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The analysis of social problems is a key area of sociological and criminological investigation. However, not all problems experienced by individuals are recognised as social problems by society and not all publicly recognised social problems are also discussed by policy-makers. Why do some issues come to be regarded as social problems ? Is this always because there is clear evidence the issues are socially harmful? What else affects this process? And why are only some of these issues taken up by policy makers? Are the public policy responses to the identified problems always appropriate? This course seeks to address these questions by exploring both theoretical and empirical perspectives. Empirically, it will focus on poverty, migration and youth crime (?). How have these issues been understood as problems and in what ways has this understanding affected the public policy response?

The analysis of social problems is a key area of sociological and criminological investigation. However, not all problems experienced by individuals are recognised as social problems by society and not all publicly recognised social problems are also discussed by policy-makers. Why do some issues come to be regarded as social problems ? Is this always because there is clear evidence the issues are socially harmful? What else affects this process? And why are only some of these issues taken up by policy makers? Are the public policy responses to the identified problems always appropriate? This course seeks to address these questions by exploring both theoretical and empirical perspectives. Empirically, it will focus on poverty, migration and youth crime (?). How have these issues been understood as problems and in what ways has this understanding affected the public policy response?

The analysis of social problems is a key area of sociological and criminological investigation. However, not all problems experienced by individuals are recognised as social problems by society and not all publicly recognised social problems are also discussed by policy-makers. Why do some issues come to be regarded as social problems ? Is this always because there is clear evidence the issues are socially harmful? What else affects this process? And why are only some of these issues taken up by policy makers? Are the public policy responses to the identified problems always appropriate? This course seeks to address these questions by exploring both theoretical and empirical perspectives. Empirically, it will focus on poverty, migration and youth crime (?). How have these issues been understood as problems and in what ways has this understanding affected the public policy response?

The twentieth century witnessed a seismic transformation in Britain’s relationship with the rest of the world. In 1914, Britain controlled the largest empire the world had ever seen. By 1960, the majority of Britain’s colonies were independent, or on the verge of independence. This has been examined in a good deal of detail. What has been less explored is what the people of Britain made of this change. How did they respond? The module examines a wide range of primary sources, including novels, the press, exhibitions and films in an attempt to evaluate public attitudes in the last stages of a collapsing empire.

How did British society respond to this change in status? In this module, you will use a wide variety of primary sources, including newspapers, novels, and films to assess what Britons thought about the world in which they lived and the challenges they faced. Did Britons respond by facing up to such challenges, or by failing to do so? How did the end of empire affect British identities? How much did Britons invest in the notion that the Commonwealth would see to it that Britain’s global pre-eminence was perpetuated by another means? Looking at the period from the First World War, through the troubles of the Depression and the Second World War and out into the postwar period, this module will afford a look at a rapidly changing cultural environment and how popular culture sought to make sense of the end of an era.

The module consists of the following 8 components:
1. Introduction;
2. Data link layer;
3. Medium access control sublayer;
4. Network layer;
5. Cellular wireless networks;
6. Wireless local area networks;
7. Assignment.

The module consists of the following 8 components:
1. Introduction;
2. Data link layer;
3. Medium access control sublayer;
4. Network layer;
5. Queueing theory and queueing models;
6. Cellular wireless networks;
7. Wireless local area networks;
8. Resource allocation in OFDMA systems.

This module introduces both the wireless and optical propagation environments, the modelling of the corresponding channels as well as their implications on the design and architecture of wireless and optical communications systems. The basic principles of digital transmission in both wireless and optical communications are considered, including the techniques of enhancing the reliability of wireless and optical systems. The principles of spread-spectrum communications and that of spread-spectrum based code-division multiple-access (CDMA) are explored. Furthermore, the fundamentals of broadband multicarrer communications and orthogonal frequency-division multiplexing (OFDM) as well as their implementation challenges are introduced.