research
This section will examine and discuss sociological research, what it is, what its concerns are, how it can be conducted, etc.
2. Social Research Methods
This section will provide an overview of social research methods, different types and approaches, critical issues and their practical application or use.
3. Research Ethics and Ethical Issues
This section will examine research ethics and ethical issues in terms of research subject matter and methodology chosen, as well as formal ethical guidelines and requirements.
4. Developing a Research Project
This section will discuss and work through the development of a research topic and question, defining aims and objectives, conducting a literature review, choosing a methodology, addressing ethical issues, developing a timetable, etc.
5. Completing the Proposal
This section will provide guidence for students in the completion of their project proposal.

Statement on Teaching, Learning and Assessment
The module helps students to acquire knowledge and understanding of social research issues and methods and their application to the research enterprise, and develop a research project proposal through lectures, seminar discussions, independent library work and in-class groupwork activities. Knowledge, critical thinking skills and engagement will be demonstrated through oral and written work. Assessment will be based on one piece of coursework and the project proposal. PDP is incorporated and evidenced in the course through the project proposal, which brings together and develops upon the students' whole period of study and personal development, their personal research interests, reflection on their knowledge and its acquisition, past research experience and future plans. In terms of T&L strategy, as this course brings together students' past studies, personal research interests, methods, individual and collaborative groupwork and the development of their future honours project, it necessarily includes and supports not only student reflection on their personal, skill and knowledge-based development, but the development their discipline and the research enterprise. While the assessment will be based on individual/independant work, in-class learning (60%) will be enquiry and groupwork based. This module engages with technologies that support the development of enquiry-based and collaborative learning and engagement. This is done through the aforementioned independant library-based research and in- class collaborative group discussions, activities and presentations. Students will reflect on this method of learning in a select number of the activities themselves, an end of semester discussion and de-briefing and their course evaluations. This module, its subject matter, activities, assessments, combination of independant and groupwork activities, as well as demand for reflection and reflexivity, will ensure that the the students develop and reflect on graduate attributes (e.g. flexible collaborators through groupwork, determined creators in the development of their proposals, challenging complexity and driving change through their development as researchers and in their analysis of complex social issues, and confident thinkers in their learning, work and development).

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 10 hours
Supervised Practical Activity : 11 hours
Unsupervised Practical Activities : 1 hours
Assessment : 20 hours
Independent : 108 hours

Assessment

Coursework 1 Project Proposal 2000 wds
Weighting             : 100%
Workload              : 20 hrs
Issue Week          : 2
Submission Week : 17
Return Week        : 21
Associated Learning Outcomes : 1,2,3,4,5,6
Assessment Tutor : Aaron Winter (A514466)


 
 
 


Additional Assessment Information


Additional Tutors :

Supportive Reading
Seale, C. 2004 Social Research Methods Routledge
Gilbert, N. 2008 Researching Social Life Sage
Walliman, N. 2008 Your Research Project Sage

Specialist Resources
Powerpoint

Teachability Issues for this module are :
Oral,Aural,Reading,Writing,Collaboration

Key Transferable Skills for this module are :
Communication,Enterprise,Team Work,Problem Solving,Research,Self Evaluation,Planning,Interpersonal,Leadership,Professionalism

Module Code : SO0910A
Module Title  : Sociology of Scotland

Principal Domain : School of Social and Health Sciences
Principal Division : Sociology      Weighting : 100%

Level : 9
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 2     Academic Session : 2011/2
Last Updated : 16/05/11 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : Alex Law (A510842)

Brief Description
Like all other nations Scotland is seen as possessing a distinctive culture and civil society. This module explores the kind of material that is put into the reproduction of social relations and national identity in Scotland.

Aim
The aim of this Module is to provide students with : a critical understanding of the social, political, historical, discursive, media and cultural grounds of national identity in Scotland.

Learning Outcomes
By the end of this module the student should be able to :
1. Situate the historical development of national identity in Scotland in political and cultural context;
2. Analyse the role of print and film media in Scottish identity;
3. Understand the everyday nature of national identity;
4. Identify the visual and oral markers of national identity in everyday life;
5. Assess competing explanations of national identity.

Indicative Content

1. British and Scottish?
Do Scots have a double national identity, at once British and Scottish, and how has this changed?
2. Bravehearts or Tartan bores?
Cinematic representations of 'Scottishness'.
3. Tabloid Nation
The Press and National Identity.
4. The Guid Scots Tongue?
Dialect, Language, Stereotypes and Cultural Inferiority/Authenticity.
5. Spinning the 'New' Scotland
Political journalism and the Parliament
6. Ethnicity and Religion
Representations of ethnic and religious groups
7. Fitba' Daft
Sport and Scottish Identity

Statement on Teaching, Learning and Assessment
Students on this module carry out group presentations; meet in appointed groups at a specified time and place for collaborative study; work with visual aids; synthesise and re-present knowledge; evaluate competing explanatory frameworks

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 10 hours
Tutorial/Seminar : 14 hours
Assessment : 30 hours
Independent : 96 hours

Assessment

Examination 1 2 HOUR
Weighting             : 100%
Workload              : 30 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : EP
Associated Learning Outcomes :
Assessment Tutor : Alex Law (A510842)


 
 
 


Additional Assessment Information


Additional Tutors :

Supportive Reading
McCrone, David (2001) Understanding Scotland London: Routledge
Davidson, Neil, et al (2010) Neo-liberal Scotland Newcastle: Cambridge Scholars
Blain, Neil and Hutchison, David (2008) The Media in Scotland Edinburgh: EUP

Specialist Resources


Teachability Issues for this module are :
Oral,Visual,Symbolic,Aural,Reading,Writing

Key Transferable Skills for this module are :
Communication,Team Work,Problem Solving,Research,Planning,Interpersonal

Module Code : SO0914A
Module Title  : The Sociology of Gender

Principal Domain : School of Social and Health Sciences
Principal Division : Sociology      Weighting : 100%

Level : 9
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 1     Academic Session : 2011/2
Last Updated : 16/05/11 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : OONA BROOKS (O515255)

Brief Description
This module examines social relations, divisions and differences between women and men in the (late) modern world. The module is designed to encourage students to place their own experiences of masculinity and femininity in social and political context and requires a degree of personal reflection.

Aim
The aim of this Module is to provide the student with: a sociological knowledge of gender relations and understanding of the social construction of masculinity and femininity.

Learning Outcomes
By the end of this module the student should be able to :
1. Demonstrate a sociological understanding of gender.
2. Critically analyse the social positions of men and women within a contemporary and historical context.
3. Critically evaluate theoretical frameworks used to explain gendered difference and inequality
4. Explore gender and gendered identities within a broader social context.

Indicative Content

1. Emergence of Gender as a Sociological Concept
Feminist critique of mainstream sociology, social construction of sex and gender
2. Representations of Masculinity and Femininity
Constructions of gendered identities, hegemonic masculinity and the feminine ideal
3. Social Position of Men and Women in Contemporary Society
Gender, politics and public life, division of labour at home and in paid employment, gender and crime
4. Theoretical Explanations for Gender Difference and Inequalit
Overview of essentialist, functionalist, social constructionist and feminist perspectives

Statement on Teaching, Learning and Assessment
This module combines selected readings, lectures and class based discussions/seminars in order to advance the teaching and learning of students. It also includes an interactive revision session at the end of the module. Seminars are based around a focus upon readings, case studies and examples, and completing group work exercises. Before the seminars students must undertake the readings and research the particular topics and examples for that seminar. They must be ready to take on different roles in the group exercises, participate in the group discussions, and then give feedback to the rest of the class. These seminars help students to develop important critical reasoning, problem-solving, communication and collaborative skills. These key skills are necessary for promoting the development of UAD's graduate attributes which involve becoming flexible collaborators, determined creators, and confident thinkers, with the ability to challenge complexity and drive change. The lectures provide students with a broad view of the sociology of gender and relevant theoretical approaches to the study of gender-related issues. This helps students to understand this area of study and therefore to give them confidence to participate actively and fully in peer-led discussion, and also to be successful in their independent studies. The autobiographical essay encourages the student to reflect on the relationship between their own experiences and sociological theories about gendered identities and inequalities. This is a 2,000 word piece of coursework, which requires independent reflection, study and research in relation to a focus/issue chosen by the student linked to some aspect of their own life experiences. This essay and a 2- hour exam are used to assess student knowledge of what has been learned. As set out in the University's Teaching and Learning Strategy, enquiry- based learning (EBL) has a major role in this module, and comprises at least 50% of class contact time. All seminars are solely based around the use of enquiry- based learning and EBL is also used during the lecture slot in terms of team- based discussions and debates on certain topics and for revision purposes.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 11 hours
Tutorial/Seminar : 12 hours
Assessment : 20 hours
Independent : 107 hours

Assessment

Essay 1 Autobiographical essay
Weighting             : 50%
Workload              : 10 hrs
Issue Week          : 1
Submission Week : 17
Return Week        : 23
Associated Learning Outcomes :
Assessment Tutor : OONA BROOKS (O515255)

2 Examination 2 Exam
Weighting             : 50%
Workload              : 10 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : EP
Associated Learning Outcomes :
Assessment Tutor : OONA BROOKS (O515255)

 
 
 


Additional Assessment Information


Additional Tutors :

Supportive Reading
Charles, N. (2002) Gender in Modern Britain Blackwell
Jackson, S. and Scott, S. (2002) Gender: Readings in Sociology Routledge
Littlewood, B. (2004) Feminist Perspectives on Sociology Prentice Hall

Specialist Resources
Powerpoint

Teachability Issues for this module are :
Oral,Aural,Reading,Writing,Collaboration

Key Transferable Skills for this module are :
Communication,Team Work,Research,Self Evaluation,Planning,Interpersonal

Module Code : SO0939A
Module Title  : Media Texts and Audiences

Principal Domain : School of Social and Health Sciences
Principal Division : Sociology      Weighting : 100%

Level : 9
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 1     Academic Session : 2011/2
Last Updated : 16/05/11 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : Nuala Killeen (N513558)

Brief Description
This module analyses two critical moments of media: texts and audiences.

Aim
The aim of this Module is to provide the student with : an understanding of key debates in audience and textual studies understanding of the relationship between media publics and textual forms

Learning Outcomes
By the end of this module the student should be able to :
1. explicate the role of media texts and audiences
2. understand the central importance of audience to the sociology of media
3. understand the relationships between media power and society

Indicative Content

1. Media Audiences
Studies of audiences
2. Perception and media
Role of cultural technologies
3. Media public and democracy
Political ideas of the public sphere
4. Audience ethnographies
Idea of the active audience
5. New audiences
What are the effects on audiences of new media and new formats
6. Analysing media texts
Representation, pleasure, narrative

Statement on Teaching, Learning and Assessment
The course is assessed by an exam and a project which is done in small groups or pairs. The coursework requires students to compare and contrast two or more methods of textual analysis as applied to a text of their choice. This encourages students to think critically and reflexively about the kinds of knowledge produced, to be creative in their choice of text and method, and to work collaboratively - often bringing interdisciplinary perspectives from the different courses they are taking. The teaching is all interactive with students encouraged to question and discuss the material presented to them and formal lectures take up less than 40% of contact time. Tutorials are collaborative working sessions where groups are required to answer questions, apply theories, and to come up with their own suggestions for topics.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 10 hours
Tutorial/Seminar : 14 hours
Assessment : 20 hours
Independent : 106 hours

Assessment

Project 1 In groups of 2 or 3
Weighting             : 40%
Workload              : 18.00 hrs
Issue Week          : 1
Submission Week : 8
Return Week        : 12
Associated Learning Outcomes :
Assessment Tutor : Nuala Killeen (N513558)

2 Examination 2 2 hours
Weighting             : 60%
Workload              : 2.00 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : 52
Associated Learning Outcomes :
Assessment Tutor : Nuala Killeen (N513558)

 
 
 


Additional Assessment Information


Additional Tutors :

Supportive Reading
Gillspie, M 2006 Media Audiences Open University Press
Gillespie, M and Toynbee, J 2006 Analysing Media Texts Open University Press
Brooker, W, and Jermyn, D 2003 The Audience Studies Reader Routledge

Specialist Resources


Teachability Issues for this module are :
Oral,Visual,Symbolic,Aural,Diagrammatic,Computer Based,Reading,Writing

Key Transferable Skills for this module are :
Communication,Problem Solving,Research,ICT Skills,Self Evaluation,Planning,Interpersonal

Module Code : SO0966A
Module Title  : Penal Institutions

Principal Domain : School of Social and Health Sciences
Principal Division : Sociology      Weighting : 100%

Level : 9
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 2     Academic Session : 2011/2
Last Updated : 27/05/11 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : Anne Wilson (A510902)

Brief Description
This module provides knowledge and understanding of the prison system, the experience of imprisonment and penal policy and practice in the UK

Aim
The aim of this Module is to provide the student with: the opportunity to explore developments in penal policy and practice, enhance awareness of the diversity of the prison population and the lived experience of imprisonment and considers alternatives to imprisonment as a form of punishment.

Learning Outcomes
By the end of this module the student should be able to :
1. Critically assess and evaluate penal policy in modern British society.
2. Critically assess the effect of imprisonment as a form of punishment on prisoners and their families
3. Identify and assess the effectiveness of alternatives to custody.
4. Critically examine attitudes to imprisonment

Indicative Content

1. Contemporary developments in Penal Theory, Policy & Practice
Penal institutions in contemporary society.The crises of legitimacy in penal institutions. Reorganisation and reform. Privatisation of the prison system.
2. Prison Life - The Reality
'Doing time' - the actuality of prison life, the 'total institution'? Strategies for survival, regime activities, 'banged up' -prisoners, prison staff and civilian staff. Dealing with social exclusion. The diversity of the prison population. Stratification and power within prisons.
3. Alternatives to Imprisonment - The Way Forward?
Reducing risk or protecting the public? Reducing fear of crime? Human or humane containment and warehousing. Therapeutic prisons. Electronic tagging, community service orders, mediation/reparation.
4. Attitudes to imprisonment
Why do we have prisons? Why are they at the centre of penal policy? Are they culturally 'acceptable'? Abolitionism

Statement on Teaching, Learning and Assessment
The module is taught by lecture and seminar with students being encouraged to challenge through debate, the complexity and problems of social, cultural and political attitudes to imprisonment as a form of punishment in contemporary socity.Students will be encouraged to critically assess and evaluate penal policy and practice through reading accounts of the 'lived' experience of imprisonment from prisoner autobiographies and prison research.This material will be accessed independently to form the basis of enquiry-based learning for discussion and debate in tutorial groups that focus on the contested nature of imprisonment as a form of punishment. This allows students to share understandings of controversial and contentious views on the use of imprisonment in the 21st century. Students will be encouraged to comment on representations of the penal system and direct their enquiries towards challenging accepted views on the prison through searching and using internet sources and evaluating information gained from visits to penal institutions when they can be arranged.Approximately 60% of the module is devoted to self- directed learning with students being encouraged to use government websites on penal policy and practice with confidence. Assessment is by essay focusing on learning outcomes 1,2,3 and 4 to demonstrate confidence in analytical approaches to evaluating penal policy and practice. Seminar work is collaborative and reflexive, encouraging confidence in thinking about and evaluating the role and functions of prisons in line with graduate attribites at this level of study.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 12 hours
Tutorial/Seminar : 12 hours
Assessment : 20 hours
Independent : 106 hours

Assessment

Essay 1 3500 words
Weighting             : 100%
Workload              : 20 hrs
Issue Week          : 19
Submission Week : 35
Return Week        : 39
Associated Learning Outcomes : 1,2,3,4
Assessment Tutor : Anne Wilson (A510902)


 
 
 


Additional Assessment Information


Additional Tutors :

Supportive Reading
Cavadino, M.; Dignan, J. 2002 The Penal System: an Introduction Sage: London
Matthews, R. 1999 Doing Time Palgrave: Hampshire
Coyle, A. 2005 Understanding Prisons OUP

Specialist Resources


Teachability Issues for this module are :
Oral,Aural,Reading,Writing,Collaboration

Key Transferable Skills for this module are :
Communication,Team Work,Problem Solving,ICT Skills,Planning,Interpersonal

Module Code : SO0930A
Module Title  : Propaganda, PR and Misinformation

Principal Domain : School of Social and Health Sciences
Principal Division : Sociology      Weighting : 100%

Level : 9
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 2     Academic Session : 2011/2
Last Updated : 16/05/11 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : Andrew Panay (A510815)

Brief Description
This module examines the processes of framing and production of the mass mediation of propaganda.

Aim
Analyse the propaganda text as socio-cultural narratives rooted in the political histories of nation states Give critical reflection to propaganda effects on target populations, audiences and consumers

Learning Outcomes
By the end of this module the student should be able to :
1. Understand and critique the processes of production, representation and reception of propaganda forms
2. Critically analyse and reflect on the propaganda text as narrative tropes bound in social, cultural and political histories
3. Understand and critically evaluate the relationships between propaganda and its mediation, mediation and audiences, and propaganda, media and corporate and state power

Indicative Content

1. The Historical Emergence of Modern Propaganda Forms
The historical development of propaganda forms, rhetorics, tropes and ideology.
2. The Analysis of Propaganda
Frameworks and models for analysing and researching propaganda including textual analysis, semiotics, historical archaeology
3. Propaganda and Mass Media
Mass media as means of the organisation, production and circulation of propaganda, focussing on the propaganda techniques of the Third Reich.
4. Propaganda, Narrative and Myth
Structural analysis of narrative and myth/ideological systems and their representation as propaganda.
5. Propaganda as Public Relations
Examining the processes, practices and techniques of corporate systems of propaganda and disinformation.
6. Anti Propaganda/Counter Propaganda
Strategies and campaigns of counter propaganda.

Statement on Teaching, Learning and Assessment
In this session students taking this module will undertake an essay for purposes of assessment. A course handbook is distributed in week one that will provide essential course information. The teaching is through a mix of lectures and seminars. The seminars are based on group-based discussion tasks that will require students to engage with issues and topics within the subject area. Students will engage with technologies that support their development of enquiry-based and collaborative engagement. Students are encouraged to think critically about the creation, production and circulation of Propaganda and reflect on knowledge of events in the world they inhabit to facilitate development of the Sociological Imagination – which brings history, reflection and personal biography together – and as an aid to the development of their PDP profile and the development of the university's graduate attributes.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 24 hours
Assessment : 20 hours
Independent : 106 hours

Assessment

Essay 1 3000 words
Weighting             : 100%
Workload              : 20 hrs
Issue Week          : 01
Submission Week : 35
Return Week        : 39
Associated Learning Outcomes :
Assessment Tutor : Andrew Panay (A510815)


 
 
 


Additional Assessment Information


Additional Tutors :

Supportive Reading
Herman, ES (1992) Beyond Hypocrisy: Decoding the News in an Age of Propaganda
Reeves, N (1999) The Power of Film Propaganda Cassell
Lincoln, B (1999) Theorising Myth: Narrative, Ideology and Scholarship.

Specialist Resources
DVD player; screening room and facilities

Teachability Issues for this module are :
Oral,Visual,Symbolic,Reading,Writing

Key Transferable Skills for this module are :
Communication,Problem Solving,Research

Module Code : SO0927A
Module Title  : The Politics of Race and Ethnicity

Principal Domain : School of Social and Health Sciences
Principal Division : Sociology      Weighting : 100%

Level : 9
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 1     Academic Session : 2011/2
Last Updated : 16/05/11 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : Aaron Winter (A514466)

Brief Description
This module will examine the history of race and racism in 19th, 20th and 21st century Britain, from the 'Scramble for Africa' through the post- war/post-colonial period to the present. It will examine the various forces, processes and discourses through which race, ethnicity and the racialised subject have been constructed, shaped and changed. It will also examine theoretical approaches to and debates about race and ethnicity, racism, race relations and anti- racism, and how these have developed in response to both historical developments and social- political activism.

Aim
The aim of this module is to provide students with: a critically informed understanding of the history of race and racism in Britain; theories of race, ethnicity, racism and prejudice; and the relationship between theories and concepts of race and ethnicity, power, history and activism.

Learning Outcomes
By the end of this module the student should be able to :
1. Understand and critically engage with the history of race and racism in 20th century Britain.
2. Understand and critically engage with the history and development of the concepts of race and ethnicity.
3. Understand and critically engage with the relationship between the theorisation and conceptualisation of race and ethnicity, racism and anti-racism, power, history and activism.
4. Have knowledge of and critically engage with the diverse sociological (and wider) theories of race, ethnicity, racism and prejudice.
5. Understand and critically engage with theories and concepts of race, racism, ethnicity, colonialism, imperialism, nationalism, power, inequality, prejudice, difference, representation & identity.
6. Work in both an individual and group setting, and develop critical, collaborative, written and oral presentation skills.

Indicative Content

1. The Concept and Construction of Race and Ethnicity
This section will look at the concept and construction of race and ethnicity, and the production of racial knowledge from the colonial period to the present.
2. Race, Ethnicity and Nation
This section will examine the (re)construction and relationship between race, ethnicity and nation in Britain in light of post-war/post-colonial immigration and the end of empire.
3. Race, Ethnicity and Identity
This section will examine the the politics, construction and expression of racial and ethnic identities in post-colonial Britain in response to colonialism, migration, discrimination and racism.
4. Race and Class
This section will examine the relationship between race and class as sites of social-political identification, power, inequality, political struggle and analysis, as well as debates over which is the most effective framework for analysis and activism.
5. Race and Gender
This section will examine the relationship between race and gender as sites of social-political identification, power, inequality, political struggle and analysis, as well as debates over which is the most effective framework for analysis and activism.
6. Race, Crime, Civil Unrest and Political Protest
This section will examine the relationship (within analysis and representation) between race, the law, crime, civil unrest and political protest against socio-economic conditions, policing and state policy.
7. Anti-Racism, Race Relations and Multiculturalism
This section will examine the history and development of anti-racist and race relations discourses, activism, strategies and legislation, how they have attempted to combat forms of racism, discrimination and inequality, and debates surrounding them.
8. Race, Ethnicity and the Politics of Popular Culture
This section will examine popular culture (e.g. music, film or television) in terms of post-colonial cultural politics, multiculturalism, representation, identity and political activism.

Statement on Teaching, Learning and Assessment
The module will help students to acquire knowledge and understanding of the history and politics of, and theoretical approaches to, race and ethnicity. The module is lecture and tutorial based. Tutorials will consist of discussions, debates, groupwork and presentations that will apply what the students learn from lectures and readings. The tutorials will also help students to develop their understanding and critical engagement with the course subject matter and related issues. Assessment will be based on an essay and written exam. The essay will help develop and assess students’ planning, research and writing skills, as well as their knowledge and understanding of, and critical engagement with, the course subject matter and material. The exam will help develop students’ knowledge and understanding of, and critical engagement with, the course subject matter and material, as well as more practical time management skills. In terms of T&L, this module makes use of approaches and engages with technologies that support the development of enquiry-based and collaborative learning and engagement (60%). This is done through in-class collaborative group discussions, smaller group activities and presentations. Students will reflect on this method of learning at an end of semester discussion and de- briefing and in their course evaluations. This module, its subject matter, emphasis on critical thinking and analysis, activities, assessments, combination of independant and groupwork activities, as well as demand for reflection and reflexivity about their existing knowledge and assumptions about race, racism, nationalism and national identity, in all their complexity, will ensure that the the students develop and reflect on graduate attributes (e.g. becoming flexible collaborators, determined creators, challenging complexity and driving change, and confident thinkers).

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 10 hours
Tutorial/Seminar : 12 hours
Assessment : 20 hours
Independent : 108 hours

Assessment

Essay 1 2000 words
Weighting             : 50%
Workload              : 12 hrs
Issue Week          : 2
Submission Week : 17
Return Week        : 21
Associated Learning Outcomes : 1,2,3,4,5,6
Assessment Tutor : Aaron Winter (A514466)

2 Examination 2 2 hours
Weighting             : 50%
Workload              : 8 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : EP
Associated Learning Outcomes : 1,2,3,4,5,6
Assessment Tutor : Aaron Winter (A514466)

 
 
 


Additional Assessment Information


Additional Tutors :

Supportive Reading
Back, L. and Solomos, J. 2000 Theories of Race and Racism: A Reader Routledge: London
Solomos, J. 2003 Race and Racism in Britain (Third Edition) Palgrave: Basingstoke
Gilroy, P. 2002 There Ain't No Black in the Union Jack Routledge: London

Specialist Resources
Powerpoint

Teachability Issues for this module are :
Oral,Aural,Computer Based,Reading,Writing

Key Transferable Skills for this module are :
Communication,Problem Solving,Research,Planning,Interpersonal

Module Code : SO0926A
Module Title  : Understanding Collective Behaviour

Principal Domain : School of Social and Health Sciences
Principal Division : Sociology      Weighting : 100%

Level : 9
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 2     Academic Session : 2011/2
Last Updated : 16/05/11 By

Pre-requisites :  
Co-requisites :  
Replaced Modules : SO336A 
Prohibited Combinations :  


Module Tutor : Jason Annetts (J510903)

Brief Description
This module examines sociological perspectives on collective action, social movements activity and political protest.

Aim
The aim of this Module is to provide the student with historical and contemporary examples of collective protest. The module explores social movement activity and critically assesses the usefulness of European and North American theories in understanding their emergence, operation and impact.

Learning Outcomes
By the end of this module the student should be able to :
1. Demonstrate a good knowledge of the major social movement theories and be able to critically evaluate these perspectives
2. Show an in-depth knowledge of a particular social movement or social movement organisation of their choice.
3. Demonstrate an ability to apply social movement theory.

Indicative Content

1. Classical Approaches to Understanding Collective Action
Considers the early attempts to make sense of collective action and social movement theory including Le Bon's description of the madness of the crowd, Gusfield's theory of status discontent and symbolic politics & the collective behaviour approach of Blumer & Smelser.
2. Rational Choice & Resource Mobilisation Theory
Discusses Resource Mobilisation theory's use of rational choice theory to explain social movement participation, the free rider problem and the re- theorising of resource mobilisation theory during the 1980s.
3. New Social Movement Theory
Critically evaluates the concept of 'New Social Movements' and traces the development of the creative dialogue with Marxism which informs the highly contested terrain of new social movement theory.
4. Understanding Contemporary Movements
Examines the recent developments in social movement theory and explores the way in which they help us to understand contemporary social movements.

Statement on Teaching, Learning and Assessment
Students are taught through a mixture of lectures, seminars and a supervised practical revision session at the end of the module. Seminar classes are based around the completion of group work exercises that encourage students to develop important collaborative skills. Before the seminar class, all students must complete the requisite readings for that class and be ready to fully participate in small group discussions and then to feedback to the whole class. While lectures provide an important overview of the key concepts and theories that have been used to make sense of social movement activity they also facilitate and structure the students’ own reading on the subject. The seminars seek to develop students’ critical reasoning, problem solving, group work and communication skills. Key skills necessary for promoting the development of UAD's graduate attributed: of being flexible collaborators, determined creators and confident thinkers with the ability to challenge complexity and drive change. The module is mainly assessed through a 3000 word case study that requires students to research a social movement of their choice, applying an aspect of social movement theory to their chosen movement. There is also a class test that seeks to assess their knowledge and comprehension of key concepts discussed during the module. As detailed in the University's Teaching and Learning Strategy, enquiry based learning (EBL) has a major role in this module, comprising roughly 55% of class contact time. All seminars are solely based around the use of enquiry based learning and EBL is also occasionally used during the lecture slot, for example, using a team-based quiz for revision.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 12 hours
Tutorial/Seminar : 12 hours
Assessment : 20 hours
Independent : 106 hours

Assessment

Case Study 2 3000 words
Weighting             : 80%
Workload              : 18 hrs
Issue Week          : 17
Submission Week : 35
Return Week        : 39
Associated Learning Outcomes : 1,2,3
Assessment Tutor : Jason Annetts (J510903)

2 Class Test 1 1 hour
Weighting             : 20%
Workload              : 2 hrs
Issue Week          : 29
Submission Week : 29
Return Week        : 32
Associated Learning Outcomes : 1
Assessment Tutor : Jason Annetts (J510903)

 
 
 


Additional Assessment Information
The main assessment is a case study and offers students the opportunity to research a movement of their choice and review the social movement literature on that movement.

Additional Tutors :
Wallace McNeish (W511010)

Supportive Reading
Nick Crossley (2002) Making Sense of Social Movements Open University: Buckingham
Paul Byrne 1997 Social Movement in Britain Routledge: London
J. Jasper 1997 The Art of Moral Protest University of Chicago Press: Chicago

Specialist Resources


Teachability Issues for this module are :
Oral,Symbolic,Aural,Reading,Writing,Collaboration

Key Transferable Skills for this module are :
Communication,Team Work,Problem Solving,Research,Planning,Interpersonal

Module Code : SO1018A
Module Title  : Political Sociology

Principal Domain : School of Social and Health Sciences
Principal Division : Sociology      Weighting : 100%

Level : 10
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 1     Academic Session : 2011/2
Last Updated : 16/05/11 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : Wallace McNeish (W511010)

Brief Description
This advanced level module will focus on the question of power in modern societies - the key theme which lies at the heart of political sociology. The module is divided into four interconnected sections: sociological theories of power; social configurations of power; the contestation of power and alternative visions of power relations.

Aim
The aim of this module is to provide students with : an advanced level knowledge of contemporary debates centring upon the issue of power within Political Sociology.

Learning Outcomes
By the end of this module the student should be able to :
1. Discuss the salient aspects of theoretical debates centring upon the issue of power in modern societies.
2. Understand the parameters of key debates in political sociology surrounding the exercise of modern state power.
3. Demonstrate an understanding of contemporary social movements and the way in which they contest power relations.
4. Articulate a knowledge of alternative visions of power relations as embodied in concepts of utopia and dystopia.
5. Critically engage with modern political discourses concerning governmentality, legitimacy, citizenship, rights and the law.
6. Identify and compare key thinkers who have participated in theoretical discourse and practical research centred on the theme of power.

Indicative Content

1. Lectures
The lecture programme breaks down into 4 key sections: Sociological theories of power; The configuration of power in modern societies: states, institutions and the law; The contestation of power: contemporary social movements; alternative visions of power relations: concepts of utopia and dystopia.
2. Tutorials
Students will be required to read appropriate literature each week and to bring notes and points of contention from the lectures for discussion at the tutorials. Tutorials will employ enquiry based learning techniques where it is appropriate to do so and where such techniques enhance delivery of the learning outcomes.

Statement on Teaching, Learning and Assessment
Teaching and learning will revolve around the traditional combination of lectures and tutorial discussions. Assessment will centre upon the traditional essay and exam format. Enquiry based learning techniques will be utilised where it is appropriate to do so and where they enhance delivery of the learning outcomes.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 10 hours
Tutorial/Seminar : 10 hours
Supervised Practical Activity : 2 hours
Assessment : 20 hours
Independent : 108 hours

Assessment

Essay 1 2500 words
Weighting             : 50%
Workload              : 10 hrs
Issue Week          : 1
Submission Week : 10
Return Week        : 13
Associated Learning Outcomes : 1,2,3,4,5,6
Assessment Tutor : Wallace McNeish (W511010)

2 Examination 2 2 hrs, unseen
Weighting             : 50%
Workload              : 10 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : EP
Associated Learning Outcomes : 1,2,3,4,5,6
Assessment Tutor : Wallace McNeish (W511010)

 
 
 


Additional Assessment Information


Additional Tutors :

Supportive Reading
Lukes, S. 2004 Power: a Radical View MacMillan: London
Levitas, R 1991 Concept of Utopia Syracuse: University of Syracuse Press
Hall, J. A. 1994 The State: Key Concepts (3 Volumes) Routledge: London

Specialist Resources
Powerpoint availability for lectures and tutorials.

Teachability Issues for this module are :
Oral,Visual,Aural,Reading,Writing,Other

Key Transferable Skills for this module are :
Communication,Problem Solving,Research,Planning,Interpersonal

Module Code : SO1000A
Module Title  : Sociology Project

Principal Domain : School of Social and Health Sciences
Principal Division : Sociology      Weighting : 100%

Level : 10
SCQF Credits : 30
Status : Approved School Executive
Semester : Semester 1 & 2     Academic Session : 2011/2
Last Updated : 16/05/11 By

Pre-requisites : SO0902A 
Co-requisites :  
Replaced Modules : SO430P 
Prohibited Combinations :  


Module Tutor : Jason Annetts (J510903)

Brief Description
This modules offers the student with the opportunity to conduct and present a simple research investigation into a sociological topic of their choice.

Aim
The aim of this Module is to provide the student with: the ability to conduct a detailed research investigation into a sociological topic and to complete a written dissertation; to enable students to develop research, communication, negotiation and presentation skills.

Learning Outcomes
By the end of this module the student should be able to :
1. Conduct a research study or complete a dissertation on a chosen sociological topic.
2. Demonstrate an in-depth knowledge of a chosen sociological topic.
3. Present their findings to others using a range of communication skills and techniques.

Indicative Content

1. Research Design
Selecting the appropriate method for a specified topic and conducting actual research - with guidance from project supervisor.
2. Reviewing Literature
Collecting evidence within relevant field of research and its application to the field of study.
3. Analysing and Interpreting Data
Collecting, dealing with and understanding data; turning data into words and/or numbers - with guidance from project supervisor.
4. Presenting Findings
Making research findings 'public'; writing-up your project - with guidance from project supervisor.

Statement on Teaching, Learning and Assessment
The project module is primarily a self-directed enquiry based learning module that provides students with the opportunity to conduct independent research on a topic of their choice supported by a member of the academic staff. Academic support takes the form of one to one supervision and through a written commentary on the students work. Through the project module students demonstrate the extent to which they are able to take responsibility for their own learning and use the skills they have been taught in the course of their degree programme. The successful completion of a dissertation is considered in many subject areas as a defining feature of graduateness and it is one of the major means by which we are able to assess a student's development of Abertay's graduate attributes: of being confident thinkers, determined creators and flexible collaborators with the ability to challenge complexity and drive change.

Teaching and Learning Workloads :

Total : 300 hours
Tutorial/Seminar : 15 hours
Assessment : 40 hours
Independent : 245 hours

Assessment

Coursework 1 lit. review/1st chapter
Weighting             : 15%
Workload              : 5 hrs
Issue Week          : 1
Submission Week : 17
Return Week        : 20
Associated Learning Outcomes :
Assessment Tutor : Jason Annetts (J510903)

2 Dissertation 10 000
Weighting             : 70%
Workload              : 30 hrs
Issue Week          : 1
Submission Week : 35
Return Week        : 38
Associated Learning Outcomes :
Assessment Tutor : Jason Annetts (J510903)

Presentation 3 10 minute presentation
Weighting             : 15%
Workload              : 5 hrs
Issue Week          : 1
Submission Week : 35
Return Week        : 38
Associated Learning Outcomes :
Assessment Tutor : Jason Annetts (J510903)
 
 
 


Additional Assessment Information
The first assessment (15%) is either a literature review that will form the basis of one chapter of the dissertation or another chapter of the dissertation that has been agreed with the supervisor. The main assessment is the production of a 10000 word research dissertation (70%)that must be bound and laid out as per the University's regulations. Two bound copies of the dissertation must be submitted at the end of module. The final assessment is a presentation of their findings to a select groups of peers and academic staff.

Additional Tutors :

Supportive Reading
Bell, J. (1993) Doing your Research Project OUP
Robson, C. (1993) Real World Research Blackwell
Walliman, N. (2001) Your Research Project Sage

Specialist Resources


Teachability Issues for this module are :
Oral,Visual,Diagrammatic,Reading,Writing,Collaboration

Key Transferable Skills for this module are :
Communication,Enterprise,Team Work,Problem Solving,Research,ICT Skills,Self Evaluation,Planning,Interpersonal,Quantitative,Leadership

Module Code : SO1099A
Module Title  : Community Links

Principal Domain : School of Social and Health Sciences
Principal Division : Sociology      Weighting : 100%

Level : 10
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 1 through 2     Academic Session : 2011/2
Last Updated : 07/06/11 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : Nuala Killeen (N513558)

Brief Description
The Community Links module will offer students the opportunity to work as a volunteer in a voluntary sector, public sector or criminal justice sector organisation throughout their fourth year in order that they may explore the applicability of theoretical ideas to 'real world' policy issues and social problems.

Aim
To provide the student with employability gained from the experience of working with a voluntary sector, public sector or criminal justice agency and to enable students to reflect on how the knowledge that they have learned during their degree can enable an understanding of 'real world' policy issues and social problems.

Learning Outcomes
By the end of this module the student should be able to :
1. Demonstrate the ability to define the learning objectives associated with their placement in collaboration with the module tutor and to show the ability to work independently.
2. Demonstrate knowledge of sociological, political and social policy issues related to their placement in a voluntary sector, public sector or criminal justice organisation.
3. Demonstrate the ability to critically evaluate the relevance of the theoretical ideas they have encountered through their degree programme with practical policy issues and social problems.
4. Demonstrate the ability to work successfully with an external agency.

Indicative Content

1. Student define content
The content of the student's learning will be dependent upon the organisation where the student is placed. Students with guidance from the module tutor will determine a set of learning objectives. Regular one-to-one meetings with the module tutor will ensure that students are meeting their learning objectives.
2. Work experience
The student will gain valuable employability skills through part-time voluntary employment with a voluntary sector, public sector or criminal justice organisation.

Statement on Teaching, Learning and Assessment
Only a small number of students will be allowed to take this module. Students wishing to take this module will need to apply to the module tutor. The student in collaboration with the module tutor will need to agree the objectives of the module, which will be in part dependent on the organisation in which the student has been placed. For example, if a student is working with a homeless charity they may decide to explore the issue of homelessness in more depth and investigate how their degree has helped them to critically engage with problem of homelessness and its causes. The reflective log will be a weekly journal of their thoughts and experiences whilst the report will offer them an opportunity to write a more formal discussion evaluation of the application of the theoretical knowledge to practice. Overall this module is 100% enquiry based in that students set their own learning objectives and engage in assessment activities which encourage self- reflection and independent critical thinking about the nature of economic, social and bureaucratic hierarchies in capitalist society. Student placement experience encourages flexible collaboration, determined creation and the ability to challenge the complexities of the social inequality and environmental degradation that are the inevitable side effects of capitalist accumulation.

Teaching and Learning Workloads :

Total : 150 hours
Assessment : 20 hours
Independent : 130 hours

Assessment

Coursework 1 Learning Objectives
Weighting             : 15%
Workload              : 3 hrs
Issue Week          : 1
Submission Week : 10
Return Week        : 13
Associated Learning Outcomes :
Assessment Tutor : Nuala Killeen (N513558)

2 Reflective Log 2 2000 word
Weighting             : 35%
Workload              : 7 hrs
Issue Week          : 1
Submission Week : 32
Return Week        : 35
Associated Learning Outcomes :
Assessment Tutor : Nuala Killeen (N513558)

Report 3 2500 words
Weighting             : 50%
Workload              : 10 hrs
Issue Week          : 1
Submission Week : 34
Return Week        : 37
Associated Learning Outcomes :
Assessment Tutor : Nuala Killeen (N513558)
 
 
 


Additional Assessment Information
Students working with voluntary, public sector and criminal justice agencies will be considered ambassadors for the university and their actions will reflect upon the university and its reputation. Therefore, it is essential that students live up to commitments that they have made to the organisations concerned. In order to ensure this, students will be required to complete a requisite number of hours that are agreed with their placement organisation or they will not receive any credits for this module.

Additional Tutors :

Supportive Reading




Specialist Resources


Teachability Issues for this module are :
Oral,Reading,Writing,Collaboration,Professional

Key Transferable Skills for this module are :
Communication,Team Work,Research,Self Evaluation,Planning,Interpersonal,Professionalism

Module Code : SO1031A
Module Title  : Contemporary Cultural Analysis

Principal Domain : School of Social and Health Sciences
Principal Division : Sociology      Weighting : 100%

Level : 10
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 2     Academic Session : 2011/2
Last Updated : 16/05/11 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : Hazel Work (H510827)

Brief Description
This module is designed to introduce the student to a number of the debates and issues surrounding the relationship between modernism and postmodernism and associated cultural practices.

Aim
The aim of this Module is: 1.To provide the student with a critical understanding of modernism and the avant-garde. 2. To critically assess theories and concepts associated with postmodernism.

Learning Outcomes
By the end of this module the student should be able to :
1. Evaluate the relationship between modernism and postmodernism, modernity and postmodernity.
2. Demonstrate a good knowledge of the major debates surrounding the 'postmodern turn' and be able to critically evaluate the different perspectives.
3. Assess and evaluate the relationship between cultural theory and cultural forms.

Indicative Content

1. Modernism to postmodernism
The avant-garde and modernism. Modernism and modernity; the exhaustion and decline of modernism?
2. The Postmodern Turn
The canonisation of modernism. The rise of pop art. The death of the author. Lyotard and meta- narratives, 'high' and 'low' culture.
3. Postmodernism and Popular Culture
Hyperrealism, self-referentiality and the postmodern cultural landscape. Cinema, television and the postmodern turn.
4. The Cultural Logic of Postmodernism
The cultural logic of late capitalism. The politics of postmodernism, modernity to postmodernity?

Statement on Teaching, Learning and Assessment
This module combines lectures with seminars in which students are encouraged to independently evaluate the complex relationship between modernity and modernism. The students are encouraged to work collaboratively to produce a presentation on an artist or movement of their choice mid-way through the module, this involves EBL combining group collaboration with independent research. The students are encouraged to utilise information technology as well as more traditional sources of information to produce their presentation. Students are then able to apply the knowledge they have produced through EBL in the exam. Graduate attributes are evidenced through classroom interaction, assessment processes and feedback on the module

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 12 hours
Tutorial/Seminar : 12 hours
Unsupervised Practical Activities : 20 hours
Assessment : 20 hours
Independent : 86 hours

Assessment

Essay 2500 words
Weighting             : 40%
Workload              : 8 hrs
Issue Week          : 1
Submission Week : 29
Return Week        : 32
Associated Learning Outcomes :
Assessment Tutor : Hazel Work (H510827)

2 Examination 2 hour
Weighting             : 60%
Workload              : 12 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : 39
Associated Learning Outcomes :
Assessment Tutor : Hazel Work (H510827)

 
 
 


Additional Assessment Information


Additional Tutors :

Supportive Reading
Callinicos, A (1989) Against Postmodernism Cambridge:Polity Press
Lyotard, F (1984) The Postmodern Condition Manchester: Manchester University Press
Jameson, F (1991) Postmodernism or, The Cultural Logic of Late Capitalism. London: Verso

Specialist Resources
Powerpoint, Television.

Teachability Issues for this module are :
Oral,Visual,Aural,Reading,Writing,Collaboration

Key Transferable Skills for this module are :
Communication,Team Work,Research

Module Code : SO1001A
Module Title  : Conversation Analysis & Discourse Analysis

Principal Domain : School of Social and Health Sciences
Principal Division : Sociology      Weighting : 100%

Level : 10
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 1     Academic Session : 2011/2
Last Updated : 16/05/11 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : James Moir (J510621)

Brief Description
This module provides students with an understanding of conversation analysis and discourse analysis through references to contemporary studies and debates.

Aim
The aim of this Module is to provide the student with an understanding of the principles and practices of conversation and discourse analysis.

Learning Outcomes
By the end of this module the student should be able to :
1. Explain the theoretical and methodolgical approaches to conversation and discourse analysis.
2. Critically evaluate the relationship between these two fields.
3. Conduct a piece of conversation analysis or discourse analysis.

Indicative Content

1. Ethnomethodology and Conversation Analysis
Ethnomethodology and the study of social order. Studying langauge-in-interaction. Key figures in the field and contemporary studies.
2. Discourse Analysis
The two main types of discourse analysis. Discourse analysis in sociology and social psychology: classic and contemporary studies.
3. Contemporary Debates and Issues
Language without mind. Convseration analysis and the issue of power. The relationship between conversation and discourse analysis.

Statement on Teaching, Learning and Assessment
This module is taught through a series of lectures and seminars. Lectures provide a grounding in the theoretical principles of CA and DA whilst the seminars involve exercises that focus upon methodological issues. The assessment involves coverage of both aspects via a project that involves a critical exposition of theory and a CA/DA analysis. Taught as a Lectorial 2 hour slot typically involving an hour of lecture (including interactive case examples) plus an hour of follow-on group discussion and exercises. The module contributes to the development of graduate attributes in the following ways: (i) through the application of CA and DA to in-class exercise examples thereby encouraging the creative application of these approaches (ii) the encouragement of group work and collaborative working on the latter, (iii) the ability to reflexively engage in CA & DA via a mini-project, and (iv) the development of a critical evaluation of the analytic potential and limitations of CA and DA. Students are encouraged to engage with technologies that support EBL through accessing materials, on-line CA tutorials and other exercises and reading via Blackboard, as well as via e-library resources. The module has approximately 60% EBL.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 10 hours
Tutorial/Seminar : 12 hours
Supervised Practical Activity : 2 hours
Assessment : 20 hours
Independent : 106 hours

Assessment

Project 1 CA/DA analysis 5000 words
Weighting             : 100%
Workload              : 20 hrs
Issue Week          : 1
Submission Week : 17
Return Week        : 21
Associated Learning Outcomes : 1,2,3
Assessment Tutor : James Moir (J510621)


 
 
 


Additional Assessment Information


Additional Tutors :

Supportive Reading
Wooffitt, R. 2005 Conversation and Discourse Analysis Sage: London
McKinlay, A. & McVittie, C 2011 Identities in Context: Individuals and Discourse in Action Wiley-Blackwell: Chichester, West Sussex
Rapely, T. 2007 Doing conversation, discourse and document analysis Sage: London

Specialist Resources
Data Projection DVD/VHS playpack

Teachability Issues for this module are :
Oral,Symbolic,Reading,Writing

Key Transferable Skills for this module are :
Communication,Problem Solving,Research,Self Evaluation,Planning,Interpersonal

Module Code : SO1055A
Module Title  : Gender Based Violence

Principal Domain : School of Social and Health Sciences
Principal Division : Sociology      Weighting : 100%

Level : 10
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 2     Academic Session : 2011/2
Last Updated : 27/05/11 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : OONA BROOKS (O515255)

Brief Description
This module explores gender based violence from a criminological perspective. The module is designed to give students a critical understanding of the causes and consequences of gender based violence within a contemporary context.

Aim
The aim of this Module is to provide the student with : a criminological understanding of the key concepts, explanations, and debates relating to gender based violence, including the criminal justice response to gender based violence.

Learning Outcomes
By the end of this module the student should be able to :
1. Demonstrate a critical understanding of different forms of gender based violence and the connections between them
2. Critically analyse competing theoretical explanations for gender based violence
3. Critically evaluate the criminal justice response to gender based violence
4. Locate gender based violence within broader criminological debates

Indicative Content

1. Social context of gender based violence
Historical context of gender based violence, social movements challenging gender based violence, gender based violence as a global issue.
2. Understanding gender based violence
Defining, measuring and researching gender based violence, different forms of gender based violence (e.g. rape, prostitution, pornography, domestic abuse) and the connections between them.
3. Explaining gender based violence
Theoretical explanations for gender based violence: feminist explanations relating to inequality, patriarchy, power, social control; individualistic and socio-structural explanations; constructions of masculinity and femininity.
4. Criminal Justice response
Legal definitions of gender based violence, criminal justice responses to gender based violence, legal reform.
5. Contemporary developments
Women’s use of violence, men as victims of gendered violence, violence in same-sex relationships.

Statement on Teaching, Learning and Assessment
This level 10 module combines selected readings, lectures and class based workshops/discussions/seminars in order to advance the teaching and learning of students. The lectures provide students with a criminological understanding of key concepts, explanations, and debates relating to gender based violence, including the criminal justice response to gender based violence. Lectures are designed to help students to understand this area of study and therefore to give them confidence to participate actively and fully in peer- led discussion, and also to be successful in their independent studies. Seminars are based around a focus upon case studies and completing group work exercises. Before the seminars students must undertake the readings and research the particular case studies for that seminar. They must be ready to take on different roles in the group exercises, participate in the group discussions, and then give feedback to the rest of the class. These seminars help students to develop important critical reasoning, communication and collaborative skills. These key skills are necessary for promoting the development of UAD's graduate attributes which involve becoming flexible collaborators, determined creators, and confident thinkers, with the ability to challenge complexity and drive change. A 2,500 word piece of coursework, which requires independent study and research in relation to gender based violence, and a 2-hour exam are used to assess student knowledge of what has been learned. As set out in the University's Teaching and Learning Strategy, enquiry-based learning (EBL) has a major role in this module, and comprises at least 60% of class contact time. All seminars are solely based around the use of enquiry- based learning and EBL is also used during the lecture slot in terms of team- based discussions and debates on certain topics and for revision purposes.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 11 hours
Tutorial/Seminar : 12 hours
Assessment : 20 hours
Independent : 107 hours

Assessment

Essay 1 2500 words
Weighting             : 50%
Workload              : 10 hrs
Issue Week          : 19
Submission Week : 35
Return Week        : 39
Associated Learning Outcomes :
Assessment Tutor : OONA BROOKS (O515255)

2 Examination 2 2 hours
Weighting             : 50%
Workload              : 10 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : EP
Associated Learning Outcomes :
Assessment Tutor : OONA BROOKS (O515255)

 
 
 


Additional Assessment Information


Additional Tutors :

Supportive Reading
Mooney, J. 2000 Gender, Violence and the Social Order Basingstoke: Macmillan Press
Renzetti, C. M. and Bergen, R. K. 2005 Violence Against Women Oxford: Rowman & Littlefield.


Specialist Resources


Teachability Issues for this module are :
Oral,Visual,Aural,Reading,Writing,Collaboration

Key Transferable Skills for this module are :
Communication,Team Work,Research,Planning,Interpersonal

Module Code : SO1029A
Module Title  : Human Rights

Principal Domain : School of Social and Health Sciences
Principal Division : Sociology      Weighting : 100%

Level : 10
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 2     Academic Session : 2011/2
Last Updated : 16/05/11 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : OONA BROOKS (O515255)

Brief Description
This module sets out to overview and examine the significance of human rights in the world today. This module is designed to give a grounding in human rights from a social science perspective including theoretical debates, advocacy, activism, and current trends in human rights.

Aim
The aim of this Module is to provide the student with knowledge of the main concepts and legal definitions of human rights, an understanding of the human rights sector and an understanding of the importance of human rights in the contemporary world.

Learning Outcomes
By the end of this module the student should be able to :
1. Demonstrate an appreciation of the significance of human rights within a social science context.
2. Critically evaluate major human rights documents and human rights organisations.
3. Demonstrate a critical understanding of theories of human rights.
4. Critically analyse contemporary human rights issues and debates within the context of human rights theories.

Indicative Content

1. Development and Regulation of Human rights
Philosophical origins associated with concept of 'rights', development of regulatory framework post- 1945, challenges in regulating human rights
2. Key Theoretical Concepts and Debates in Human Rights
Natural rights, essentialism, individualism, universalism, cultural relativism
3. Social Science and Human Rights
Human Rights and social science, challenges and contributions from classical and contemporary sociology
4. Contemporary Human Rights Debates
Genocide, censorship and freedom of speech, refugees, women’s rights

Statement on Teaching, Learning and Assessment
This advanced level module combines selected readings, lectures and class based workshops/discussions/seminars in order to advance the teaching and learning of students. Seminars are based around a focus upon case studies and completing group work exercises. Before the seminars students must undertake the readings and research the particular case studies for that seminar. They must be ready to take on different roles in the group exercises, participate in the group discussions, and then give feedback to the rest of the class. These seminars help students to develop important critical reasoning, communication and collaborative skills. These key skills are necessary for promoting the development of UAD's graduate attributes which involve becoming flexible collaborators, determined creators, and confident thinkers, with the ability to challenge complexity and drive change. The lectures provide students with a broad view of the sociology, history, organizational structures and also the legal framework for the study of issues regarding human rights. This helps students to understand this area of study and therefore to give them confidence to participate actively and fully in peer- led discussion, and also to be successful in their independent studies. A 2,500 word piece of coursework, which requires independent study and research in relation to a case study chosen by the student, and a 2-hour exam are used to assess student knowledge of what has been learned. As set out in the University's Teaching and Learning Strategy, enquiry-based learning (EBL) has a major role in this module, and comprises at least 60% of class contact time. All seminars are solely based around the use of enquiry- based learning and EBL is also used during the lecture slot in terms of team- based discussions and debates on certain topics and for revision purposes.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 11 hours
Tutorial/Seminar : 12 hours
Assessment : 20 hours
Independent : 107 hours

Assessment

Case Study 1 2,500 words
Weighting             : 50%
Workload              : 10 hrs
Issue Week          : 18
Submission Week : 35
Return Week        : 39
Associated Learning Outcomes :
Assessment Tutor : OONA BROOKS (O515255)

2 Examination 2 2 hours
Weighting             : 50%
Workload              : 10 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : EP
Associated Learning Outcomes :
Assessment Tutor : OONA BROOKS (O515255)

 
 
 


Additional Assessment Information


Additional Tutors :

Supportive Reading
Freeman, M. 2002 Key Concepts in Human Rights Cambridge: Polity
Morris, L. 2006 Rights: Sociological Perspectives London: Routledge
O’Byrne, D. J. 2003 Human Rights: An Introduction Harlow: Longman

Specialist Resources
PowerPoint

Teachability Issues for this module are :
Oral,Symbolic,Aural,Reading,Writing,Collaboration

Key Transferable Skills for this module are :
Communication,Team Work,Research,Self Evaluation,Planning,Interpersonal

Module Code : SO1050A
Module Title  : Images of Crime

Principal Domain : School of Social and Health Sciences
Principal Division : Sociology      Weighting : 100%

Level : 10
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 1     Academic Session : 2011/2
Last Updated : 16/05/11 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : Hazel Work (H510827)

Brief Description
Crime and criminal behaviour is an important component in everyday news coverage and continues to be part of the staple diet of popular cultural forms. This module introduces students to key issues surrounding the representation of crime and criminal behaviour and the media's central role in helping construct images of crime and social and moral boundaries within society.

Aim
The aim of this Module is to provide the student with an understanding of : 1.The relationship between popular cultural texts and the construction of criminality. 2.The relationship between ideologies of crime and criminality and their expression in popular cultural forms.

Learning Outcomes
By the end of this module the student should be able to :
1. Have a critical understanding of sociological perspectives on the representation(s) of crime in popular culture.
2. Demonstrate an awareness of the inter-relationship between social change and constructions and reconstructions of detection, crime and policing.
3. Understand the ways in which images of crime shape our perceptions of social order, policing and criminality.
4. Assimilate complex ideas and communicate them in written and oral forms.

Indicative Content

1. Morbid Fascination
The social world, crime and culture. The development of crime fiction.
2. Popular Culture and Ideologies of Crime
The criminal body to the social body in accounts of crime and criminality.
3. From the Detective Novel to the Crime Novel
Narrative forms and crime detection; From the country house to the street; the metropolis, existentialism and crime.
4. Policing, Crime and the Urban Environment
Film Noir to Cop genre, urban decay and corruption, policing and the social order.
5. Retributive justice and popular culture
Law and order, popular culture and justice.
6. Villain as anti-hero
The criminal as an ambivalent figure, gangsters as tragic-heroes, villains as counter-culture.

Statement on Teaching, Learning and Assessment
This module is taught through a combination of lectures, seminars and unsupervised practical activity. The students are encouraged to independently choose a crime novel of their choice in which they must evaluate and synthesise the complex knowledge sets discussed in the module to produce a critical review of their chosen product within the framework of the cultural turn within criminology. This assessment encourages the development of EBL which is reinforced by the opportunity given in the second assessment for students to develop their own essay question within an agreed framework with the tutor.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 12 hours
Tutorial/Seminar : 10 hours
Unsupervised Practical Activities : 20 hours
Assessment : 20 hours
Independent : 88 hours

Assessment

Report 1 2000
Weighting             : 40%
Workload              : 8 hrs
Issue Week          : 1
Submission Week : 8
Return Week        : 11
Associated Learning Outcomes :
Assessment Tutor : Hazel Work (H510827)

2 Essay 2 2500
Weighting             : 60%
Workload              : 12 hrs
Issue Week          : 1
Submission Week : 17
Return Week        : 21
Associated Learning Outcomes :
Assessment Tutor : Hazel Work (H510827)

 
 
 


Additional Assessment Information
The report is a 2000 word critical review of a crime novel.

Additional Tutors :

Supportive Reading
Sparks, C (1992) Television and the Drama of Crime Buckingham:Open University Press
Thomas, R.T. (2003) Detective Fiction and the Rise of Forensic Science Cambridge: Cambridge University Press
Mandel, E (1984) Delightful Murder: A Social History of the Crime Novel London:Pluto

Specialist Resources
Cinema Screen.

Teachability Issues for this module are :
Oral,Visual,Aural,Reading,Writing

Key Transferable Skills for this module are :
Communication,Research,Planning

Module Code : SO1020A
Module Title  : Killing and Dying in the 21st Century

Principal Domain : School of Social and Health Sciences
Principal Division : Sociology      Weighting : 100%

Level : 10
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 1     Academic Session : 2011/2
Last Updated : 16/05/11 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : Nuala Killeen (N513558)

Brief Description
The aim of this module is to allow students to: Explore social issues around the representation of, and changing cultural attitudes towards, death and killing Examine the connections between power and the right to take or preserve life Consider ethical and philosophical questions relating to life and death Develop awareness of their own values and an appreciation of how alternative values impact upon interpretation of issues around death and killing

Aim
The aim of this Module is to provide the student with : an opportunity to explore the social, cultural, moral and ethical issues around death and dying in contemporary society.

Learning Outcomes
By the end of this module the student should be able to :
1. Critically examine a range of theoretical approaches to the subject
2. Provide an analytical account of the relationship between power, inequalities and life or death
3. Demonstrate an understanding of the processes that underpin changes in social and cultural practices and attitudes related to killing and dying
4. Analyse the ethical implications of a range of issues relating to death
5. Demonstrate an awareness of the ontological and epistemological complexities surrounding the study of death
6. Show a reflexive awareness of how their own values and beliefs influence their understandings of the subject

Indicative Content

1. The sociology of death and dying
The sociology of death and dying Dying before modernity, dying and modernity The sequestration of death and dying Death as taboo Other ways of dying Death as a liminal space
2. Death and representation
Seeing death, the Art of Death, objectification of death and dying Fictional death, cultural denial of death - religion, spiritualism, genealogy Death and humour Killing and dying in the news
3. THe power of life and death
War, terrorism, state terrorism, Genocide War crimes Who gets bombed, who gets `helped¿? Death penalty, Execution Euthanasia and the right to die Doomsday cults and suicide pacts
4. Death and social divisions
Death and social class - mortality rates and expendable lives Gender Age Hate crime
5. Changing cultural attitudes
Memorials and funerary practices Science and death - cryogenics and cyborgs Mediums, psychics and spiritualism Attitudes to animal death

Statement on Teaching, Learning and Assessment
The module will be organised on the basis of lectures and workshops. The latter will comprise the majority of the contact time and will involve active enquiry, project work and the opportunity to reflexively address some of the key theoretical, moral, ethical and philosophical issues of the subject. The coursework allows the students to compose their own title, thus encouraging creative and interdisciplinary thinking and research.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 10 hours
Tutorial/Seminar : 14 hours
Assessment : 20 hours
Independent : 106 hours

Assessment

Coursework 1 Essay 3000 words
Weighting             : 50%
Workload              : 18.00 hrs
Issue Week          : 1
Submission Week : 10
Return Week        : 19
Associated Learning Outcomes : 1,3,4,5
Assessment Tutor : Nuala Killeen (N513558)

2 Examination 2 2 hours
Weighting             : 50%
Workload              : 2.00 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : 19
Associated Learning Outcomes : 1,2,3,4
Assessment Tutor : Nuala Killeen (N513558)

 
 
 


Additional Assessment Information


Additional Tutors :
Hazel Work (H510827)

Supportive Reading




Specialist Resources


Teachability Issues for this module are :
Oral,Visual,Symbolic,Reading,Writing

Key Transferable Skills for this module are :
Communication,Problem Solving,Research

Module Code : SO1027A
Module Title  : Media Self & Society

Principal Domain : School of Social and Health Sciences
Principal Division : Sociology      Weighting : 100%

Level : 10
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 2     Academic Session : 2011/2
Last Updated : 16/05/11 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : James Moir (J510621)

Brief Description
The module examines the ways in which the visual nature of the mass media has influenced the ways in we construct versions of self and society. Three areas are examined: (1) The construction of mind, (2) the presentation of self, and (3) the construction of problems in society.

Aim
The aim of this module is to provide the student with : The ability to evaluate the linkages that can be made between media, self and society.

Learning Outcomes
By the end of this module the student should be able to :
1. Critically evaluate the role of the media in targeting and promoting the self as a psychological entity.
2. Demonstrate an understanding of how the media works in terms of informing and entertaining through an over-arching perceptual- cognitive ideology.
3. Crtically evaluate the ways in which television discourse, in particular, is used to influence the viewer.

Indicative Content

1. The Century of the Self
The self as the target of the mass media: desires, opinions and lifestyles (based on the BBC television documentary: The Century of the Self (2002).
2. Seeing is Believing
Visual techniques in the media that link seeing with 'inner' notions of 'understanding' or 'believing' and 'entertainment' (e.g. news broadcasts, facts and underastanding; reality TV and taste, docusoaps and 'dullness', film remakes). television and film as entertainment
3. Talking Social Problems & Issues
Topical examples such as: video games, disability in the media, the 'Google generation'.

Statement on Teaching, Learning and Assessment
Teaching involves a series of lectures and seminars via a 2 hour lectorial format. This includes an examination of the relationship between media, self and society as well as screenings of documentary and film material. Structured class discussions and exercises are designed to encourage students to engage in a process of critical appraisal of the role of mass media in generating mass culture. The module contributes to the development of graduate attributes in the following ways: (i) the application of social theory and a reflexive engagement with a media products in terms of a mini-project thereby creative and analytical skills, (ii) the encouragement of group work discussion on in-class screenings of documentaries and films, and(iii) the development of a critical evaluation of the linkage between media, self and society in terms of PR and lifestyle marketing. Students are encouraged to engage with technologies that support EBL through accessing on-line video material and exercises and reading via Blackboard, as well as via e-library resources. The module has approximately 60% EBL.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 10 hours
Tutorial/Seminar : 12 hours
Supervised Practical Activity : 2 hours
Assessment : 20 hours
Independent : 106 hours

Assessment

Essay 1 2500 words
Weighting             : 50%
Workload              : 10 hrs
Issue Week          : 18
Submission Week : 29
Return Week        : 34
Associated Learning Outcomes : 1,2,3
Assessment Tutor : James Moir (J510621)

2 Project 2 Media Analysis 2500 words
Weighting             : 50%
Workload              : 10 hrs
Issue Week          : 18
Submission Week : 35
Return Week        : 39
Associated Learning Outcomes : 1,2,3
Assessment Tutor : James Moir (J510621)

 
 
 


Additional Assessment Information


Additional Tutors :

Supportive Reading
Barlow, D. M & Mills, B. (2009) Reading Media Theory: Thinkers, Approaches, Contexts Pearson: Essex, UK.
Burton, G. (2010) Media & Society: Critical Perspectives OU Press/McGraw Hill: Berks, UK.
Lorenzo-Dus, N. (2009) Television Discourse: Analysing Launguage in the Media Plagrave Macmillan:Basingstoke Hampshire, UK

Specialist Resources
Data Projection DVD/VHS Playback

Teachability Issues for this module are :
Oral,Visual,Aural,Reading,Writing

Key Transferable Skills for this module are :
Communication,Research,Self Evaluation

Module Code : SO1026A
Module Title  : Sociology of the City

Principal Domain : School of Social and Health Sciences
Principal Division : Sociology      Weighting : 100%

Level : 10
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 2     Academic Session : 2011/2
Last Updated : 16/05/11 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : Alex Law (A510842)

Brief Description
This module critically examines classical approaches to modernity and urbanism. Second, spatial divisions of class, race, gender and sexuality are studied. Finally, the module ends by looking at a number of case studies of the city.

Aim
The aim of this Module is to provide the student with: a critical and historical understanding of the city and its relationship to modernity.

Learning Outcomes
By the end of this module the student should be able to :
1. Appraise the complexity and diversity of the urban form.
2. Understand socio-spatial dynamics of the urban form
3. Evaluate competing sociological perspectives on the city.
4. Search, identify, select, assess and integrate primary and secondary sources.

Indicative Content

1. Modernity and urbanism
Engels and Manchester; Benjamin and Paris; Simmel and the urban personality; Wirth and the Chicago School; Jacobs and New York; Davis and Los Angeles.
2. Divisions of place
Cultural representations of the city; urban politics; spatial juxtapositions and segregations; gender, class, ethnicity and sexuality in the city.

Statement on Teaching, Learning and Assessment
This is an advanced, specialised module that takes the city and ideas of urbanism as its focus. Classes work through seminar discussions of topices. Evidence demonstrated, Independently search relevant material. Students reflexively examine spatial dimension of urbanism. Major urban theorists are interogated. Alternatives are elaborated.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 24 hours
Assessment : 36 hours
Independent : 90 hours

Assessment

Examination 1 3 HOURS
Weighting             : 100%
Workload              : 36 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : EP
Associated Learning Outcomes :
Assessment Tutor : Alex Law (A510842)


 
 
 


Additional Assessment Information


Additional Tutors :

Supportive Reading
Pile, S 1999 Unruly Cities London: Routledge
Bridge, G and Watson, S 2002 The Blackwell City Reader Oxford: Blackwell
Frisby, D 2001 Cityscapes of Modernity Cambridge: Polity

Specialist Resources


Teachability Issues for this module are :
Oral,Visual,Symbolic,Aural,Diagrammatic,Reading,Writing

Key Transferable Skills for this module are :
Communication,Problem Solving,Research,Self Evaluation,Planning,Interpersonal,Professionalism

Module Code : SO1022A
Module Title  : The Social Organisation of Sexuality

Principal Domain : School of Social and Health Sciences
Principal Division : Sociology      Weighting : 100%

Level : 10
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 2     Academic Session : 2011/2
Last Updated : 16/05/11 By

Pre-requisites :  
Co-requisites :  
Replaced Modules : SO295E 
Prohibited Combinations :  


Module Tutor : Jason Annetts (J510903)

Brief Description
A historical and sociological examination of the construction of sexuality.

Aim
Through an examination of the hisotry of sexuality and key sociological texts this module aims to provide students with an insight into the social construction of sexuality, both on an individual and societal level.

Learning Outcomes
By the end of this module the student should be able to :
1. Demonstrate a good understanding of the social organisation, and the socially constructed nature, of sexuality.
2. Demonstrate a critical understanding of key texts such as Simon & Gagnon's 'Sexual Scripts' and Foucault's 'History of Sexuality'.
3. Demonstrate a good knowledge of contemporary sociological perspectives on sexuality.

Indicative Content

1. Sex in History
Explores the changing way sex and sexuality was experienced, controlled and constructed from the 18th Century to the present day.
2. Sex, Sociology & Social Constructionism.
This section of the module focuses on key texts that will be explored through a series of discussion classes. The key texts will include Freud's 'Three Essays on Sexuality', Gagnon & Simon's 'Sexual Conduct', Foucault's 'History of Sexuality' & Judith Bulter's 'Critically Queer'.

Statement on Teaching, Learning and Assessment
Students are taught through a mixture of lectures and seminars. Seminar classes are based around the completion of group work exercises that encourage students to develop important collaborative skills. Before the seminar class, all students must complete the requisite readings for that class and be ready to fully participate in small group discussions and then to feedback to the whole class. The seminars seek to develop students’ critical reasoning, problem solving, group work and communication skills. Key skills necessary for promoting the development of UAD's graduate attributed: of being flexible collaborators,determined creators and confident thinkers with the ability to challenge complexity and drive change. Whereas the lectures provide students with a broad overview of the history of sex and also help student make sense of the different sociologies of sex and sexuality thereby giving them the confidence to fully particpate in peer led discussion and be successful in their independent studies. The module is assessed through a 2500 word essay and a 2 hour exam. As detailed in the University's Teaching and Learning Strategy, enquiry based learning (EBL) has a major role in this module, comprising roughly 60% of class contact time. All seminars are solely based around the use of enquiry based learning and EBL is also occasionally used during the lecture slot, for example, using a team-based quiz for revision.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 12 hours
Tutorial/Seminar : 12 hours
Assessment : 20 hours
Independent : 106 hours

Assessment

Essay 1 2500
Weighting             : 40%
Workload              : 18 hrs
Issue Week          : 17
Submission Week : 26
Return Week        : 38
Associated Learning Outcomes :
Assessment Tutor : Jason Annetts (J510903)

2 Examination 2
Weighting             : 60%
Workload              : 2 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : EP
Associated Learning Outcomes :
Assessment Tutor : Jason Annetts (J510903)

 
 
 


Additional Assessment Information


Additional Tutors :

Supportive Reading
M. Foucault 1998 History of Sexuality Vol. 1 Penguin: London
S. Seidman 1996 Queer Theory/Sociology Blackwell: London
J. Gagnon & W. Simon 1974 Sexual Conduct Hutchinson: London

Specialist Resources


Teachability Issues for this module are :
Oral,Symbolic,Aural,Reading,Writing,Collaboration

Key Transferable Skills for this module are :
Communication,Team Work,Problem Solving,Planning,Interpersonal

Module Code : SO1015A
Module Title  : Visualizing The Environment

Principal Domain : School of Social and Health Sciences
Principal Division : Sociology      Weighting : 100%

Level : 10
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 1     Academic Session : 2011/2
Last Updated : 16/05/11 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : Andrew Samuel (A510853)

Brief Description
This module based on critically engaging with the nature culture divide, focussing on cultural interpretations of the environment and the theoretical tools which enable an understanding of these interpretations, the relationship between society and nature, the role of science in the environment, environmental attitudes and values, and social movements that relate to the environment.

Aim
The aim of this module is: to offer an overview of environmental issues and their affect on local, regional and global levels of society; to consider the relationship between society, culture and the 'natural'; and, to analyse relevant texts on the environment.

Learning Outcomes
By the end of this module the student should be able to :
1. Critically outline and discuss the (inter)relationship between society and the environment.
2. Critically engage with social & cultural theories of recent political and social change in the environment.
3. Recognise and critically evaluate the social aspects of a range of environmental issues.
4. Critically evaluate scientific interpretations of the environment, especially the Scottish environment
5. Participate more fully and actively as citizens on issues of societal and environmental concern.

Indicative Content

1. The Social-Environmental Dichtomy
Positivistic accounts of 'environmentalism' versus the social construction of the environment. Culture and the environment, science and the environment, globalization and the environment
2. Human Ecology
Technologically, socially and culturally mediated understandings of place, space and time in and on the environment. The body and the environment.
3. Environmental Consumption
Visual Consumption of the environment and its association with class, gender, race, nation, etc.
4. Landscape as Icon
Romanticism in the European environment. Symbolism, iconisism and culture. Media and the environment.
5. Scotland's Environmental Agenda
Current sociological debates about the Scottish Environment will be critically outlined and discussed. These include: the creation of National Parks; nature conservation and environmental justice; and, participation in environmental decision making

Statement on Teaching, Learning and Assessment
Technological Engagement In creating a 'file' (see below) on relevant material about an 'environmental project', students will be facilitated (through dedicated practicals) in gathering information through the web and web based search engines. Power point presentations given at lectures, will also be accessed by students through blackboard (Web CT). These presentations themselves include a variety of digital medium, video, audio and graphical. Graduate Attributes The module is taught and assessed using a combination of pedagogical styles (see below), which broadly are aligned with Kolb's (1984) 'experiential learning' techniques - a four-stage learning cycle. In adopting Kolb's approach, albeit critically, the module embraces the Universities graduate attributes as below Stage 1. Concrete Experience Through 'flexible collaboration' (practicals and field trip) students will be expected to recognise and critically determine the character of environmental issues. Stage 2. Reflective Observation Students here will be expected to challange their above determination of environmental issues; that is, self critique their own assumptions and/or predominant assumptions about the environment i.e. global warming, environmental sustainability, thus 'challenging complexity'. Stage 3. Abstract Conceptualization Using a variety of theoretical notions (see below), students will be facilitated, during this stage and based on the aforementioned, in refining their understanding of the environment. This will allow them to become 'determined creators' and/or 'confident thinkers'. 4. Active Experimentation In developing coursework and through weekly interaction with the module tutor, students will be encouraged to evaluate their nuanced theoretical ideas, associated with Stage 3 above, with a given reality: an environmental project. Again this meets the ideas associated with 'determined creators' and 'confident thinkers'.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 12 hours
Tutorial/Seminar : 11 hours
Supervised Practical Activity : 5 hours
Unsupervised Practical Activities : 16 hours
Assessment : 50 hours
Independent : 56 hours

Assessment

Practical 1 Regional Survey
Weighting             : 80%
Workload              : 40 hrs
Issue Week          : 10
Submission Week : 17
Return Week        : 20
Associated Learning Outcomes :
Assessment Tutor : Andrew Samuel (A510853)

2 Class Test 2 Class Test
Weighting             : 20%
Workload              : 10 hrs
Issue Week          : 13
Submission Week : 13
Return Week        : 16
Associated Learning Outcomes :
Assessment Tutor : Andrew Samuel (A510853)

 
 
 


Additional Assessment Information
The 'Regional Survey' is based on the work of Geddes (1915), and will be further shaped by Mills' (1959) concept of the 'file' and Friire's 'Critical Pedegogy' (2006). It allows students, especially relevant for those registerd on the Social Sciences Degree (the module is core for this Degree), practical experience of collecting and analysing data. It will also allow them to carry out a days 'field work' (experiential learning) through the oppertunity of visiting and observing the management of an 'environmental project'.

Additional Tutors :

Supportive Reading
Irwin, A. . (2001) Sociology & The Environment Polity
Macnaghten, P., & Urry, J. (1998 Contested Natures Sage
Wightman, A. (1999) Scotland: Land and Power Luath Press

Specialist Resources


Teachability Issues for this module are :
Oral,Visual,Reading,Writing,Other

Key Transferable Skills for this module are :
Communication,Problem Solving,Research