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International commodity sales, located in the centre of a commercial network, are the driving force for marine transportation and cargo insurance. The international commodity market (including oil, as well as grain, foodstuffs, bulk ore) accounts for over 80 percent of global tonnage of goods shipped, with some of the largest companies in the world as players. The c.i.f. and f.o.b. contracts, which hold unique features over the generations of development, form the backbone of this market. This course covers the law of international sale of goods on shipment terms, represented by c.i.f. and f.o.b. contracts. It concentrates on English law that governs most contracts for international trading of commodities, wherever the trading parties may be in the world. It examines how English common law and the accompanying Sale of Goods Act 1979 help resolve disputes which arise, whether in litigation or arbitration, between international sellers and buyers around the world.

This module will review and discuss the state of the art in research on social welfare and human well-being and the one, and on social policies addressing these issues on the other hand. In the first part students will explore how previously dominant economic approaches towards social welfare have been challenged by researchers interested in basic needs and poverty (eg Streeten and Gough), but also by those making philosophical and psycho-sociological arguments, for example Sen and Nussbaum’s work on capabilities, Layard’s on happiness and Wilkinson’s on inequality and health. This is followed in the second part by the introduction of research on social policies in different welfare regimes. The link between these regimes and social welfare and well-being in different countries will then be studied. Overall, students will be encouraged to critically engage with these debates and to assess the relative strengths and weaknesses of the different approaches. They will also be introduced to different data sources which make it possible to measure human welfare and social policies globally, such as in the UN Human Development Index or the World Values Survey. For their assessment, students will be asked to use the different approaches and the data sources they have generated to assess the performance of human welfare of selected societies using a case study approach.

This module will review and discuss the state of the art in research on social welfare and human well-being and the one, and on social policies addressing these issues on the other hand. In the first part students will explore how previously dominant economic approaches towards social welfare have been challenged by researchers interested in basic needs and poverty (eg Streeten and Gough), but also by those making philosophical and psycho-sociological arguments, for example Sen and Nussbaum’s work on capabilities, Layard’s on happiness and Wilkinson’s on inequality and health. This is followed in the second part by the introduction of research on social policies in different welfare regimes. The link between these regimes and social welfare and well-being in different countries will then be studied. Overall, students will be encouraged to critically engage with these debates and to assess the relative strengths and weaknesses of the different approaches. They will also be introduced to different data sources which make it possible to measure human welfare and social policies globally, such as in the UN Human Development Index or the World Values Survey. For their assessment, students will be asked to use the different approaches and the data sources they have generated to assess the performance of human welfare of selected societies using a case study approach.

This module will review and discuss the state of the art in research on social welfare and human well-being and the one, and on social policies addressing these issues on the other hand. In the first part students will explore how previously dominant economic approaches towards social welfare have been challenged by researchers interested in basic needs and poverty (eg Streeten and Gough), but also by those making philosophical and psycho-sociological arguments, for example Sen and Nussbaum’s work on capabilities, Layard’s on happiness and Wilkinson’s on inequality and health. This is followed in the second part by the introduction of research on social policies in different welfare regimes. The link between these regimes and social welfare and well-being in different countries will then be studied. Overall, students will be encouraged to critically engage with these debates and to assess the relative strengths and weaknesses of the different approaches. They will also be introduced to different data sources which make it possible to measure human welfare and social policies globally, such as in the UN Human Development Index or the World Values Survey. For their assessment, students will be asked to use the different approaches and the data sources they have generated to assess the performance of human welfare of selected societies using a case study approach.

This module explores key questions in the area of international trade. Should countries trade freely with each other? What are the gains/losses from free trade and are they distributed evenly within the population? What are free trade agreements and what do they try to accomplish? What are the various trade policies used (e.g. tariffs, import quotas) and what are their implications for the consumers and the producers? These questions will be answered by analysing, among others, various standard trade models such as that of Ricardo and Heckscher-Ohlin.

This module explores key questions in the area of international trade. Should countries trade freely with each other? What are the gains/losses from free trade and are they distributed evenly within the population? What are free trade agreements and what do they try to accomplish? What are the various trade policies used (e.g. tariffs, import quotas) and what are their implications for the consumers and the producers? These questions will be answered by analysing, among others, various standard trade models such as that of Ricardo and Heckscher-Ohlin.

This module explores key questions in the area of international trade. Should countries trade freely with each other? What are the gains/losses from free trade and are they distributed evenly within the population? What are free trade agreements and what do they try to accomplish? What are the various trade policies used (e.g. tariffs, import quotas) and what are their implications for the consumers and the producers? These questions will be answered by analysing, among others, various standard trade models such as that of Ricardo and Heckscher-Ohlin.

This module explores key questions in the area of international trade. Should countries trade freely with each other? What are the gains/losses from free trade and are they distributed evenly within the population? What are free trade agreements and what do they try to accomplish? What are the various trade policies used (e.g. tariffs, import quotas) and what are their implications for the consumers and the producers? These questions will be answered by analysing, among others, various standard trade models such as that of Ricardo and Heckscher-Ohlin.

International trade and investment drive the developing inter-connectedness of markets that is a key feature of globalisation. International trade law concerns the regulatory framework of the multilateral trading system. International investment law regulates the relationship between foreign investors and the states being invested in. The laws which regulate international trade pursue the reduction of barriers to trade and can be perceived as being at odds with environmental, human rights and other public policy regulation intrinsic to sustainable development. Similarly, protection of foreign investors can be seen to inhibit the right of states to adopt regulation relating to public policy including environmental protection, measures tackling climate change and human rights. While both international trade and investment are drivers of globalisation, they clearly raise questions regarding the role of the state, and its regulatory freedom.

Alongside the development of international trade and investment law, however, the international community has committed to a range of 'non-trade' objectives, including environmental, tackling climate change, human rights and labour standards. These non-trade objectives, together with economic interests (trade and investment) are integral to the achievement of 'sustainable development'.

This module explores the relationship between international trade and investment law, and sustainable development, and the potential role of trade and investment regimes in the international community’s pursuit of the United Nations sustainable development goals. Recognising that state action alone is not sufficient to address the sustainability challenges of globalised international trade and investment, the module also considers the role and responsibilities of non-state actors for example with regard to supply chains.

The forces of globalisation reach into all spheres of social life, including education. In this module you can expect to analyse internationalisation in education as a consequence of globalisation. You will consider how globalisation in its various dimensions is affecting education, and how education is contributing to globalisation and internationalisation. You will explore how institutions' structures and operations as well as their teaching and learning processes are changing as a consequence of internationalisation.