Understanding qualitative research methods and knowing how to interpret findings and conclusions from qualitative research is fundamental to being able to critique an evidence base. This module teaches you the underpinnings of qualitative research methods that are used in health research. You will develop the skills needed to critically appraise research when considering the results reported by others.
There are two broad objectives to the module: • The first objective is to introduce students to academic research concerned with social sciences in general and accounting, finance and management research, in particular. The course will therefore enhance students’ knowledge of the research process and methodology and enable them to be aware of the problems associated with research. • The second main purpose is to prepare students for their dissertations. Guidance will be given as to how to proceed with their research, the choices available to them and an awareness of problems they may face.
This module will provide students with an understanding of the historical development, philosophical underpinnings, and structure of the Canadian legal system. In so doing, students will critically engage with the role of law in Canadian society, reflect on the plural nature of the country’s legal system, develop an awareness of the challenges to the efficient and equitable operation of the legal system, and examine the limits and possibilities of law as a vehicle for social change.
This option will examine the relationship between French identity and culture since 1981 with the elections of François Mitterrand by exploring the ways in which identities of different social groups are expressed within the economic, political and cultural contexts of contemporary France.
This module explores cinema’s relationship to the past, whether distant, as in that of ancient Greece, Rome or Egypt, or from a more recent history.
The module brings together a range of ideas, subject-matter and methods of making, to enable a more complete understanding of the scope and potential of contemporary art practice. There is an emphasis on the outward-looking, the large-scale and the expansive.
In 1940 France experienced the worst military defeat in its history. On this module you will explore the causes and consequences of a defeat that caused the collapse of French democratic rule and direct military occupation by the Germans until 1944. You will learn about how the French experienced and came to understand the defeat, and the bruising compromises with the German occupiers that followed. We focus especially on the functioning and ideological underpinning of the authoritarian Vichy regime (1940-1944), which enjoyed semi-autonomous status over the period; the collaboration with the Nazis of both political elites and ordinary men and women; and the complicity of the Vichy regime in the deportation of 80 000 Jews to Auschwitz. You will encounter the military, diplomatic, political, social and cultural dimensions of this complex subject. Through an engagement with primary sources in translation, we consider how the defeat was understood by contemporaries, how the Vichy regime sought to retain its sovereignty in the face of crushing German Occupation, and the daily life of civilians.
The second half of the special subject invites you to consider not only how the French resisted Occupation and achieved Liberation from German military forces in 1944, but how they have subsequently memorialised the war and Occupation experience as a whole. The module begins with an exploration of popular resistance to German Occupation and Vichy rule. A culture of dissent emerged, especially after 1942, encompassing guerrilla warfare, underground publishing and demonstrations for food. We study the military, political and social dimensions of the Liberation of 1944, from D-Day onwards, and the competing visions for liberated France outlined by different political factions, especially Gaullists and communists; as well as the trials of collaborators that followed Liberation (1945-51). Finally, we explore post-war representations and interrogations of the experience of Occupation, from documentary films and fiction to trials for crimes against humanity, public apologies and compensation claims made by deportees, in order to gain a sense of how public memory of the ‘dark years' has been articulated and contested since 1944.
Human beings have free will, and that is why they are responsible for their actions and choices. Or so we tend to think. But is it really so? Are our choices and actions not determined by factors outside our control—are they not the inevitable upshot of causal processes that start at a distance from us? If so, doesn’t this show that free will is an illusion, and that nobody is responsible for what they do? Embracing this conclusion would radically change the character of our relationships with others. This module aims to explore the question of what it would be to have a free will, to consider in light of answers to that question whether we possess such a thing, and to examine the connections between freedom and responsibility.
The aim of every language course at the University is to enable you to communicate in your target language (TL) at that particular level and in your particular area of interest. We use the word ‘communicate’ in its widest sense, meaning that you will not only be able to talk to people in the language but also to develop your proficiency in listening, reading, and writing. This means that the module aims for you to understand all the things which affect communication in that language, including knowledge of how the language is used, how it works and how to analyse it, and the cultural contexts in which it is spoken. This particular module is aimed at complete beginners. Successful completion of the full Stage 1, over 2 semesters, is approximately equivalent to having reached Level A1 of the Common European Framework or a good GCSE. Taking this single semester module at Stage 1 will take you part of the way to the outcomes of the full Stage. You are encouraged to take a full language Stage if you want to make significant progress in the language you are learning.
The aim of every language course at the University is to enable you to communicate in your target language (TL) at that particular level and in your particular area of interest. We use the word ‘communicate’ in its widest sense, meaning that you will not only be able to talk to people in the language but also to develop your proficiency in listening, reading, and writing. This means that the module aims for you to understand all the things which affect communication in that language, including knowledge of how the language is used, how it works and how to analyse it, and the cultural contexts in which it is spoken. This particular module is aimed at students having already achieved A or B in their A-Level or having successfully met the learning outcomes of stage 3B.
The aim of every language course at the University is to enable you to communicate in your target language (TL) at that particular level and in your particular area of interest. We use the word ‘communicate’ in its widest sense, meaning that you will not only be able to talk to people in the language but also to develop your proficiency in listening, reading, and writing. This means that the module aims for you to understand all the things which affect communication in that language, including knowledge of how the language is used, how it works and how to analyse it, and the cultural contexts in which it is spoken. This particular module is aimed at students having already met the learning outcomes of stage 4.
The aim of every language course at the University is to enable you to communicate in your target language at that particular level and in your particular area of interest. We use the word ‘communicate’ in its widest sense, meaning that you will not only be able to talk to people in the language but also to develop your proficiency in listening, reading, and writing. This means that the course aims for you to understand all the things which affect communication in that language, including knowledge of how the language is used, how it works and how to analyse it, and the cultural contexts in which it is spoken. This particular module is aimed at students having already met the learning outcomes of stage 5.
The aim of every language course at the University is to enable you to communicate in your target language at that particular level and in your particular area of interest. We use the word ‘communicate’ in its widest sense, meaning that you will not only be able to talk to people in the language but also to develop your proficiency in listening, reading, and writing. This means that the course aims for you to understand all the things which affect communication in that language, including knowledge of how the language is used, how it works and how to analyse it, and the cultural contexts in which it is spoken. This particular module is aimed at students having met the learning outcomes of stage 6.
This module in French sociolinguistics aims to build on and re-evaluate your existing knowledge of the French language from a sociolinguistic perspective. The module has three major themes: language change, language variation and language identity in relation to the French language in France and other parts of the world. It looks at French as a standard language, regional variation, minority languages in France, French in Canada and Africa, and French Creoles. It provides a challenge to the way you think about French and its relation to other languages.
Freshwater Ecosystems initially considers the interplay between the physics, chemistry and biology of freshwater ecosystems. A comparative approach is adopted, in which upland streams, lowland rivers, lakes and other standing freshwater environments are considered. Emphasis is placed on the relationships between physics, chemistry and biology, and the differences in these relationships in contrasting freshwater environments. Theoretical aspects are supported by case study seminars. The module finishes by examining the interactions of humans with freshwater ecosystems, with emphasis on impacts and management.
Alexander, Sulla, Julius Caesar, and Augustus are names which epitomise leadership and authority both in the ancient world and in more recent periods of history. In this module, you will learn about the political systems under which men (and, much more rarely, women) like these emerged as leaders and about how they transformed the worlds in which they lived. We shall scrutinise how leaders both good and bad managed to manipulate ancient political systems to their own advantage; we shall come to understand the qualities and attributes Hellenistic and Roman leaders needed to be successful; and we shall compare models of leadership in the ancient world with the ideals we prize in our leaders today.
Alexander, Sulla, Julius Caesar and Augustus are names which epitomise leadership and authority both in the ancient world and in more recent periods of history. In this module, you will look at the political systems under which they emerged as leaders, and how they transformed the worlds they lived in. Through these we will address the questions of what makes a successful leader, and how political systems might be manipulated.
