BA Philosophy

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Philosophy graduates leave with skills in analysis and argument, presentation and teamwork that are highly sought after in a wide range of professions. Our lecturers are highly experienced and active in research. Their specialised findings are the central focus of many taught modules, giving our students direct insight into the latest philosophical understanding and cutting-edge debates.

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Find out how studying at UEA helped Jack achieve his career goals. The School of Politics, Philosophy, Language and Communications Studies has a lively, stimulating and welcoming atmosphere and brings together students and staff across a wide range of subjects, offering interdisciplinary teaching and research.

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Key facts

(National Student Survey 2018)

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(Guardian University League Table 2019)

"The campus is unique, the philosophy faculty are excellent and the humanities staff are so helpful. I felt completely at home there.”

In their words

Emma Corsan, BA Philosophy

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Explore fundamental philosophical questions – about ethics, consciousness, God, and the universe.

Use philosophy to tackle important current issues – climate justice, freedom from oppression, and critical thinking in a post-truth world.

Prepare to excel in a whole host of careers – teaching, law, environmental work and more!

Studying philosophy is one of the most exhilarating ways to spend your student years. It’s also life changing, prompting you to reflect on your values, and your contribution to the wider world. If you want to ask difficult questions and challenge the things that others take for granted, then you’ll thrive on this degree.

Overview

Philosophy is a fantastic degree choice for independent thinkers, and – beyond studying it for its own sake – it will help you prepare for any number of careers that involve asking questions, gathering evidence, drawing conclusions and then communicating your arguments, such as within law, politics, journalism, and even advertising.

You don’t need to have studied Philosophy before to join our degree programme. You simply need to be prepared to get stuck in – and to challenge everything. Your studies will begin with carefully designed introductory modules, which lay the foundations across all fields.

You will study great contemporary thinkers as well as those from the past, grapple with puzzles about ethics, God and religion, about the mind, about language and how it relates to the world. What is there? How do we know? Does science have all the answers? What if there is a God? When, if ever, has anyone found the answers to these questions? These are just a few of the questions you’ll investigate. You can explore the philosophies of the non-Western world, engage with burning political or environmental issues, or examine the thinking behind literature or film. And your teachers will be scholars currently engaged in cutting-edge research in all these fields.

You can build your own tailored studies through your second and third years, when you’ll have an open choice of philosophy themes to follow. Examples include environmental philosophy, political philosophy, philosophy of language, ethics, philosophy of religion, philosophy of mind, philosophy of science, logic, philosophy of art, literature and film, and various opportunities to study the work of ancient and modern thinkers. In your final year you might choose to undertake a one-to-one dissertation or enroll for a small group special subject.

Our “guided options” system also allows you to take a sequence of appropriate classes from other departments that contribute to a particular theme: the themes currently on offer include gender studies, classical ideas, creative writing, film studies, or languages and culture. You can choose to broaden your studies by following one of these themes for one, two or all three years of your degree.

Philosophy thrives on discussion. That is why you will explore and debate topics with your lecturers and fellow students in small discussion groups – as well as through lectures and independent study. You’ll also develop your thinking and communication skills through a variety of types of written work and exercises, some for practice, some for assessment.

Throughout your time at UEA you’ll work in close partnership with our lecturers and professors, who have produced work that’s discussed the world over. Studying at the forefront of philosophical thinking, you’ll be listening to your lecturers as they develop new ideas, and helping them to identify new ways forward.

Even when studying texts from the past, Philosophy involves fresh thinking, so our module content is newly worked over every time it’s delivered and discussed. It’s exciting stuff!

Course Structure

Year 1

Your first year of study is designed to provide a well-balanced mix of intriguing introductory modules. Some will be historical, some contemporary, some will be more ethical or political in their focus, and some will focus on language, mind and logic. They’ll stimulate you to think in new ways and discover new skills, whether you studied philosophy at school or not.

In addition to the five introductory modules that you are automatically enrolled on, over the two semesters, you’ll be able to select a sixth module for the Spring term: either more philosophy (covering topics such as radical philosophy or foundational texts of the great civilisations), or something from the “guided options” themes we offer, which cover gender studies, classical ideas, creative writing, film studies, or languages and culture.

Year 2

In your second year you’ll be able to choose between four and six philosophy modules from the whole range of philosophy that we offer, tailoring your learning to your interests. There will be both contemporary and historical options, and some of the modules will reflect UEA’s specialisms, such as environmental philosophy, philosophy’s links with film, or the greatest thinkers from the past – including Plato or Wittgenstein.

If you decide to do only four or five philosophy modules, you will have space to maintain an interest outside the subject, by pursuing your chosen pathway of guided options: gender studies, classical ideas, creative writing, film studies, or languages and culture. You may take one or two modules from this theme, in place of one or two of your six philosophy modules.

You can also take a placement module in which you apply the skills you are developing through your degree to the working world and to explore a career path that interests you.

Year 3

In your final year you’ll choose four modules from our whole range. You could decide to continue with the second part of something that you took in your second year. For example, if you took Ethics for Second Years in year two, you could follow it up in year three with Ethics for Third Years. Or you could opt to add some new strings to your bow, by investigating areas of philosophy you did not study in second year.

You could also decide to write a dissertation, for which you do one-to-one work with a supervisor. Another option is to take a special subject where you and a few other students work with a tutor on an area of mutual interest. Finally, if you’re doing well in your chosen guided option theme, you could take one further module of that kind from outside philosophy. This could be a creative writing project, for example.

Teaching and Learning

We place an emphasis on doing philosophy together. We encourage everyone to contribute, listen and respond appropriately both in large and small group settings. We seek out positive criticism, and polite and fruitful exchanges of views.

During the course you’ll cultivate your imagination, judgment, and attention to standards of argument and accuracy of understanding. From the very first day of your studies, your own views will be invited and taken seriously. Our philosophy tutors will help you to become confident in challenging received wisdom on the basis of genuine understanding and accurate critical focus, and in speaking with your own unique voice.

Reading – and really thinking about what you are reading – will also be an incredibly important part of your studies. You’ll learn to read and think actively and to produce your own written work in dialogue with the ideas of those you are reading. And you’ll be guided in how to use UEA’s state-of-the-art library facilities.

Your own writing – and improving your written work in response to advice – will also be central to your degree. Our system of returning draft work with constructive feedback and individual guidance ensures that you receive the attention you need in advance of your final submission, so you can achieve the best possible final mark.

Besides the timetabled sessions, your teachers will provide open hours where you can come and seek additional advice and guidance on a one-to-one basis. And you will be assigned an adviser who can provide academic and career guidance throughout your course.

During your time at UEA, you will be taught by academics working at the forefront of their academic fields. You can find out more about their research and teaching specialisms.

Assessment

Each module has its own designated assessment method. For most philosophy modules this means the written coursework that you will have prepared and revised after feedback. In some Spring modules in your first and second years it will also include an examination.

In the final year most modules are assessed by a larger piece of your own work or a number of more in-depth essays.

Your final degree result is based on the marks for all your modules in the last two years, weighted 40:60 so that more importance is attached to the fully mature work of your third year.

Study abroad or Placement Year

You could expand your horizons by choosing to spend a semester of your second year studying abroad at one of UEA’s partner universities. You’d spend the Autumn semester completing three modules at UEA, then transfer overseas in the Spring.

You will not only experience life in a different country and make international connections, you’ll also make yourself even more attractive to prospective employers, who value the skills of resourcefulness and resilience that studying abroad will bring you.

For further details, visit our Study Abroad section of our website.

After the course

Philosophy degrees from UEA are a tried and tested route into a range of careers, including law, journalism, the civil service, the cultural industries, teaching and lecturing, charity and environmental work, and politics. This is due to the unique range of skills you will have developed by studying philosophy. They include:

  • Precise and effective communication skills
  • The ability to analyse data and information
  • Reasoning, problem solving and persuasion skills
  • Listening carefully to others, with empathy and rigorous attention to detail
  • Innovative and original ideas supported by reasons
  • A commitment to justice, fairness, integrity, and the desire to do things that are praiseworthy.

Career destinations

Examples of careers you could enter include:

  • Law
  • Journalism
  • The Civil Service
  • Cultural industries
  • Teaching or lecturing
  • Charity and environmental work

Course related costs

Please see Additional Course Fees for details of other course-related costs.

Course Modules 2020/1

Students must study the following modules for 60 credits:

Name Code Credits

CLASSIC READINGS IN PHILOSOPHY

This introductory module is designed to invite you into philosophical enquiry by engaging in a conversation with some of the most famous philosophers of the past. We start with a classic work by Plato, from the birth of philosophy in Classical Greece, and we finish with a classic work from medieval or modern philosophy that has been of major significance. In between, we typically focus on one other text, usually a famous work by Aristotle. The texts you study are in English. You will learn to do philosophy in dialogue with thinkers whose ideas and arguments are not just brilliant 'for their time', but brilliant for our time and for all time. You will come away thinking differently about many things that you had never properly asked about before. You should come with an open mind, or willing to open your mind.

PPLP4061A

20

PHILOSOPHICAL PROBLEMS

You will be offered a problem-focused introduction to philosophy. No prior knowledge of philosophy is required. Students are invited to explore questions from several core areas of philosophy and to acquire and deploy some first techniques for approaching these questions and resolving the puzzles. You will cover a spectrum of related topics, typically including issues such as freedom and determinism, consciousness, morality, scepticism, the possibility of knowledge, causation, and issues in political philosophy. By demonstrating the use of various tools and techniques used in philosophy to address these issues, you will be prepared for further work in each of these and other contemporary fields.

PPLP4062A

20

PHILOSOPHY AND OTHER SUBJECTS

This module explores the ways in which philosophy relates to a range of subjects, indeed almost the whole range of academic disciplines: the ways in which it bleeds into other subjects, learns from their results, adopts their methods, provokes them, comments on them, critiques them, and/or exposes their methods to critique. In a sequence of ten one-week components, students will learn with academics drawn from across the institution. Each will explore case studies or more general examples (in lectures, workshops and seminars) demonstrating the impact that philosophical thought has had and continues to have on the development, methods and future direction of their own area of expertise (and vice-versa). Each of ten key subject areas are explored in this way followed by a week in which we review the lessons learned about the place of philosophy in the contemporary academy and in the wider world. This module is designed for single honours philosophy students. It provides an introduction to the interdisciplinary nature of research - especially true at UEA - that they may wish to explore later. It is also suitable for students from other disciplines, offering insight into philosophy's reach into other subjects including (potentially) their own major.

PPLP4066A

20

Students will select 20 - 60 credits from the following modules:

Philosophy students are strongly recommended (although not required) to choose PPLP4064B: Reasoning and Logic. The skills it helps you develop will enable you to judge your own arguments and those of others more easily and effectively, and help you to organise your thoughts and communicate your ideas more effectively.

Name Code Credits

FOUNDATIONAL TEXTS OF THE GREAT CIVILISATIONS

In this module you'll explore the ways in which human beings have, from time immemorial, used narratives and poetry to create their models of the universe, and to think about issues relating to mankind's place within it. You'll focus on ancient texts from a variety of major civilisations over the last four millennia, many of them still treated as living sources of wisdom and insight, spiritual guidance and moral vision. It has become customary in modern philosophy to privilege rational discourse, in prose, as the acceptable way of doing philosophy, and to imagine that to be human is to be rational. But is it irrational to explore our world and discover the deeper truths through narrative? Is that even non-rational enquiry? Might it actually be one of the key ways in which philosophy can reach and engage every human being? And might that be why all civilisations have stories and poetry as their foundational texts, not philosophical arguments? In this module you'll acquire a basic knowledge of some key texts (including Homer, key parts of the King James Bible and the Quran) that any citizen of the world should know.

PPLP4067B

20

MODERN READINGS IN PHILOSOPHY

What am I? What kind of world am I in? How can I know about it? How should I live my life? In this module, you'll grapple with fundamental philosophical questions that have great personal significance for each of us. You'll focus on perspectives from the history of modern philosophy (ca. 1650 to 1950). You'll get to debate the ideas of key thinkers, which might include Descartes, Locke, Hume, Kant, Schopenhauer, Nietzsche, Wittgenstein, as well as other less well-known figures. This module will be suitable for you with or without prior experience of philosophy. It is a useful accompaniment to work in early modern history and English literature.

PPLP4063B

20

RADICAL PHILOSOPHY

In this module, we study some of the most original thinkers of the twentieth century, in order to reflect in unconventional ways on the ideas of human association and community as well as evaluate the loss of autonomy produced by cultural invasion and the institutionalisation of values. The basic goal of Radical Philosophy is to present you with a constellation of styles of thinking and forms of criticism that will stimulate you to examine in a rigorous way several thought-provoking perspectives on the idea of social transformation.

PPLP4065B

20

REASONING AND LOGIC

What do we mean when we say an argument is well-reasoned? What makes an argument either watertight or unreliable? We can start to answer these questions by distinguishing between, on the one hand, the individual claims that occur in an argument and, on the other hand, the relationships between those claims (which is the argument's logical structure). During this module you'll study philosophical reasoning, looking in close detail at the role played by logical structure such that we have an argument which has not only a true conclusion, but one which is firmly supported. As a result, you'll arm yourself with indispensable tools for rigorous philosophical thought, for identifying problems in the arguments you encounter, and for defending your views effectively within and beyond academic philosophy. You'll study what we call 'validity' in particular, gaining techniques for identifying valid arguments. As you discover how to break down the components of an argument, you'll sharpen your skills in argument-analysis and deepen your understanding of some key logical concepts, central to philosophy. In addition you'll master specific methods for examining validity in abstraction from natural language contexts. You'll strengthen these skills via a combination of seminars, lectures, workshops, and independent study. We'll focus heavily on practice exercises. The study of logic and reasoning will make you a better philosopher, whatever your specialism or area of interest. It will enable you to judge your own arguments and those of others more easily and effectively, and help you to organise your thoughts and communicate your ideas more effectively.

PPLP4064B

20

Students will select 0 - 40 credits from the following modules:

Students on BA Philosophy have the option of taking one or two modules outside of the philosophy department. This allows students, if they wish, to follow a subsidiary theme alongside their studies in philosophy. Suggested themes include: Politics, Economics and International Development (select from PPLI, PPLM, PPLX, ECO or DEV modules from the list, or ENV-4006); A chosen language (select from appropriate modules on the list in Japanese, French, Spanish, German, Arabic, Chinese, British Sign Language, Italian, or Russian); Gender Studies (AMAA4025, HIS-4004); Literature and Creative Writing (select from LDC modules on the list); History (select from HIS or AMAH modules on the list); or Film, Art and Culture (select an AMAA or AMAM module from the list, PPLF4006 or PPLH4004). Other themes can be developed by students to suit their individual interests in consultation with their academic advisors. Academic advisors can also provide guidance on taking some modules outside philosophy on a one-off basis. Enrolment on these modules will be dependent on students satisfying any relevant module pre-requisites and may in some cases (e.g., language modules) involve sitting a test. By default, in the event a chosen module is oversubscribed, students will be enrolled on a philosophy module.

Name Code Credits

AN INTRODUCTION TO POPULAR CULTURE IN LATIN AMERICA

From salsa to samba, futbol to capoeira, telenovelas to Tex-Mex: Latin American popular cultures combine Indigenous, African and European elements in unique ways found nowhere else on earth. You will examine several Latin American popular cultural forms, and the historical, religious, social and political significance they have for Latin Americans.

PPLH4004B

20

BEGINNERS' ARABIC I (SPRING START)

Its aim is the mastery of the alphabet: the script, the sounds of the letters, and their combination into words. Also, it introduces basic Arabic phrases and vocabulary to help you have introductory conversations. You will develop essential speaking, listening, reading and writing skills as well as a solid understanding of the structure of the language in Modern Standard Arabic (MSA). Some aspects of the Arab world and culture(s) are covered.

PPLB4045B

20

BEGINNERS' ARABIC II

This is the second part of a beginners' course in Arabic following on from Beginners' Arabic I. Students with a basic knowledge of Arabic writing and speaking may join this module.

PPLB4030B

20

BEGINNERS' CHINESE I (SPRING START)

Did you know you could speak Mandarin in some way already? Try these: coffee as cah-fay, sofa as sharfah, pizza as pee-sah. Yes! Chinese people say these words pretty much as you do! Do you want to get an insight into Chinese culture? Are you planning an adventurous trip in China to explore the diversity of life and communicate with the local people? Your ears will be exposed to pinyin and you will begin to master the deceptively simple Chinese alphabet. You will open your eyes and mind to acquire meanings by drawing the characters. You will build up your vocabulary incredibly quickly, and soon learn to initiate conversations and read simple texts. You will work with your peers during grammar classes and classroom-based oral seminars which cover introduction to pinyin (pronunciation) and the common tricky sounds, word order, sentences at a basic communicative level, the spelling rules of hanzi (Chinese characters), building up your vocabulary, and topic relevant cultural norms. At the end of the module, there is a brief introduction to the Chinese daily meals and sentences you need to order food from a restaurant. By the end of the module, you will be able to recognize and pronounce pinyin confidently. You will develop knowledge of basic sentences. You will be able to understand simple linguistic rules so that you can carry on learning in the future. You will be able to greet people fluently. NOTE: Please note that students speaking other varieties of Chinese (e.g. Cantonese) are not eligible for this module.

PPLB4051B

20

BEGINNERS' CHINESE II

Thinking about brushing up on your Mandarin? Planning an exciting trip to China? Still struggling with pinyin and reading Chinese? Then this module is designed for you! You will explore more sentence patterns in daily life communicative situations. You will build up your character blocks rapidly. You will acquire discourse skills in these scenarios. You will stretch your linguistic ability by becoming aware of cultural norms so that you can communicate with local people freely, but without a scary amount of vocabulary. The module comprises two sessions per week: a two-hour grammar class and a one-hour oral seminar. You will participate in these to learn different ways to ask questions, tenses, reading characters, cultural norms in contexts and topics ranging from friends and family and housing to leisure and health. You will write short essays throughout the process. By the end of the module you will have established a solid foundation in Mandarin, and will have achieved a communicative level. You will be able to recognise about 200 Chinese characters. You will be able to compose messages to your friends or future colleagues. You will be able to express your needs while traveling, and to enjoy the cultural diversity of megacities like Shanghai and Beijing. NOTE: Please note that students speaking other varieties of Chinese (e.g. Cantonese) are not eligible for this module.

PPLB4035B

20

BEGINNERS' FRENCH I - A1 CEFR (SPRING START)

Bonjour, comment ca va? Do you want to understand what this means and how to say it? This module will help you to master basics of French language and communication. This module is perfect for you if you have never studied French before (or have very little experience of it). Throughout the semester, you'll develop reading, listening, speaking and writing skills at the A1 level of the Common European Framework of Reference for Languages (CEFR). This means that you will learn to communicate about yourself and your immediate environment in a set of concrete, everyday situations. You'll be taught in a very interactive and friendly environment, and will often work in pairs or small groups. Your two-hour seminar will focus on listening, reading and writing skills, while the oral hour will help you to develop your confidence in speaking. We'll tackle some grammatical notions in class, but always as a means for you to improve your communication skills. You'll also have opportunities to explore aspects of the cultures where French is spoken, thanks to the various documents we will use to develop your linguistic skills (songs, podcasts, leaflets. You'll be assessed by two course tests: the first will cover listening, reading, and writing skills and the second will cover your speaking skills. On successful completion of this module, you'll be able to understand and use familiar everyday expressions aimed at both the satisfaction of concrete needs, and those used to describe areas of most immediate relevance. You'll be able to introduce yourself and others, ask and answer questions about personal details, and interact in a simple way provided the other person talks slowly and clearly. Please note that students should not have a level of French that exceeds the level of this course. This module is probably not appropriate for you if you have a recent French GCSE at grade C or above, if you have studied French abroad, or if you have learnt French in an informal setting (such as in your family). If you have such experience, please contact the Module Organiser as soon as possible to complete a level test.

PPLB4015B

20

BEGINNERS' FRENCH II - A2 CEFR

Parlons francais ! This module will help you to further your basics of French language and communication in order to enable you to cope with concrete situations. This module is perfect for you if you have taken Beginners' French I - A1 CEFR, or if you have some experience of French language. Throughout the semester, you'll develop reading, listening, speaking and writing skills at the A2 level of the Common European Framework of Reference for Languages (CEFR). This means that you'll be able to cope in a number of situations, including some you may encounter when travelling. You'll be able to talk and write about yourself and your immediate surrounding environment in some detail, and you'll work on handling short social exchanges. You'll be taught in an interactive and friendly environment, and will often work in pairs or small groups. Your two-hour seminar will focus on listening, reading and writing skills, while the oral hour will help you to develop your confidence in speaking. We'll tackle some grammatical notions in class, but always as a means for you to improve your communication skills. You'll also have opportunities to explore aspects of the cultures where French is spoken, thanks to the various documents we will use to develop your linguistic skills (songs, podcasts, short articles and videos#). You'll be assessed by two course tests: the first will cover listening, reading, and writing skills and the second will cover your speaking skills. On successful completion of the module, you'll be able to understand and use expressions related to areas of immediate relevance, or that you may encounter when travelling. You'll be able to communicate in simple and routine tasks requiring a direct exchange of information. You'll be able to describe in simple terms aspects of your background, immediate environment and needs. Please note that you should not have a level of French that exceeds the level of this course. This module may not be appropriate for you if you have a recent French GCSE at grade B or above, if you have studied French abroad for a long time, or if you have learnt French in an informal setting (such as in your family). If you have such experience, please contact the Module Organiser as soon as possible to complete a level test..

PPLB4014B

20

BEGINNERS' GERMAN I (SPRING START) - A1 CEFR

Have you ever wished you could order your mulled wine at the Christmas market in German? How would it feel be to be able to introduce yourself in German or survive a basic conversation in the language? Or do you simply want to understand what makes the Germans, the Austrians, or the Swiss tick? These questions highlight the central learning you will achieve within this module. Our beginners' course in German is perfect if you have very little or no prior knowledge of the language. You will gain the confidence to use German in basic conversations as you develop a first understanding of German sounds and essential grammar. You will build up a bank of key vocabulary to survive in real-life situations. You will also gain a greater awareness of German traditions and ways of thinking to help you make sense of a country that is deeply rooted in the heart of Europe. In a relaxed environment you will participate in classroom-based activities, working in pairs and groups to try out and be creative with new sounds, words and phrases. The fun of language learning will never be far away and promises to give you the confidence to make the first steps in German. As well as speaking and listening to each other you will discover the joy of understanding an authentic German text and to write an amazing first paragraph in German. A first course in German will enable you to add a vital skill to your CV. At this crucial political and cultural moment in time the study of the German language and culture will without doubt make you a more attractive graduate and informed global citizen, whatever your specialism or area of interest. Please note that you should not have a level of German that exceeds the level of this course. This module is designed for students with no prior or very limited knowledge of German.

PPLB4047B

20

BEGINNERS' GERMAN II - A2 CEFR

Do you want to refresh and further develop your basic German skills? Would you like to converse with a native speaker beyond the first introductions? Or do you simply want to understand a little more about what makes the Germans, the Swiss or Austrians tick? This follow-on course is perfect if you have completed the Beginners 1 module or have very basic knowledge of the language. You will gain more confidence in using German in conversation as you become ever more familiar with essential German grammar. You will learn how to express opinions, wishes and requests, and how to master the skill of congratulating and complimenting other people. During this module you will also gain further awareness of German traditions and ways of thinking to help you make sense of a country that is deeply rooted in the heart of Europe. In a relaxed environment you will participate in classroom-based activities, working in pairs and groups to try out and be creative with new words and phrases. The fun of language learning will never be far away and promises to give you the confidence to maintain a conversation and express yourself to a target audience in writing. As well as speaking and listening to each other you will apply a range of strategies to help you make sense of authentic German texts. A solid beginners' course in German will enable you to add a vital skill to your CV. At this crucial political and cultural moment in time the study of the German language and culture will without doubt make you a more attractive graduate and informed global citizen, whatever your specialism or area of interest. Please note that your current level of German language should not exceed the level of this course.

PPLB4019B

20

BEGINNERS' GREEK II - A2 CEFR

Greek is one of the official languages of the EU and is spoken by about 11 million people in Greece, Cyprus, and in various communities throughout the world. You'll be surprised by the number of Modern Greek words that are already familiar to you, including scientific and technical vocabulary. Greek also opens the door to a unique and fascinating culture. UEA is one of the few British Universities offering Modern Greek, so stand out from the crowd and go for Greek. If you have a GCSE grade C or below (or equivalent experience, i.e. Beginners Greek I) this module is for you. The module has three contact hours per week. You'll develop your reading, writing, listening and speaking skills. You'll be equipped with the linguistic understanding of a number of real life situations, as well as the ability to communicate effectively in those situations. You'll also have opportunities to explore aspects of the cultures where Greek is spoken. Particular emphasis will be placed on your acquisition of a sound knowledge of grammar. By the end of this module you'll be able to converse/read and write on the following topics: 1.Information gathering 2.Travel 3.Accommodation 4.Meeting people and talking about the past, holidays etc. 5.Offering hospitality (informal/formal) 6.Initiating/receiving phone calls/phone messages (social/business) 8.Writing letters (informal/formal) Please note that if you are found to have a level of knowledge in a language that exceeds the level for which you have enrolled, you may be asked to withdraw from the module at the Teacher's discretion. Please note that this is a subsidiary language module. Very occasionally, subsidiary language modules may need to be cancelled if there are low levels of enrolment.

PPLB4037B

20

BEGINNERS' ITALIAN II - A2 CEFR

You have enough Italian to get by when in Italy, or for communicating with Italians socially or for business. Do you now want to deepen your understanding of the language and learn the tools to enable you to really connect? Do you want to get to grips with those 'little words' that really bind words into phrases, allowing you to manipulate the language and make it work for you? To take this module you will need to have completed the Beginners' Italian I module (even if it was in a previous academic year) or have reached an equivalent level. You will continue to study the different tenses and grammatical structures while improving your spoken Italian and honing your listening skills. You'll become more competent in Italian, but you'll also gain a solid foundation on which to build in the future; whether continuing with Italian or with other languages (the learning strategies are very flexible and can be applied in many other academic and creative areas). The classes will be interactive and you'll support each other and help each other while learning in a friendly stress free environment. The module will yield a lot of new vocabulary and it will also show you how the language works. You'll discover an innovative approach to extending a basic knowledge of Italian by using the widest possible variety of texts, such as autobiographical extracts, newspaper articles, anecdotes, jokes, advertisements and recipes (to name just a few of the materials used). You'll work in pairs and small groups and enjoyment in the classroom will lead to increased confidence when trying out your new skills. Regular feedback on your oral, listening and written work will motivate you to explore further and make the most of other resources outside of the classroom (such as the internet, phone apps and cinematic experiences). By the end of this module, you'll have added a vital skill to your CV, and you'll be very keen to get to Italy to try out your newly learnt talents (if you have not already done so)! Please note that if you are found to have a level of knowledge in a language that exceeds the level for which you have enrolled, you may be asked to withdraw from the module at the Teacher's discretion. Please note that this is a subsidiary language module. Very occasionally, subsidiary language modules may need to be cancelled if there are low levels of enrolment.

PPLB4039B

20

BEGINNERS' JAPANESE I (SPRING START)

Do you want to explore Japanese culture or travel to Japan? Would you like to enhance your career opportunities? This is a beginners' course in Japanese assuming little or no prior experience or knowledge of the language. In this module, you'll learn reading, writing, listening, and speaking skills. You'll gain the linguistic understanding of a number of real life situations, as well as the ability to communicate effectively in those situations. There will also be opportunities to explore aspects of the cultures where Japanese is spoken. Particular emphasis will be placed on your acquisition of a sound knowledge of grammar. Please note that this is a subsidiary language module. Very occasionally, subsidiary language modules may need to be cancelled if there are low levels of enrolment. Please note that if you are found to have a level of knowledge in a language that exceeds the level for which you have enrolled, you may be asked to withdraw from the module at the Teacher's discretion.

PPLB4042B

20

BEGINNERS' JAPANESE II

Have you ever taken any basic Beginners' Japanese I? Then, the Beginners' Japanese II is what you really need. You will continue to study the different tenses and grammatical structures while improving your spoken Japanese and honing your listening skills. By the end of this module you will be able to understand commonly used, everyday phrases and expressions related to areas of experience. Please note that very occasionally subsidiary language modules may be cancelled due to low enrolment. Please note that students who are found to have a level of knowledge that exceeds the level for which they have enrolled may be asked to withdraw from the module at the Teacher's discretion.

PPLB4041B

20

BEGINNERS' RUSSIAN II - A2 CEFR

Winston Churchill once said that 'Russia is a riddle wrapped in a mystery inside an enigma'. Russia gave the world Tolstoy, Dostoevsky, Shostakovich, Chagall and borsch! Would you like to know more about the largest country in the world and unwrap some of the mysteries of its history, culture and politics through its language? Before enrolling on this course you'll need to be acquainted with the Russian alphabet, able to read and write in Russian, and to know a few initial items of grammar and vocabulary (skills that will be learnt in the Beginners' Russian I module). At the end of the course you'll know all the basics of Russian grammar, you'll be able to read more complex texts and you'll have improved your speaking skills in real-life situations (in case you find yourself lost in Red Square)! You'll participate in classroom-based activities, often working in pairs and groups exchanging ideas and supporting each other in your exploration of the language. You'll be able to improve and develop your grammar and vocabulary skills through watching Russian films, reading newspaper articles and short stories, discussing their content and expressing your opinion. Having a Russian language course on your CV will give you an advantage over other graduates, and it will also provide work opportunities in Eastern Europe, Russia and the countries of the former Soviet Union. This course will also help you to become a more informed global citizen whatever your specialisation or area of interest. Please note that you should not have a level of knowledge in Russian that exceeds the beginners' level specified above when enrolling on this course, or you may be asked to withdraw from the module (at the Teacher's discretion). Please contact us if you're unsure.

PPLB4044B

20

BEGINNERS' SPANISH I - A1 CEFR (SPRING START)

Do you want to learn a new language? Do you want to access the Spanish-speaking world? Are you about to travel through Spain or any Spanish-speaking country in Latin America? Then, it#s the right time to enrol to Beginners# Spanish I. This module will improve your academic education and will provide you with the confidence to advance towards intermediate and advanced levels. It sounds good, doesn't it? You will develop your reading, writing, listening and speaking skills and you will have the opportunity to receive personal feedback on all your efforts. You will take part in classroom-based activities, working in pairs and small groups exchanging ideas and supporting each other in the process of learning the language. You will also be able to focus on real life situations as well as the ability to communicate effectively in those situations. There will also be opportunities to explore aspects of the cultures where Spanish is currently the main language. By the end of this module, you will have the linguistic competence necessary to understand and use common, everyday expressions and simple sentences, to address immediate needs. If you have a recent Spanish GCSE grade C or below, or an international equivalent, then this module is appropriate for you.

PPLB4024B

20

BEGINNERS' SPANISH II - A2 CEFR

Have you ever taken any basic Spanish course? Do you want to carry on studying this well spoken language after taking Beginners# Spanish I? Do you feel that learning a language might be a relevant skill for your career? Then, Beginners# Spanish II is what you really need. This module will improve your academic education and will provide you with the confidence to advance towards upper intermediate and advanced levels. But, how will you make it? Thanks to this module, you will work on your reading, writing, listening and speaking skills. You will get the personal feedback on every single of your efforts. You'll take part in classroom-based activities, working in pairs and small groups exchanging ideas and supporting each other in the process of improving this language. You'll also be able to focus on real life situations as well as the ability to communicate effectively in those situations. There will also be opportunities to explore aspects more carefully of the cultures where Spanish is the mother tongue. By the end of this module you will be able to understand commonly used, everyday phrases and expressions related to areas of experience especially relevant to them (basic information about themselves, and their families, shopping, places of interest, work, etc.). If you have a recent Spanish GCSE grade B or above, or an international equivalent, then this module is probably not appropriate for you - please contact the module organiser as soon as possible to be sure).

PPLB4023B

20

GLOBAL POLITICS 2

Global Politics 2 explores the most important controversies and debates in contemporary international politics. Because international politics is constantly changing, we review this module every year, altering the precise mix of topics to reflect the world that you see around you. All of our topics involve questions of power, ethics, transnational cooperation and security. Recently we have explored terrorism, nuclear weapons, our moral obligations to foreigners, as well as migration, the fate of the environment, and emerging powers in the international system.

PPLI4055B

20

GLOBALISATION AND FRENCH CULTURAL IDENTITY (LEVEL 4)

Do you want to explore what makes the French so French? Is there any such thing as a French cultural exception? How has society and the relationship between the French and the French state or religion evolved over time and how has that shaped social behaviours, attitudes, laws, and values in France? These are some of the questions that will be the subjects of this module, which is available to students with or without some prior knowledge of the French language. By taking this module, taught and assessed in English, you will gain a deeper understanding of French society and important aspects of its institutions. You will understand France's attempts to retain its cultural identity, despite trends of homogenisation. You will look at themes such as education, arts, politics, literature, thought, and examine questions such as the role of the state, the support of the film industry, the history and legacy of Cartesian reasoning, and centralisation and universalism. Those themes will be discussed, sometimes challenged, through the exploration of a range of illustrations, documents and readings. By the end of this module, you'll have developed awareness of important and structuring features of French culture, and you'll have developed intercultural skills. If you are a student in international relations, you will have a better understanding of what influences social and political representations, constructions and decisions. As a student of languages, you will be able to support your comprehension and expression skills by a thorough understanding of the French culture.

PPLF4006B

20

HISTORY, CONTROVERSY AND DEBATE

This module challenges you to reflect on the nature of history: what it means for historians; what it means for the wider public and contemporary society; and what it has meant in the past. You'll explore the key approaches to the study of history and the conduct of historical research. You'll consider how historians have written history in the past and how they engage with it in the present; the relevance and challenges of sources and evidence; how historians present their interpretations, and the ways in which they debate amongst themselves. You'll come away with an understanding that history is rarely about the 'right' answer, but rather a series of ways of understanding and interpreting the past. You'll focus in particular on historical debate and how you can effectively analyse and interpret it. Through a mixture of both historical interpretation and historiography, you'll develop key study and transferable skills.

HIS-4009B

20

HUMANITARIAN COMMUNICATION

This module will critically explore changing trends in humanitarian communication by both the international news media and international development actors, such as Non-Governmental Organisations. This will include a critical review of media representations of development in the Global South and the role and responsibility of journalists reporting about humanitarian crises and poverty. We will also explore conventional strategies of humanitarian communication, such as 'pornography of poverty', as well as more contemporary issues such as the role of celebrities, social media and the rise of 'post-humanitarian' communication. With case studies ranging from Live Aid to Kony 2012, you will be introduced to key concepts and theoretical approaches cutting across a range of disciplines. This module also contains an integral practical skills component. Speakers from leading NGOs and experienced practitioners will share their insights about the everyday complexities of humanitarian communication and a number of workshops will focus on a relevant hands-on skills such blogging and the basics of development photography.

DEV-4008B

20

INTRODUCTION TO ANTHROPOLOGY

What is anthropology? What do anthropologists study? How is anthropology different from other disciplines? This module presents an overview of key anthropological approaches and their connections with history and archaeology. Throughout this module, you'll learn about classical and contemporary anthropological themes by looking at approaches to nature, human ecology, material culture, art, ritual, religion, and globalization. You'll learn how important "culture" is in shaping the world. This enables you to comprehend the complexities of today's world.

AMAA4024B

20

INTRODUCTION TO BRITISH SIGN LANGUAGE I (SPRING START)

How would you converse with someone who is deaf? At work? In school? In an emergency? How can you avoid typical faux pas due to ignorance of a different culture? Can a 'signed'/'visual' language 'convey as adequately' as a 'spoken' language? These questions highlight the central learning achieved in this module. This is a course in British Sign Language assuming no prior, or minimal knowledge of the language. Throughout the course you will discover aspects central to the Deaf World and its Culture, and how to communicate through a unique 'visual' language, a language that uses your hands and body to communicate! Teaching and learning strategies involve signed conversation (from early on), role-play, and lots of games and exercises that make a truly 'fun and enjoyable' module to take. You will learn a little about the history of the Deaf and Sign Language itself, and its long battle to be recognised. You will discover how using your body and hands can be an exciting and meaningful way of communicating. You will acquire q wide range of easily usable vocabulary, a deeper look into various features that make the language unique, and very different to spoken languages. On successful completion of this module you will have developed knowledge and skills that will enable you to communicate with a Deaf person. You will be able to take your British Sign Language studies onto the next level, broadening your knowledge and developing further, the skill within this amazing 'Visual' language. Please note that very occasionally subsidiary language modules may be cancelled due to low enrolment. Students who are found to have a level of knowledge that exceeds the level for which they have enrolled may be asked to withdraw from the module, at the Teacher's discretion.

PPLB4033B

20

INTRODUCTION TO BRITISH SIGN LANGUAGE II

Having gained an insight in communicating using a 'visual' language, how would you relate a story, a narrative or a conversation using more than two people? How would you describe where something is in a room, the room itself or give directions involving a map? This module builds on your studies in British Sign Language giving you confidence and further skills in communicating with the deaf. Teaching and learning strategies continue to involve a more fluent signed conversation, role-play, and lots more games and exercises embedding your learning that makes this an exciting module to take! In this module you will continue to look at deaf culture, address and look at various equipment that assists the Deaf in their everyday life. For example, how do they know someone is at the door? Can they communicate over the telephone? What would happen if you were in a building on fire? On successful completion of this module you will have developed knowledge and skills that will enable you to communicate confidently with a Deaf person. Your will broaden your knowledge and understanding of a truly unique and amazing form of communication and a culture so very different than what you may have encountered before. Please note that very occasionally subsidiary language modules may be cancelled due to low enrolment. Students who are found to have a level of knowledge that exceeds the level for which they have enrolled may be asked to withdraw from the module, at the Teacher's discretion.

PPLB4032B

20

INTRODUCTION TO JAPAN

Would you like to explore Japanese culture and society? Are you curious and would you like to travel to Japan? Your module is designed to offer a critical overview of changes occurring in contemporary Japanese culture and society. Taught in English, you will be introduced to major aspects of the history, society, cultures, and global position of Japan. You'll take a fresh look at stereotypes associated with Japan. You will be provided with a good all-round basic knowledge of Japan that will be of value both to students intending to major in Japanese and those interested in Japan. No knowledge of Japanese language is required. Topics such as overview of Japanese history from ancient to modern times, geography, contemporary politics and economics, society, education, and traditional and contemporary culture will be considered. Exercises and discussions in class will enhance your understanding and motivation to studying Japan in its global and cultural context.

PPLJ4029B

20

INTRODUCTION TO POLITICAL COMMUNICATION

Trump's Tweets, Corbyn's "fans", and personalised campaign messages sent by algorithms#political communication has changed drastically in the last five years. Pundits and some scholars warn of serious dangers to democracy. What are the tricks of the trade in modern political communication and how different are they from those of the past? How does one now succeed to get across a message and gain support? Should we be worried about the implications for political discourse and decision-making? This module will enable you to critically assess the role of communication in national and international politics and help you understand the dynamics among political actors, media and citizens in opinion formation and decision-making. This is a professional practice module in which you will gain skills relevant to the conduct of political communications and to many other work environments, as well as experience working in a team on a task that requires critical thinking and collaborative strategizing. This module is ideal for anyone interested in working in politics, diplomacy, journalism, marketing, or for advocacy or activist civil society groups. Ideas about the power of communications and the ways that various political actors use that power are at the heart of this module. You'll examine how these actors use the media in political communications. Lectures and readings will cover media effects, how political communication has changed with changes in media technology, branding and celebrity in politics, and soft power with political communication at the international level, as well as the tools used by various political actors, such as political parties or civic movements. Lectures are interactive, using an audience response system and open discussion. Seminar activities include practical tasks as well as ones to enhance understanding of the readings. The first assessed work is a group project in which you will play the role of junior analysts in a communications consultancy and you will work together to assess the political communications of a real political actor, your "client", producing a report and presentation that includes recommendations for improvement. The second is an essay that gives you the chance to develop your ability to analyse and synthesise. By the end of this module you will be able to identify and describe the actors and their interests in a given political communications contexts, as well as formulate and articulate clear arguments about the relationships between political actors and the media in relation to power and agency. You will have gained experience in a simulated work scenario that will give you skills transferable across a number of professions as you will have delivered analysis and recommendations in a professional-style presentation and report. You will also be able evaluate political communications' role in an international context, something increasingly necessary in the ever more globalized world both for political and corporate actors.

PPLM4001B

20

INTRODUCTION TO SOCIAL ANTHROPOLOGY

This is the first part of a two year course that covers basic principles in social anthropology, and uses them to understand society and processes of social change in developing countries. The SAID1 module provides an introduction to anthropological theory to advance student's knowledge of socio-cultural issues and disciplinary themes such as adaptation and the environment, human evolution, colonialism, witchcraft and magic, religion, kinship and marriage, class and hierarchy, exchange, rituals, myths and ceremonies. The module's main aim is to promote an understanding of key figures and debates in social theory and show how these can be applied to development issues and policies. The lectures and seminars are accompanied by a weekly film series in which ethnographic films addressing key anthropological debates are shown and discussed.

DEV-4005B

20

LANGUAGE, CULTURE AND INTERPERSONAL COMMUNICATION

What does interpersonal communication actually involve? We will learn that interpersonal communication requires specific intercultural competences, especially when communicating with others who have different sets of assumptions that may lead to misunderstanding, even if the same language is used. This module will equip you with ways of thinking about issues such as language, (non-) verbal communication, identity, intercultural interpersonal relationships and intercultural transitions. You will also learn that interpersonal communication involves a high level of self-awareness and critical understanding of issues surrounding the concept of identity. Through lectures and seminars, you will delve deeply into how you present yourself to others who are perceived to be different to you. On successful completion of the module, you will have developed greater self-awareness and sensitivity to intercultural understanding so that you are a more effective interpersonal communicator in international or multicultural settings, such as the year abroad, overseas work, global organisations, multinational companies, foreign volunteering placements, etc. The module is delivered in the English language and you don't need to speak a foreign language to take it.

PPLC4012B

20

Environment, Art and Culture

Most works of art - whether objects, buildings, or performances - are designed to serve a set of purposes. How their forms and functions relate may be straightforward and practical, or complex and elusive. Through a range of case studies, presented in lectures by our staff in Art History and World Art Studies, you will examine the connections between the uses, meanings, and appearances of art, culture, space, and landscape. You will also consider how these connections may change over time, especially in the context of cross-cultural contact. The opportunity to analyse texts on your own and in discussion groups will help you understand different points of view and construct an argument supported by evidence.

AMAA4004B

20

PORTRAITURE AND IDENTITY

How do you represent a person? On this module, you will explore the genre of portraiture as it has been practiced by visual artists from the ancient world to the present day. You will develop the skill of visual analysis as you consider issues such as 'likeness'; the face; the self-portrait; portraiture as the embodiment of political, social and aesthetic power; the ways in which portraiture has variously reinforced and challenged concepts of class, race and gender; the photographic portrait, and the role of portraiture in contemporary art and culture. You will also continue to develop your writing skills, as we analyse works of art alongside histories and concepts of the individual self - perhaps the supreme artefact of all.

AMAA4025B

20

POST A-LEVEL FRENCH 1/II

'Decouvrir et discuter'. Here are two key elements of this module that will carry on the work started in Post A-Level 1/I. You will further your French language and communication skills by working on them through the lens of French culture. If you have a French A level or any other international equivalent qualification, then this module is for you! You'll develop reading, listening, speaking, and writing skills at the B1 levels of the Common European Framework of Reference for Languages (CEFR), and will move towards B2 at the end of the semester. You will focus on productive skills (writing and speaking) in particular and you'll be taught in an interactive and friendly environment, (pairs and small groups). Your seminars will focus on listening, reading, and writing skills, while the oral hour will develop your confidence in speaking. In the lecture you will review and practise essential grammar points. You will have a great exposure to authentic French in all three components of the module, as it is entirely taught in French. The material that you will study in and out of class (videos, articles, films) will help you to further your knowledge of French culture, as well as to build up your French vocabulary on a variety of topics. You'll be assessed by an exam covering listening, reading, and writing skills, and a course test assessing your speaking skills. On successful completion of this module, you'll be able to follow the lines of argument in documents dealing with topics studied in class, to plan and produce structured compositions supporting or opposing particular points of view, and to interact in French with a degree of fluency and spontaneity.

PPLF4017B

20

POST A-LEVEL SPANISH 1/II

Can mass media help you improve your Spanish? The answer to this question may well lie in this module. We will use a variety of printed and online forms of mass media, such as newspapers, radio podcasts, magazines, TV programmes, films, documentaries and texts, to help you enhance your confidence in speaking and understanding the Spanish language. We will use audio-visual and web-based materials to practise listening, reading, writing and speaking in an integrated manner. You will also analyse various aspects of the Spanish language through writing and translation practice and improve your grammar and vocabulary in meaningful contexts. Learning will be through lectures, seminars, tutorials and independent study and develop your study and research skills. The oral classes will be arranged separately in smaller groups to maximise your opportunities for practising your Spanish through discussions and presentations. In these classes, you will develop your fluency in communication and strategies for discussions. The language study in this module will make you a more proficient Spanish language user with enhanced cultural knowledge and intercultural understanding. The grammar notions and topics for discussion in this module will be different from those in Post A-Level Spanish 1/I. This module will be suitable for students who have completed Post A-Level Spanish 1/I or equivalent.

PPLH4026B

20

PROGRAMMING FOR APPLICATIONS

The purpose of this module is to give you a solid grounding in the essential features of programming. The module is designed to meet the needs of the student who has not previously studied programming.

CMP-4009B

20

STUDIES IN FILM HISTORY

This module provides you with an introduction to the history of cinema from 1946 to 1996, as it is traditionally understood within Film Studies. It will outline important developments in global film history, which will underpin your future study. The course will help you understand some of the complex processes of historical change (e.g. technological, industrial and socio-political) that transformed cinema during the period in question and will situate particular films in the aesthetic and narrative traditions in which the films were originally made and seen.

AMAM4021B

20

SUSTAINABILITY, SOCIETY AND BIODIVERSITY

Striking a balance between societal development, economic growth and environmental conservation has proven challenging and contentious at many scales and over time. The concept of 'sustainable development' was coined to denote processes aiming to achieve this balance. This module introduces sustainable development, and examines the challenges and opportunities to achieving this, drawing together social and ecological dimensions. Drawing upon the social sciences, this module examines the theory and practice of sustainable development. From an ecological perspective, the module covers a range of concepts relevant to the structure and functioning of the biosphere, and topics ranging from landscape and population ecology to biodiversity conservation. This module is assessed by coursework and an examination.

ENV-4006B

20

THE AGE OF EXTREMES: EUROPE 1918 - 2001

This module conveys the rich complexity of twentieth-century Europe, encouraging you to look afresh at the period. In hindsight, the epithet 'age of extremes' best describes the contradictory characteristics of a century during which total war and genocide were accompanied by growing humanitarianism, state health care and the advance of human rights. Naturally, developments during the first decades of the twenty-first century have forced historians to reconsider and revise once-accepted narratives about European modernization. Just as the trend toward increasing integration, harmonization and homogenization seems questionable in light of the crisis of the European Union; Islamism and Islamophobia believe the idea that modernization resulted in secularization and tolerance. Similarly, the demonstrable power of international finance and supranational assemblies counters narratives of popular empowerment through the triumph of representative democracy. The lectures examine themes in their respective chronological contexts: the age of catastrophe; the age of the post-war 'economic miracle'; and the making of contemporary Europe. Rather than dwelling on familiar aspects of the century that you may have previously studied, the module will also expose you to the history of Europe after 1945, Central and Eastern Europe, and developments in the US and colonies that shaped the continent. Instead of focusing narrowly on high politics, international relations and warfare, the module also aims to allow you to re-examine the century through the study of the history of population movements, land uses, urban planning and attitudes toward the past.

HIS-4006B

20

THE ECONOMICS OF BUSINESS DECISION-MAKING

This module introduces key concepts and findings from behavioural economics and investigates how economics can be used to understand the behaviour of consumers, workers and managers. Providing you with a means to introduce key developments in economic analysis, from neuroeconomics to the economics of emotion, the focus is on how such economic insights can ultimately improve business and managerial decision-making.

ECO-4002B

20

VISUAL(ISING) HISTORY

The importance of visual and material sources as historical evidence, as witnesses to history, has long been recognised by historians. Relics, buildings, maps, paintings, photographs, and films are all visual and material sources from which historians can elicit meaning. Paintings, photographs, and films in particular propose to give us unique access to the ideological, physical and emotional content of a specific historic moment. But visual evidence also challenges us to consider where we as historians draw the line between the mediated and unmediated 'truth' of the past. History is always an interpretation of the past that changes. Our aim is to introduce students to the analysis and interpretation of a wide range of visual and material evidence. Furthermore, students will examine the manifold ways in which audio-visual historical representations shape and reshape our collective memory and understanding of the past from the medieval to the contemporary.

HIS-4007B

20

WITCHCRAFT, MAGIC AND BELIEF IN EARLY MODERN EUROPE

We examine the history of early modern Europe through the history of witchcraft, witch-beliefs, and especially witchcraft prosecutions after 1500. Through learned demonology and folk traditions, we explore the development of the idea of the witch, and see how during the turbulent era of the Reformation this thinking translated into legal trials and, occasionally some savage witch-panics. We look in detail at subjects such as gender, fear and anxiety, state building, and scepticism, ranging across early modern Britain, continental Europe and colonial America.

HIS-4004B

20

WORLD CINEMAS

The concept of World Cinema pervades our everyday experiences of film. It is a category of films that can be seen increasingly from cinema listings to the high street. Inherent within the label are debates of resistance, industry, art, technology and aesthetics that have held sway since the dawn of cinema worldwide. In this module you will break down some of these discourses and address the significant cultural, economic and political influences that world cinema has had, and indeed still has, within cinema. There are innumerable cinemas that may be contained within the notion of "world cinema," but few are more long-lived, or as well-developed, as those we will investigate during this module. Taking the conceptual frameworks of "Middle Eastern," "European" and "Asian" cinemas as starting points, you will break down the meanings that these regional, national and international definitions of cinema share. You will focus, for example, on the cinemas of Europe, Turkey, Middle East, Japan and America. This tightly focused definition of "world cinemas" is intended to introduce some of the most significant of contemporary world cinemas, while also focusing on those which have had the most influential global histories.

AMAM4035B

20

WRITING ACROSS BORDERS

This module will study how literary texts move across borders of history, geography and culture and what happens to them when they do. It will focus on particular examples of textual travelling drawn from different historical periods and, in the process, raise critical questions about cultural exchange and the idea of literature as a form of translation and adaptation.

LDCL4021B

20

WRITING TEXTS

In this module theories of literature and experiments in writing will intersect. In weekly lectures and seminar discussions, and through the reading of a carefully curated dossier of essays, you'll explore important questions about writing and literature. What is the difference between writing and speaking? What is a literary text and how does it differ from non-literary texts? What is the relationship between the act of reading and the act of writing? How is a literary text influenced by other texts? You'll also become confident in carrying out your own textual experiments and trying out a range of creative rewriting exercises on existing texts. In this you might explore modes of adaptation and translation, try out different ways of writing to constraint, play literary-generative games such as cut-up technique, as well as undertake a variety of textual interventions and experiments. You'll be encouraged to hack existing literary texts and rewrite them to your own purpose. You'll take texts apart and put them back together differently. Through specially-designed writing exercises you will gain new insights into a variety of approaches to writing and literature. Your encounters with literary-theoretical texts will likewise cast new light on the writing process and the ways in which the text produced relates to textual theories. By the end of the module you'll have gained a keen understanding of how texts work. This will make you a better reader and writer. You'll also become confident in stepping back and thinking about your own writing critically.

LDCL4020B

20

Students will select 80 - 120 credits from the following modules:

You must take at least 80 credits from this Option Range. If you are taking a semester abroad as part of this range, you will take modules from this and other ranges in consultation with the Course Director, to take account of the philosophy content in your studies abroad.

Name Code Credits

ENVIRONMENTAL PHILOSOPHY FOR SECOND YEARS

How can we avoid environmental catastrophe? How can philosophy help? The relationship between human beings and the natural world is the basis of everything we are and yet we do not seem to have found a way to avoid destruction, degradation and potential catastrophe. In this module we will examine various ways in which philosophy can examine our relationship with the natural world and contribute to the fight to protect the planet. Topics may include the ethics of climate change; value theory and nature; human-animal relationships; the ways science, art and politics affect our relationships with the natural world. This module will cover a selection of these topics, and students may wish to continue the course by taking the complementary Level 6 module in their third year.

PPLP5177B

20

ETHICS FOR SECOND YEARS

What is morality? And in what ways does it impinge on our lives, in deciding what to do? There are issues relating to ethics that are theoretical and meta-ethical, about what kind of judgements are being made and what is their basis in fact or in some realm of values; there are normative issues, about how, if at all, a theory can help to predict or decide what a person ought to do or which dispositions are commendable; and there are practical issues, about the real dilemmas of life and death, about fairness, love and compassion, as we face them in the world, and not just in imaginary "trolley-problems". To complete a course in ethics you would want to explore all these aspects of the subject, and during this module you'll engage with a selection of these, focusing either on the theoretical aspects, including attention to some major historical figures, or more on practical ethics. This module can be taken as a stand-alone module, but you are also encouraged to enrol for the complementary Level 6 module, which will be available in your third year, so as to compile a more complete study of the whole range of these topics.

PPLP5174B

20

EXISTENTIAL PHILOSOPHIES (SECOND YEAR MODULE)

How can we make sense of the vast and complex world we are plunged into at birth? What happens when we become alienated from the world and its everyday meaning? If there is no absolute meaning assigned to human life by divine authority, does life have any meaning at all? Are we absolutely free to make sense of the world in any way we choose? Does death present an ultimate limit to human existence and freedom? Existential philosophers have grappled with these questions and in the process developed new ways of thinking about art, science, politics, divinity and every aspect of human life. Friedrich Nietzsche is one of the key founders of existential philosophy and his work began an important tradition that influenced thinkers such as Martin Heidegger, Jean-Paul Sartre and Simone de Beauvoir. This module will focus either on the explosive work of Nietzsche himself or on the existential tradition he inspired, so you may also wish to take the complementary module at level 6, in your third year, in order to cover both aspects of the subject.

PPLP5180B

20

KEY THINKERS AND TEXTS FOR SECOND YEARS

The history of philosophy, from ancient times to our own, is richly studded with exciting and innovative thinkers, whose ideas still spawn a vast volume of research and reflective criticism. These great minds are our partners in many fascinating slow-motion dialogues that extend over decades, centuries and even millennia. We converse with them about some of the most significant issues in the field. In this module you'll join in this discussion by taking part in seminars focused on reading and discussion of some more of the original texts under the guidance of a research expert in the field. Texts will be selected by the seminar leader and will not include precisely the same texts as are included elsewhere in the philosophy Honours programme. Rather we'll aim to focus on thinkers whose work is insufficiently addressed in the other modules. Examples of thinkers that will be most likely to appear in the seminars for this module include Plato, Aristotle, the Pre-Socratic Philosophers, Ancient Sceptics, Enlightenment thinkers such as David Hume, Immanuel Kant, Rene Descartes, George Berkeley, thinkers from early Analytic philosophy, early or late Wittgenstein, Simone Weil or Iris Murdoch. During this module you'll be taught in a seminar/reading group style, with each group meeting on a weekly basis for twelve weeks. One or more such seminar groups may meet, depending on student enrolments and staff availability, and each group will be reading a different text or texts, from a different period or school of thought. This is a free-standing module that can be taken by itself. However, by taking this module in year 2, and the complementary Level 6 module in year 3, you can create a two semester course, exploring a selection of historical thinkers and adding a fitting supplement to the topical modules that you'll be taking over these two years.

PPLP5179A

20

KNOWLEDGE SCIENCE AND PROOF FOR SECOND YEARS

Epistemology examines what knowledge is. Science is concerned with the acquisition of secure knowledge, and philosophy of science considers what counts as science, what objects the scientist knows about, and what methods can be used to attain such knowledge; logic uses formal tools to investigate different forms of reasoning deployed to acquire knowledge. You will be given an opportunity to explore a selection of these areas of philosophy, through teaching informed by recent and ongoing research: which ones will be explored on this occasion will be selected in the light of the lecturers' current research interests and their general appeal.

PPLP5175B

20

MIND AND LANGUAGE FOR SECOND YEARS

In this module you will be invited to engage with some of the key issues that figure in Philosophy of Mind and in Philosophy of Language, and to identify the interconnections between the two. Some major thinkers in the field, both recent and from earlier periods of the Western canon of philosophy, will be studied, and chosen set texts may be selected for close attention as relevant. Topics might include the mind-body problem, the nature of mind and its relation to the brain, issues connected with meaning and understanding, how (if at all) language governs, limits or facilitates thought, and the relation between language and the things about which we use it to talk. By taking this module in your second year you will explore a selection of these topics. A further selection of these topics is available in the complementary Level 6 Mind and Language module, which you can take in your third year.

PPLP5173A

20

PHI SEMESTER ABROAD MODULE

Students often say that spending a semester abroad expands their horizons and improves their career prospects. You will be able to judge this claim for yourself by completing this module. You'll experience a different educational culture and develop new perspectives on learning. Assessed formatively and summatively by the host university and on successful completion of the semester abroad, you'll have developed the knowledge and skills to study in a foreign academic environment with more confidence. Assessment will be in the foreign institution and you might be assessed via different methods depending on the institution you attend. To check eligibility criteria it is important that you liaise with our Study Abroad Team.

PPLP5171B

60

PHILOSOPHY MEETS THE ARTS (SECOND YEAR MODULE)

Philosophy has much to say about the arts, and much to learn from them. In this module you will have a chance to explore some aspects of this relationship. Some issues that arise fall into what we would call aesthetics and the philosophy of art: we can ask about the value of art, aesthetic experience and judgement, artistic creativity, interpretation and representation, and we can investigate the views of many past thinkers on these matters. On the other hand, we can also use art to illuminate philosophy, and for this purpose we have chosen to focus primarily on cinema (while "literature and philosophy" investigates similar questions in connection with literature"). This module will focus on one or other of these two aspects of the encounter with beauty and the arts, but you may also wish to take the complementary module at level 6, in your third year, in order to cover both aspects of the subject.

PPLP5176B

20

PHILOSOPHY OF HISTORY AND POLITICS FOR SECOND YEARS

History and politics are inseparable because human societies and communities develop and transform historically. Philosophical thinking about society and community requires us to question deep assumptions about the human good and how we form ideas about that good over time. Does history show that we have made political progress? What does 'progress' even mean? How should we think about our social understanding of the past? Does your historical situation limit your political horizons or your political culture limit your historical understanding? Is it in the person or the community that should not be divided i.e. that is 'in-dividual'? What kind of understanding, what kind of methods are involved in the disciplines of history and politics? Can philosophy ground a political system, and, if so, which political system(s) does philosophy ground? These are some of the question you'll address in dialogue with key thinkers of history and politics, such as Hegel; Marx; Collingwood; Simone Weil; Arendt and Rawls.

PPLP5167A

20

RELIGION AND WORLD PHILOSOPHIES FOR SECOND YEARS

Religion is a phenomenon that is hard to define, and yet clearly integral to the entire history of human existence and across many cultures. Traditional philosophy of religion as practised in the modern Western philosophical tradition tends to focus on Christian belief and classical theism, yet there are also strong traditions of philosophy in other cultures with other religious traditions, such as the Islamic and Jewish thinkers who were at least as important as the Christian ones in the history of Medieval thought, and philosophy in Classical India and China has links with other non-Christian traditions such as Buddhism and Hindu thought.

PPLP5168A

20

Students will select 0 - 40 credits from the following modules:

Students on BA Philosophy have the option of taking a placement module (HUM-5004) or of taking one or two modules outside of the philosophy department. This allows students, if they wish, to continue a subsidiary theme started in their first year. Suggested themes include: Politics, Economics and International Development (select from PPLI, PPLM, PPLX, ECO or DEV modules from the list); A chosen language (select from appropriate modules on the list in Japanese, French, Spanish, German, Arabic, Chinese, British Sign Language, Italian, or Russian); Gender Studies (AMAH5002, AMAM5031, DEV-5001, HIH-5064, HUM-5007A, LDCD5058, LDCL5085, PPLM5002); Literature and Creative Writing (select from LDC modules on the list); History (select from HIS or AMAH modules on the list); or Film, Art and Culture (select from AMAA or AMAM modules from the list). Other themes may be developed, or a new theme started, by students to suit their individual interests in consultation with their academic advisor. Academic advisors can also provide guidance on taking some modules outside philosophy on a one-off basis. Enrolment on these modules will be dependent on students satisfying any relevant module pre-requisites and may in some cases (e.g., language modules) involve sitting a test. By default, in the event a chosen module is oversubscribed, students will be enrolled on a philosophy module.

Name Code Credits

ADVANCED ENGLISH I - B2 CEFR

Do you want more practice in speaking in English? Do you feel you lack sufficient vocabulary to express yourself well? Do you need help with your pronunciation? Do you have problems with English grammar and writing essays? As a non-native speaker, you will need to already have an upper intermediate/ advanced level of English (IELTS 6.5-7.5 or equivalent) but will want to reach a more competent level. If so, you can take both Advanced English I and II or just module I or just module II. You'll analyse and discuss articles in the media and listen to academic talks and news reports on contemporary topics; through writing tasks, you will have the opportunity to express your ideas in clear and coherent terms, and you will receive personal feedback on your efforts. You will participate in classroom-based activities, often working in pairs and groups exchanging ideas and supporting each other in your exploration of the language. You will be able to focus on improving aspects of your pronunciation and grammar as well as expanding your vocabulary. You will also gain a greater understanding of cultural and political issues through topics such as Education and Critical Thinking, Globalisation and The Environment. You will be assessed mid-term, and in the final weeks through a seminar presentation (30%) and listening, reading and writing tasks (70%). By the end of this module you will be able to express yourself more confidently orally, be better able to understand recorded material and will have increased your vocabulary base; you will be more able to read complex texts and write more accurately with fewer grammar errors and greater range of expression. Such language support will be of immense benefit for all aspects of your UEA academic programme, will please your tutors and enable you to obtain higher grades! Please note that very occasionally subsidiary language modules may be cancelled due to low enrolment. Please note that students who are found to have a level of knowledge that exceeds the level for which they have enrolled may be asked to withdraw from the module, at the Teacher's discretion.

PPLB5043A

20

ADVANCED ENGLISH II - B2 CEFR

Do you want more practice in speaking in English? Do you feel you lack sufficient vocabulary to express yourself well? Do you need help with your pronunciation? Do you have problems with English grammar and writing essays? As a non-native speaker, you will need to already have an upper intermediate/advanced level of English (IELTS 6.5-7.5 or equivalent) but will want to reach a more competent level. If so, you can take both Advanced English I and II or just module I or just module II. You'll analyse and discuss articles in the media and listen to academic talks and news reports on contemporary topics; through writing tasks you will have the opportunity to express your ideas in clear and coherent terms, and you will receive personal feedback on your efforts. You will participate in classroom-based activities, often working in pairs and groups exchanging ideas and supporting each other in your exploration of the language. You will be able to focus on improving aspects of your pronunciation and grammar as well as expanding your vocabulary. You will also gain a greater understanding of cultural and political issues through topics such as Time and Sleep, World Population and Urbanisation and Tourism. You will be assessed midterm, and in the final weeks through a seminar presentation (30%) and listening, reading, and writing tasks (70%). By the end of this module you will be able to express yourself more confidently orally, be better able to understand recorded material, and will have increased your vocabulary base; you will be more able to read complex texts and write more accurately with fewer grammar errors and greater range of expression. Such language support will be of immense benefit for all aspects of your UEA academic programme, will please your tutors and enable you to obtain higher grades! Please note that you should not have a level of English that exceeds the level of this course.

PPLB5044B

20

AMERICA IN THE WORLD: THE HISTORY OF U.S. FOREIGN RELATIONS

Has the United States helped or harmed the rest of the world during its rise to world power? Why has it been, and continues to be, involved in every corner of the globe? You will be offered a critical introduction to understanding the history of U.S. foreign relations. You will explore the key themes and traditions that have informed America's approach to international affairs, from foundational ideas in the 18th and 19th centuries to increasing influence in the 20th and 21st centuries. In addition to analysing traditional political and diplomatic issues, you will consider the link between foreign and domestic policies, and the role of various state and non-state actors that have shaped America's actions abroad. You will work with original primary sources, the latest secondary literature, and a range of cultural and political texts including speeches, newspapers, and editorial cartoons. This broader consideration of foreign relations history engages important contemporary trends in the historiography of U.S. foreign policy - regarding race, gender, and the "international" and "cultural" turns - and connects them to emerging trends in the fields of American history and international relations. As a result, you will gain a detailed understanding of the history of U.S. foreign relations and the legacies that continue to shape debates about America's role in the world today.

AMAH5051B

20

AMERICAN CULTURE, 1919-1946

The period between World War I and the Cold War was a period of dramatic change in the United States: from the seemingly endless prosperity of the twenties to the depression of the thirties; from isolationism to World War II; and from a population that lived in predominantly rural or small-town communities to one increasingly located in large urban centres or their suburban satellites. You will explore the changing economic, political and cultural history of this period, particularly through an examination of the cultural debates over the modernity of the twenties, the New Deal of the thirties and America's changing place in the world during this time. In order to explore these issues, you will engage with a wide range of sources that include political documents, literary texts and films.

AMAS5051B

20

AMERICAN JUSTICE: THE SUPREME COURT

Consider any major social issue in American life since the turn of the 20th Century and the Supreme Court has almost always been involved in some way. Free speech, freedom of the press, the death penalty, abortion: the Court has been at the centre of the debate. Why? And how? What gives the Court the power and the authority to overturn laws passed by democratically-elected governments? And should it have such power? In this module you'll explore the answers to these questions and many others. You'll learn how the Court operates, how it gained and developed its power, and how it has become such a central part of American political life. You'll read Court opinions and learn to understand how they are created and what influences them. You'll explore the relationship between the cases heard by the Court and the politics of the time, using a range of primary and secondary source material. And you'll develop a deeper understanding of the role played by law and the Court in shaping American history. From holding that the state had no responsibility for the protection of individuals in the first two decades of the 20th Century to expanding the scope of "equal protection of laws" in the second half of the century, you will be challenged to think about the interconnection between law and politics in American history through the example of the Supreme Court. Through discussions of issues including freedom of speech, labour rights, race, civil rights, and criminal justice practices, you'll explore key issues in 20th and 21st Century US history and the role of the law and the Constitution in shaping them. In looking at the connections between law and policy you'll also consider how key legal "rights" have changed over time and what this tells us about the Court, the Constitution, and American society more broadly. You'll learn through self-directed study and seminars. By the end of the module you will have a better understanding of key issues in American history and politics. You will have developed your skills in using primary and secondary sources as historical resources. You will have strengthened your reasoning, analytical, and debating skills and further developed your writing and oral communication skills.

AMAH5034A

20

ANATOMY OF A CITY: PARIS, 1682-1815

Through this module, you will encounter the largest, most dynamic city in the wealthiest and most populous nation in eighteenth-century Europe. Against a backdrop of France's fraught politics between the age of Louis XIV and the Revolutionary-Napoleonic era, you will gain an intimate sense of Paris as a changing urban space that provided a stage for radical experimentation in everything from art and fashion through to high finance and luxury lifestyles. You will grasp how Paris during the enlightenment functioned at different levels, from the removal of garbage to enforcement of justice. This module will involve delving into a rich variety of textual and visual sources alongside extant material evidence from the city itself.

HIS-5066B

20

ANGLO-SAXON ENGLAND, C. 400-1066

The Anglo-Saxon period spanned 600 years from the end of Roman Britain to the Norman Conquest. It was a period of turmoil, seeing waves of immigration, the clash of peoples and religions, and kingdoms jockeying for control. Out of this crucible, England emerged. This is the story of how it came to be. Using contemporary sources, you will learn to handle evidence and reconstruct the worldview of people who lived over a thousand years ago. Anglo-Saxon history teaches you to go a long way with little evidence; to use your imagination to fill in the gaps. Whether it's new to you or something you've studied before, you'll achieve a deeper and richer understanding of how the nation was formed. Via lectures, seminars and private study, you'll discover the Romans, Saxons and Vikings; the strange treasure they left behind; the cryptic and conflicting chronicles (learning to read between the lines), and debates we still haven't resolved today. Developing your powers of argumentation, you'll run into questions with no certain answer. Building with fragmentary evidence will boost your creativity, and you'll encounter ancient artefacts. (Trips have included West Stow Anglo-Saxon village and Norwich Castle Museum.) At the end of the module you'll command an overview of how England came into being. You'll also have built your ability to see other people's points of view, even if they lived a thousand years ago. This is a crucial ability whether in personal or professional relationships. Also learning to argue with evidence as fragmentary as the evidence we'll explore, will hone your problem-solving skills to an unusual degree.

HIS-5005A

20

APPLIED PSYCHOLOGICAL SCIENCES

This module explores a range of contemporary applications of psychological science. Theoretical approaches and research will be covered alongside examples from popular media, films, current events, and case studies.

PSY-5014B

20

ARCHAEOLOGIES OF THE MEDITERRANEAN WORLD

Using a range of case studies from the Mediterranean World, this module introduces students to some of the most significant themes and debates in the archaeology of the Mediterranean and archaeology more generally. Case studies will be drawn from a range of time periods and will address 'the big themes' in archaeology, such as cultural transmission, cultural development, societal collapse, trade and exchange, conflict, migration, empire and expansion, the emergence of urban societies, climate and society and ritual and religion. Often more than one theme will be included in a case study and the aim will be to understand how they relate to each other. For example, how does conflict or climate change contribute to migration or societal collapse?

AMAA5098B

20

ARTS AND HUMANITIES PLACEMENT MODULE

This module will provide you with the opportunity work within a creative/cultural/charity/ heritage/media or other appropriate organisation in order to apply the skills you are developing through your degree to the working world and to develop your knowledge of employment sectors within which you may wish to work in the future. The module emphasises industry experience, sector awareness and personal development through a structured reflective learning experience. Having sourced and secured your own placement (with support from Career Central), you work within your host organisation undertaking tasks that will help you to gain a better understanding of professional practices within your chosen sector. Taught sessions enable you to acquire knowledge of both the industries in which you are placed as well as focusing on personal and professional development germane to the sector. Your assessment tasks will provide you with an opportunity to critically reflect on the creative and cultural sector in which you have worked as well as providing opportunities to undertake presentations, gather evidence, and articulate your newly acquired skills and experiences.

HUM-5004B

20

BEGINNERS' ARABIC I

This course is a pre-requisite to the study of Arabic language. You will master the alphabet: the script, the sounds of the letters, and their combination into words. You are introduced to basic Arabic phrases and vocabulary to help you have introductory conversations. You will develop essential speaking, listening, reading and writing skills as well as a solid understanding of the structure of the language in Modern Standard Arabic (MSA). Some aspects of the Arab world and culture(s) are covered.

PPLB4029A

20

BEGINNERS' ARABIC II

This is the second part of a beginners' course in Arabic following on from Beginners' Arabic I. Students with a basic knowledge of Arabic writing and speaking may join this module.

PPLB4030B

20

BEGINNERS' CHINESE I

Did you know you could speak Mandarin in some way already? Try these: coffee as cah-fay, sofa as sharfah, pizza as pee-sah. Yes! Chinese people say these words pretty much as you do! Do you want to get an insight into Chinese culture? Are you planning an adventurous trip in China to explore the diversity of life and communicate with the local people? Your ears will be exposed to pinyin and you will begin to master the deceptively simple Chinese alphabet. You will open your eyes and mind to acquire meanings by drawing the characters. You will build up your vocabulary incredibly quickly, and soon learn to initiate conversations and read simple texts. You will work with your peers during grammar classes and classroom-based oral seminars which cover introduction to pinyin (pronunciation) and the common tricky sounds, word order, sentences at a basic communicative level, the spelling rules of hanzi (Chinese characters), building up your vocabulary, and topic relevant cultural norms. At the end of the module, there is a brief introduction to the Chinese daily meals and sentences you need to order food from a restaurant. By the end of the module, you will be able to recognize and pronounce pinyin confidently. You will develop knowledge of basic sentences. You will be able to understand simple linguistic rules so that you can carry on learning in the future. You will be able to greet people fluently. NOTE: Please note that students speaking other varieties of Chinese (e.g. Cantonese) are not eligible for this module.

PPLB4034A

20

BEGINNERS' CHINESE II

Thinking about brushing up on your Mandarin? Planning an exciting trip to China? Still struggling with pinyin and reading Chinese? Then this module is designed for you! You will explore more sentence patterns in daily life communicative situations. You will build up your character blocks rapidly. You will acquire discourse skills in these scenarios. You will stretch your linguistic ability by becoming aware of cultural norms so that you can communicate with local people freely, but without a scary amount of vocabulary. The module comprises two sessions per week: a two-hour grammar class and a one-hour oral seminar. You will participate in these to learn different ways to ask questions, tenses, reading characters, cultural norms in contexts and topics ranging from friends and family and housing to leisure and health. You will write short essays throughout the process. By the end of the module you will have established a solid foundation in Mandarin, and will have achieved a communicative level. You will be able to recognise about 200 Chinese characters. You will be able to compose messages to your friends or future colleagues. You will be able to express your needs while traveling, and to enjoy the cultural diversity of megacities like Shanghai and Beijing. NOTE: Please note that students speaking other varieties of Chinese (e.g. Cantonese) are not eligible for this module.

PPLB4035B

20

BEGINNERS' FRENCH I - A1 CEFR

Bonjour, comment ca va? Do you want to understand what this means and how to say it? This module will help you to master basics of French language and communication. This module is perfect for you if you have never studied French before (or have very little experience of it). Throughout the semester, you'll develop reading, listening, speaking and writing skills at the A1 level of the Common European Framework of Reference for Languages (CEFR). This means that you will learn to communicate about yourself and your immediate environment in a set of concrete, everyday situations. You'll be taught in a very interactive and friendly environment, and will often work in pairs or small groups. Your two-hour seminar will focus on listening, reading and writing skills, while the oral hour will help you to develop your confidence in speaking. We'll tackle some grammatical notions in class, but always as a means for you to improve your communication skills. You'll also have opportunities to explore aspects of the cultures where French is spoken thanks to the various documents we will use to develop your linguistic skills (songs, podcasts, leaflets#). You'll be assessed by two course tests: the first will cover listening, reading, and writing skills and the second will cover your speaking skills. On successful completion of this module, you'll be able to understand and use familiar everyday expressions aimed at both the satisfaction of concrete needs, and those used to describe areas of most immediate relevance. You'll be able to introduce yourself and others, ask and answer questions about personal details, and interact in a simple way provided the other person talks slowly and clearly. Please note that students should not have a level of French that exceeds the level of this course. This module is probably not appropriate for you if you have a recent French GCSE at grade C or above, if you have studied French abroad, or if you have learnt French in an informal setting (such as in your family). If you have such experience, please contact the Module Organiser as soon as possible to complete a level test.

PPLB4013A

20

BEGINNERS' FRENCH I - A1 CEFR (SPRING START)

Bonjour, comment ca va? Do you want to understand what this means and how to say it? This module will help you to master basics of French language and communication. This module is perfect for you if you have never studied French before (or have very little experience of it). Throughout the semester, you'll develop reading, listening, speaking and writing skills at the A1 level of the Common European Framework of Reference for Languages (CEFR). This means that you will learn to communicate about yourself and your immediate environment in a set of concrete, everyday situations. You'll be taught in a very interactive and friendly environment, and will often work in pairs or small groups. Your two-hour seminar will focus on listening, reading and writing skills, while the oral hour will help you to develop your confidence in speaking. We'll tackle some grammatical notions in class, but always as a means for you to improve your communication skills. You'll also have opportunities to explore aspects of the cultures where French is spoken, thanks to the various documents we will use to develop your linguistic skills (songs, podcasts, leaflets. You'll be assessed by two course tests: the first will cover listening, reading, and writing skills and the second will cover your speaking skills. On successful completion of this module, you'll be able to understand and use familiar everyday expressions aimed at both the satisfaction of concrete needs, and those used to describe areas of most immediate relevance. You'll be able to introduce yourself and others, ask and answer questions about personal details, and interact in a simple way provided the other person talks slowly and clearly. Please note that students should not have a level of French that exceeds the level of this course. This module is probably not appropriate for you if you have a recent French GCSE at grade C or above, if you have studied French abroad, or if you have learnt French in an informal setting (such as in your family). If you have such experience, please contact the Module Organiser as soon as possible to complete a level test.

PPLB4015B

20

BEGINNERS' FRENCH II - A2 CEFR

Parlons francais ! This module will help you to further your basics of French language and communication in order to enable you to cope with concrete situations. This module is perfect for you if you have taken Beginners' French I - A1 CEFR, or if you have some experience of French language. Throughout the semester, you'll develop reading, listening, speaking and writing skills at the A2 level of the Common European Framework of Reference for Languages (CEFR). This means that you'll be able to cope in a number of situations, including some you may encounter when travelling. You'll be able to talk and write about yourself and your immediate surrounding environment in some detail, and you'll work on handling short social exchanges. You'll be taught in an interactive and friendly environment, and will often work in pairs or small groups. Your two-hour seminar will focus on listening, reading and writing skills, while the oral hour will help you to develop your confidence in speaking. We'll tackle some grammatical notions in class, but always as a means for you to improve your communication skills. You'll also have opportunities to explore aspects of the cultures where French is spoken, thanks to the various documents we will use to develop your linguistic skills (songs, podcasts, short articles and videos#). You'll be assessed by two course tests: the first will cover listening, reading, and writing skills and the second will cover your speaking skills. On successful completion of the module, you'll be able to understand and use expressions related to areas of immediate relevance, or that you may encounter when travelling. You'll be able to communicate in simple and routine tasks requiring a direct exchange of information. You'll be able to describe in simple terms aspects of your background, immediate environment and needs. Please note that you should not have a level of French that exceeds the level of this course. This module may not be appropriate for you if you have a recent French GCSE at grade B or above, if you have studied French abroad for a long time, or if you have learnt French in an informal setting (such as in your family). If you have such experience, please contact the Module Organiser as soon as possible to complete a level test..

PPLB4014B

20

BEGINNERS' GERMAN I - A1 CEFR

Have you ever wished you could order your mulled wine at the Christmas market in German? How would it feel be to be able to introduce yourself in German or survive a basic conversation in the language? Or do you simply want to understand what makes the Germans, the Austrians, or the Swiss tick? These questions highlight the central learning achieved within this module. Our beginners' course in German is perfect if you have very little or no prior knowledge of the language. You will gain the confidence to use German in basic conversations as you develop a first understanding of German sounds and essential grammar. You will build up a bank of key vocabulary to survive in real-life situations. You will also gain a greater awareness of German traditions and ways of thinking to help you make sense of a country that is deeply rooted in the heart of Europe. In a relaxed environment you will participate in classroom-based activities, working in pairs and groups to try out and be creative with new sounds, words and phrases. The fun of language learning will never be far away and promises to give you the confidence to make the first steps in German. As well as speaking and listening to each other you will discover the joy of understanding an authentic German text and to write an amazing first paragraph in German. A first course in German will enable you to add a vital skill to your CV. At this crucial political and cultural moment in time the study of the German language and culture will without doubt make you a more attractive graduate and informed global citizen, whatever your specialism or area of interest. Please note that you should not have a level of German that exceeds the level of this course. This module is designed for students with no prior or very limited knowledge of German.

PPLB4018A

20

BEGINNERS' GERMAN II - A2 CEFR

Do you want to refresh and further develop your basic German skills? Would you like to converse with a native speaker beyond the first introductions? Or do you simply want to understand a little more about what makes the Germans, the Swiss or Austrians tick? This follow-on course is perfect if you have completed the Beginners 1 module or have very basic knowledge of the language. You will gain more confidence in using German in conversation as you become ever more familiar with essential German grammar. You will learn how to express opinions, wishes and requests, and how to master the skill of congratulating and complimenting other people. During this module you will also gain further awareness of German traditions and ways of thinking to help you make sense of a country that is deeply rooted in the heart of Europe. In a relaxed environment you will participate in classroom-based activities, working in pairs and groups to try out and be creative with new words and phrases. The fun of language learning will never be far away and promises to give you the confidence to maintain a conversation and express yourself to a target audience in writing. As well as speaking and listening to each other you will apply a range of strategies to help you make sense of authentic German texts. A solid beginners' course in German will enable you to add a vital skill to your CV. At this crucial political and cultural moment in time the study of the German language and culture will without doubt make you a more attractive graduate and informed global citizen, whatever your specialism or area of interest. Please note that your current level of German language should not exceed the level of this course.

PPLB4019B

20

BEGINNERS' GREEK I - A1 CEFR

Greek is one of the official languages of the EU and is spoken by about 11 million people in Greece, Cyprus, and in various communities throughout the world. You will be surprised by the number of Modern Greek words that are already familiar to you, including scientific and technical vocabulary. Greek also opens the door to a unique and fascinating culture. UEA is one of the few British Universities offering Modern Greek, so stand out from the crowd and go for Greek. If you have little or NO prior experience of Greek, then this module is for you. You will develop your reading, writing, listening and speaking skills. The aim is to equip you with the linguistic understanding of a number of real life situations, as well as the ability to communicate effectively in those situations. There will also be opportunities to explore aspects of the cultures where Greek is spoken. Particular emphasis will be placed on acquiring a sound knowledge of grammar. By the end of this module you will be able to: converse/read and write on the following Topics: Meeting people. Food and drink : eating with friends Shopping for food and drink Shopping for clothes Writing postcards/notes. Please note that your current level of Greek should not exceed the level of this course.

PPLB4036A

20

BEGINNERS' GREEK II - A2 CEFR

Greek is one of the official languages of the EU and is spoken by about 11 million people in Greece, Cyprus, and in various communities throughout the world. You'll be surprised by the number of Modern Greek words that are already familiar to you, including scientific and technical vocabulary. Greek also opens the door to a unique and fascinating culture. UEA is one of the few British Universities offering Modern Greek, so stand out from the crowd and go for Greek. If you have a GCSE grade C or below (or equivalent experience, i.e. Beginners Greek I) this module is for you. The module has three contact hours per week. You'll develop your reading, writing, listening and speaking skills. You'll be equipped with the linguistic understanding of a number of real life situations, as well as the ability to communicate effectively in those situations. You'll also have opportunities to explore aspects of the cultures where Greek is spoken. Particular emphasis will be placed on your acquisition of a sound knowledge of grammar. By the end of this module you'll be able to converse/read and write on the following topics: 1.Information gathering 2.Travel 3.Accommodation 4.Meeting people and talking about the past, holidays etc. 5.Offering hospitality (informal/formal) 6.Initiating/receiving phone calls/phone messages (social/business) 8.Writing letters (informal/formal) Please note that if you are found to have a level of knowledge in a language that exceeds the level for which you have enrolled, you may be asked to withdraw from the module at the Teacher's discretion. Please note that this is a subsidiary language module. Very occasionally, subsidiary language modules may need to be cancelled if there are low levels of enrolment.

PPLB4037B

20

BEGINNERS' ITALIAN I - A1 CEFR

You already have a smattering of Italian. Think of 'latte', 'panino' and 'tiramisu'! Would you like to find out more, learn to pronounce words like 'bruschetta' and 'ciabatta' correctly? How about learning to get by on holiday or working in Italy, while sampling the abundant cultural and culinary delights? This is a beginners' course in Italian assuming no prior knowledge of the language or minimal familiarity (see above). You'll learn to communicate simply but effectively in basic conversations and understand the relevant details of announcements and notices around you. You'll master the essential grammar and vocabulary to enable you to express yourself clearly and not feel tongue tied when immersed in the hustle and bustle of Italian life. On your language journey you'll encounter the culture of different Italian regions. They all have something special to offer, from world class design to dramatic adventure terrain, and with your new language skills you'll be ready to explore and connect with people. In the classroom you'll start talking Italian straight away, often working in pairs and small groups. As you will all have different strengths you'll practise and exchange ideas in a mutually supportive environment. The course encourages success by providing thorough coverage of grammar and vocabulary via interesting and relevant contexts. A variety of writing tasks in class and for homework will help you to build up new skills and listening to a variety of recordings will build your confidence. Games, role-play and regular feedback and advice on learning strategies will lead to a very positive language experience. By the end of this module you'll be able to express yourself simply but competently in Italian. You'll no longer be afraid of unfamiliar material in real life situations and you'll be ready to give it a go. The valuable experience of learning another language will pay dividends in other areas of academic and personal life too. This module is an introduction to Italian but you can continue your Italian journey by taking the Beginners' Italian II module in the spring semester. Please note that if you are found to have a level of knowledge in a language that exceeds the level for which you have enrolled, you may be asked to withdraw from the module at the Teacher's discretion. Please note that this is a subsidiary language module. Very occasionally, subsidiary language modules may need to be cancelled if there are low levels of enrolment.

PPLB4038A

20

BEGINNERS' ITALIAN II - A2 CEFR

You have enough Italian to get by when in Italy, or for communicating with Italians socially or for business. Do you now want to deepen your understanding of the language and learn the tools to enable you to really connect? Do you want to get to grips with those 'little words' that really bind words into phrases, allowing you to manipulate the language and make it work for you? To take this module you will need to have completed the Beginners' Italian I module (even if it was in a previous academic year) or have reached an equivalent level. You will continue to study the different tenses and grammatical structures while improving your spoken Italian and honing your listening skills. You'll become more competent in Italian, but you'll also gain a solid foundation on which to build in the future; whether continuing with Italian or with other languages (the learning strategies are very flexible and can be applied in many other academic and creative areas). The classes will be interactive and you'll support each other and help each other while learning in a friendly stress free environment. The module will yield a lot of new vocabulary and it will also show you how the language works. You'll discover an innovative approach to extending a basic knowledge of Italian by using the widest possible variety of texts, such as autobiographical extracts, newspaper articles, anecdotes, jokes, advertisements and recipes (to name just a few of the materials used). You'll work in pairs and small groups and enjoyment in the classroom will lead to increased confidence when trying out your new skills. Regular feedback on your oral, listening and written work will motivate you to explore further and make the most of other resources outside of the classroom (such as the internet, phone apps and cinematic experiences). By the end of this module, you'll have added a vital skill to your CV, and you'll be very keen to get to Italy to try out your newly learnt talents (if you have not already done so)! Please note that if you are found to have a level of knowledge in a language that exceeds the level for which you have enrolled, you may be asked to withdraw from the module at the Teacher's discretion. Please note that this is a subsidiary language module. Very occasionally, subsidiary language modules may need to be cancelled if there are low levels of enrolment.

PPLB4039B

20

BEGINNERS' JAPANESE I

Do you want to explore Japanese culture or travel to Japan? Would you like to enhance your career opportunities? This is a beginners' course in Japanese assuming little or no prior experience or knowledge of the language. In this module, you'll learn reading, writing, listening, and speaking skills. You'll gain the linguistic understanding of a number of real life situations, as well as the ability to communicate effectively in those situations. There will also be opportunities to explore aspects of the cultures where Japanese is spoken. Particular emphasis will be placed on your acquisition of a sound knowledge of grammar. Please note that this is a subsidiary language module. Very occasionally, subsidiary language modules may need to be cancelled if there are low levels of enrolment. Please note that if you are found to have a level of knowledge in a language that exceeds the level for which you have enrolled, you may be asked to withdraw from the module at the Teacher's discretion.

PPLB4040A

20

BEGINNERS' JAPANESE I (SPRING START)

Do you want to explore Japanese culture or travel to Japan? Would you like to enhance your career opportunities? This is a beginners' course in Japanese assuming little or no prior experience or knowledge of the language. In this module, you'll learn reading, writing, listening, and speaking skills. You'll gain the linguistic understanding of a number of real life situations, as well as the ability to communicate effectively in those situations. There will also be opportunities to explore aspects of the cultures where Japanese is spoken. Particular emphasis will be placed on your acquisition of a sound knowledge of grammar. Please note that this is a subsidiary language module. Very occasionally, subsidiary language modules may need to be cancelled if there are low levels of enrolment. Please note that if you are found to have a level of knowledge in a language that exceeds the level for which you have enrolled, you may be asked to withdraw from the module at the Teacher's discretion.

PPLB4042B

20

BEGINNERS' JAPANESE II

Have you ever taken any basic Beginners' Japanese I? Then, the Beginners' Japanese II is what you really need. You will continue to study the different tenses and grammatical structures while improving your spoken Japanese and honing your listening skills. By the end of this module you will be able to understand commonly used, everyday phrases and expressions related to areas of experience. Please note that very occasionally subsidiary language modules may be cancelled due to low enrolment. Please note that students who are found to have a level of knowledge that exceeds the level for which they have enrolled may be asked to withdraw from the module at the Teacher's discretion.

PPLB4041B

20

BEGINNERS' RUSSIAN I - A1 CEFR

Winston Churchill once said that 'Russia is a riddle wrapped in a mystery inside an enigma'. Russia gave the world Tolstoy, Dostoevsky, Shostakovich, Chagall and borsch! Would you like to know more about the largest country in the world and unwrap some of the mysteries of its history, culture and politics through its language? This is a beginners' course in Russian assuming little or no prior experience or knowledge of the language. In the first week you'll acquaint yourself with the Russian alphabet (it's not that different) and learn to read Russian. At the end of the course you'll know all the basics of Russian grammar, will be able to read simple texts and to use your speaking skills in real-life situations (in case you find yourself lost in Red Square)! You'll participate in classroom-based activities, often working in pairs and groups exchanging ideas and supporting each other in your exploration of the language. You'll be able to improve and develop your grammar and vocabulary skills through watching Russian films, reading newspaper articles and short stories, discussing their content and expressing your opinion. Having a Russian language course on your CV will give you an advantage over other graduates, and it will also provide work opportunities in Eastern Europe, Russia and the countries of the former Soviet Union. This course will also help you to become a more informed global citizen whatever your specialisation or area of interest. Please note that you should not have a level of knowledge in Russian that exceeds beginners' level when enrolling on this course, or you may be asked to withdraw from the module (at the Teacher's discretion). Please contact us if you're unsure.

PPLB4043A

20

BEGINNERS' RUSSIAN II - A2 CEFR

Winston Churchill once said that 'Russia is a riddle wrapped in a mystery inside an enigma'. Russia gave the world Tolstoy, Dostoevsky, Shostakovich, Chagall and borsch! Would you like to know more about the largest country in the world and unwrap some of the mysteries of its history, culture and politics through its language? Before enrolling on this course you'll need to be acquainted with the Russian alphabet, able to read and write in Russian, and to know a few initial items of grammar and vocabulary (skills that will be learnt in the Beginners' Russian I module). At the end of the course you'll know all the basics of Russian grammar, you'll be able to read more complex texts and you'll have improved your speaking skills in real-life situations (in case you find yourself lost in Red Square)! You'll participate in classroom-based activities, often working in pairs and groups exchanging ideas and supporting each other in your exploration of the language. You'll be able to improve and develop your grammar and vocabulary skills through watching Russian films, reading newspaper articles and short stories, discussing their content and expressing your opinion. Having a Russian language course on your CV will give you an advantage over other graduates, and it will also provide work opportunities in Eastern Europe, Russia and the countries of the former Soviet Union. This course will also help you to become a more informed global citizen whatever your specialisation or area of interest. Please note that you should not have a level of knowledge in Russian that exceeds the beginners' level specified above when enrolling on this course, or you may be asked to withdraw from the module (at the Teacher's discretion). Please contact us if you're unsure.

PPLB4044B

20

BEGINNERS' SPANISH I - A1 CEFR

Do you want to learn a new language? Do you want to access the Spanish-speaking world? Are you about to travel through Spain or any Spanish-speaking country in Latin America? Then, it#s the right time to enrol to Beginners# Spanish I. This module will improve your academic education and will provide you with the confidence to advance towards intermediate and advanced levels. It sounds good, doesn't it? You will develop your reading, writing, listening and speaking skills and you will have the opportunity to receive personal feedback on all your efforts. You will take part in classroom-based activities, working in pairs and small groups exchanging ideas and supporting each other in the process of learning the language. You will also be able to focus on real life situations as well as the ability to communicate effectively in those situations. There will also be opportunities to explore aspects of the cultures where Spanish is currently the main language. By the end of this module, you will have the linguistic competence necessary to understand and use common, everyday expressions and simple sentences, to address immediate needs. If you have a recent Spanish GCSE grade C or below, or an international equivalent, then this module is appropriate for you.

PPLB4022A

20

BEGINNERS' SPANISH I - A1 CEFR (SPRING START)

Do you want to learn a new language? Do you want to access the Spanish-speaking world? Are you about to travel through Spain or any Spanish-speaking country in Latin America? Then, it#s the right time to enrol to Beginners# Spanish I. This module will improve your academic education and will provide you with the confidence to advance towards intermediate and advanced levels. It sounds good, doesn't it? You will develop your reading, writing, listening and speaking skills and you will have the opportunity to receive personal feedback on all your efforts. You will take part in classroom-based activities, working in pairs and small groups exchanging ideas and supporting each other in the process of learning the language. You will also be able to focus on real life situations as well as the ability to communicate effectively in those situations. There will also be opportunities to explore aspects of the cultures where Spanish is currently the main language. By the end of this module, you will have the linguistic competence necessary to understand and use common, everyday expressions and simple sentences, to address immediate needs. If you have a recent Spanish GCSE grade C or below, or an international equivalent, then this module is appropriate for you.

PPLB4024B

20

BEGINNERS' SPANISH II - A2 CEFR

Have you ever taken any basic Spanish course? Do you want to carry on studying this well spoken language after taking Beginners# Spanish I? Do you feel that learning a language might be a relevant skill for your career? Then, Beginners# Spanish II is what you really need. This module will improve your academic education and will provide you with the confidence to advance towards upper intermediate and advanced levels. But, how will you make it? Thanks to this module, you will work on your reading, writing, listening and speaking skills. You will get the personal feedback on every single of your efforts. You'll take part in classroom-based activities, working in pairs and small groups exchanging ideas and supporting each other in the process of improving this language. You'll also be able to focus on real life situations as well as the ability to communicate effectively in those situations. There will also be opportunities to explore aspects more carefully of the cultures where Spanish is the mother tongue. By the end of this module you will be able to understand commonly used, everyday phrases and expressions related to areas of experience especially relevant to them (basic information about themselves, and their families, shopping, places of interest, work, etc.). If you have a recent Spanish GCSE grade B or above, or an international equivalent, then this module is probably not appropriate for you - please contact the module organiser as soon as possible to be sure).

PPLB4023B

20

BETWEEN EAST AND WEST: INTERNATIONAL HISTORY SINCE 1890

The beginning of the twentieth century witnessed a period of immense instability and change with the emergence of the United States as an international actor in the West and the Japanese break from the Chinese sphere of influence in the East. This was underpinned by technological developments, the expansion of global empires, extreme economic dislocation and two global wars. You will examine the conduct and content of the foreign policies of the major powers from the 1890s, with the Sino-Japanese War and the Spanish-American War, to the Japanese occupation of Asia. This will include assessing the interplay of the political, military, economic, strategic and cultural forces that shaped the beginning of the twentieth century and which continue to resonate in the contemporary world.

HIS-5065A

20

BLACK FREEDOM STRUGGLES: THE CIVIL RIGHTS MOVEMENT

The African American freedom struggle did not begin or end with the civil rights protests of the 1950s -1960s. Since the demise of slavery, black activists have been forcefully demanding racial equality. From 1865 to the present day, African Americans have not only asserted their rights as citizens, but have demanded an end to economic injustice, while questioning the actions of the U.S. government both at home and abroad. This module examines black political and cultural protest in the United States over the course of the 'long' civil rights movement. Covering the period from the first years of black freedom following the Civil War to the emergence of Black Lives Matter, you will learn about the breadth and diversity of African American activism. You will challenge popular narratives of the civil rights movement and uncover the radical impulses that have animated the freedom dreams of black America. You will cover how African Americans responded to disenfranchisement, racial violence and economic inequality. You will also learn about the lives of key figures in the black freedom struggle such as Booker T. Washington, Nannie Helen Burroughs, Marcus Garvey, Mary McLeod Bethune, Stokely Carmichael and Angela Davis. Ultimately, through the study of primary sources and secondary texts, you will grapple with the complexity of black political thought and develop a detailed understanding of how African Americans counteracted white supremacy. On successful completion of this module you will have a broad understanding of the major trends in African American political and cultural history from the nineteenth century to the present day. You will able be able to clearly articulate how African Americans have shaped our understanding of the American nation, democracy and the meaning of human rights. Finally, through the close study of a range of cultural and political texts including autobiographies, speeches, newspapers and film, you will develop key analytical skills that are vital to the interdisciplinary study of history and politics.

AMAH5050B

20

Black Freedom Struggles: Slavery, 1619-1865

Race is central to the history of the United States. The conversations about race in 21st century America have their origins in a system of slavery that developed from the early colonial period. This module excavates these roots and thereby enables you to look to current conversations and understand where these began. You will follow a chronological sequence on the module, allowing us to trace the course of racial slavery in North America from its inception in 1619 through to its abolition in 1865. You will consider the roots of racism in the colonial era that strengthened during the antebellum years and beyond and consider their relationship with racial slavery. You will engage with the developing historical scholarship of slavery in the United States, gaining a deeper understanding of contemporary (then and now) debates concerning race and racial identity. Employing a range of resources including written and visual primary sources, oral histories, cinematic depictions, and nineteenth century novels, will allow you to see the networks of power articulated though race and ideas of "otherness". You'll learn through a mixture of seminars and self-directed study, often working with artefacts or source materials in seminars to enable you to think collectively about their meanings. Assessment will be entirely through coursework. The study of slavery in the United States will make you a better historian, whatever your area of interest. Concepts of race and ideas of "otherness" are so central to the study of history in the 21st century that the techniques and strategies of analysis employed on this module will enable you to think about the arguments of others more effectively and also position yourself within those debates.

AMAH5043A

20

CONSPIRACY AND CRISIS IN THE EARLY MODERN WORLD

Assassination. Foreign invasion. Revolt and rebellion. Political and religious plots loomed large and posed a constant threat in Early Modern England. Conspiracy was not simply an imagined threat nor did it exist in theory; it was a social and political reality that elicited fear, shaped policies and gave rise to self-fulfilling prophecies. Did the greatest threat of subversion come from popular uprisings, foreign invasion or from the heart of the British government? From Mary, Queen of Scots and the Gunpowder Plot to the hidden agenda of Charles I, this module will survey a series of popular, elite and royalist conspiracies. Moving behind official narratives, it will draw on a host of resources to investigate alternative explanations for crisis over power, authority and legitimacy during this period. Each conspiracy will provide and point of entry into broader changes in early modern society as the crown and commons reimagined and realigned political, religious and social boundaries.

HIS-5027B

20

CONTEMPORARY JAPANESE SOCIETY

In this module, you'll analyse contemporary Japanese society using topical issues in Japan and deepen your understanding of the country and people. All lectures are conducted in English. Throughout the module, you'll learn about various topical issues such as family, gender and education, uncover the roots behind these and develop your findings and ideas into a discussion. You'll use various materials including academic articles and digital resources including online news articles and audio-visual materials. Through not only reading the news but also considering the stories in depth and the reasons behind the issues happening in Japan, you'll develop and improve your research and analytical skills. You'll also be able to discern and compare similarities and differences between Japanese culture and society and your own country.

PPLJ5012B

20

CREATIVE WRITING: INTRODUCTION (AUT)

Have you ever wondered what it means to write creatively? Or how you might articulate what Zadie Smith calls 'your way of being in the world'? Together we'll address these questions. You'll explore the work of some of the finest writers in the world, while also receiving clear guidance on how you might bring shape to the promptings of your imagination. This module will get you writing prose fiction and/or poetry. While there is no single, authorised way to write, there are things worth knowing about. You'll discover some of these things in class; others you'll pick up through being alert to what you have read and the way in which it functions. The most important thing, however, is to discover your own way of doing things. What drives you to capture a certain moment, or tell a certain story in a certain way? That's what we'll be aiming for. Along the way you'll develop an understanding of the craft of writing - the technical nuts and bolts - while acquiring the disciplines necessary to being a writer - observation, drafting, and submitting to deadlines. You'll be guided through a series of themes and concepts that go to the heart of creative writing, from voice and structure, to imagery and form. You'll generate material throughout the course, both through guided exercises and private study. Very often you'll be asked to write about 'what you know', drawing on notebooks, memory, family stories, your sensory impressions. In prose you will go on to look at such things as character, dialogue, point-of-view, 'showing' versus 'telling', plotting, etc. In poetry, there will be an exploration of the possibilities of pattern and form, sound, voice, imagery, and rhythm. By the end of the course you'll have developed a body of work to call your own and a sense of what it means and what it takes to write seriously.

LDCC5005A

20

CREATIVE WRITING: INTRODUCTION (SPR)

Have you ever wondered what it means to write creatively? Or how you might articulate what Zadie Smith calls 'your way of being in the world'? Together we'll address these questions. You'll explore the work of some of the finest writers in the world, while also receiving clear guidance on how you might bring shape to the promptings of your imagination. This module will get you writing prose fiction and/or poetry. While there is no single, authorised way to write, there are things worth knowing about. You'll discover some of these things in class; others you'll pick up through being alert to what you have read and the way in which it functions. The most important thing, however, is to discover your own way of doing things. What drives you to capture a certain moment, or tell a certain story in a certain way? That's what we'll be aiming for. Along the way you'll develop an understanding of the craft of writing - the technical nuts and bolts - while acquiring the disciplines necessary to being a writer - observation, drafting, and submitting to deadlines. You'll be guided through a series of themes and concepts that go to the heart of creative writing, from voice and structure, to imagery and form. You'll generate material throughout the course, both through guided exercises and private study. Very often you'll be asked to write about 'what you know', drawing on notebooks, memory, family stories, your sensory impressions. In prose you will go on to look at such things as character, dialogue, point-of-view, 'showing' versus 'telling', plotting, etc. In poetry, there will be an exploration of the possibilities of pattern and form, sound, voice, imagery, and rhythm. By the end of the course you'll have developed a body of work to call your own and a sense of what it means and what it takes to write seriously.

LDCC5004B

20

DIGITAL MEDIA AND SOCIETY

For better or worse, digital technologies are hyped at having revolutionised society. This module will provide you with an introduction to the ways in which the internet and other digital technologies are (and are not) affecting society from theoretical and empirical perspectives, and how society shapes technology. Topics covered include: the evolution of the internet; the "network society"; regulating new media; the radical internet and terrorism; social networking, blogs and interactivity; culture and identity in the digital age; and how the internet affects politics and the media.

PPLM5053A

20

EARLY MEDIEVAL EUROPE: WARRIORS, SAINTS AND RULERS

You'll explore the experiences and fortunes of the peoples of the western peninsula of Eurasia between the rule of the Emperor Constantine I in the 330s and the call to crusade in the 1090s. At the beginning of the period, the lands centred on the Mediterranean and much of its hinterland were situated within the Roman Empire. Yet, within three hundred years, this empire had disintegrated and been replaced by a number of successor states, ruled by competing dynasties. These states included Visigothic Hispania, Vandal Africa, and Merovingian Francia. Another#in fact, the longest lived of all the successor states#was the eastern empire centred on Constantinople, long known to historians as 'the Byzantine empire'. By the close of the 7th century, many of these states had themselves been conquered by Arabic and African warriors committed to the new religion of Islam and been incorporated in the Caliphate centred on the city of Damascus#an empire which easily rivalled the might, spread, and power of Rome before its own collapse and fission in circa 1000. What Islamic rulers could do, so too could Christian ones. In 800 the son of a Frankish usurper, Charlemagne, was crowned emperor of the West. The actions and ambitions of this emperor were as formative and as formidable in the history of 9th and 10th century Europe as those of Napoleon in the 18th and 19th. The heirs and successors of Charlemagne#whether Frankish, Ottonian, or Scandinavian#were long compelled to negotiate his legacy and memory. By the 11th century, even the Roman pontiffs, now advancing a new programme of reform and renewal, were looking to situate themselves in relation to his Salian successors. The summons to liberate Jerusalem and rescue the Greek empire in the east, carefully tailored to the aspirations of the new elites of Francia and Catalonia, was perhaps the most explosive strategy advanced by these Roman pontiffs. This module is thus broad in chronological scope, covering more than eight hundred years, and extensive in geographical range, taking us from the Atlantic to the Euphrates, from the Atlas Mountains to the North Sea. In the course of this journey we'll meet many warriors, saints, and rulers, both female and male.

HIS-5042A

20

EARLY MODERN EUROPE: FROM HUMANISM TO THE ENLIGHTENMENT

What is the source of knowledge and authority? Is it the Ancients; is it Divine Revelation; is it Reason? Covering almost 300 years (c. 1500-c.1800), this module is bookended by Erasmus's call to return 'to the [ancient] sources' and Kant's challenge to 'dare to know!' (sapere aude - itself an ancient quotation). Questions of knowledge and authority, and their shifting location, were crucial in the early modern world. They will guide us though our exploration of the period's most significant developments, discoveries, and debates: the revival of Antiquity; the Reformation and Confessionalisation; the proliferation of the printing press and rise of print culture and the Republic of Letters; the European discovery of the Americas; the Scientific Revolution; the articulation of republican and absolutist ideologies; (Neo-) Classicism and Baroque; the Age of Enlightenment; and others. The arts (literature, fine art, theatre, music) will be amongst our main sources of evidence, and we will discuss the paintings of Raphael and Rubens and the operas of Monteverdi and Mozart, both for what they tell us about other developments and about transformations in the arts themselves.

HIS-5073A

20

EMPIRE AND AFTER: GLOBALIZING ENGLISH

Today, literature in English is produced in many countries across the world and English increasingly enjoys a status as a 'global' language. In this module you will explore how this situation came about by placing the development of English literary traditions both in the British Isles and elsewhere into the long historical context of the rise and fall of the British Empire. Beginning with canonical works by British writers from the eighteenth century through the nineteenth and into the twentieth centuries, you will then consider literary and political responses to the experience of empire and colonization by writers from areas such as South Asia, Africa, the Caribbean, Australasia, and the Americas. You will explore how 'English Literature' has been shaped on a global scale by global historical forces, and how different the history of the English literary tradition looks when placed alongside and in counterpoint to these 'other' writings in English. You will then discuss the writings of authors such as Daniel Defoe, Joseph Conrad, Chinua Achebe, Jean Rhys, Amitav Ghosh, Kate Grenville and J.M Coetzee amongst others. The module will introduce you to the theoretical and conceptual apparatus of postcolonial literary studies and to some of the key frameworks for understanding the formation of the modern world, such as race and racism, nations and nationalism, colonial discourse and postcolonial theory, and how gender and sexuality were pivotal in the formation of colonial and post-colonial identities.

LDCL5079A

20

ENGLISH ACADEMIC WRITING SKILLS

Do you need help in organising your writing and expressing your thoughts clearly? Would you like to gain the tools and confidence to write more clearly and fluently, leading to better grades and greater satisfaction with your work? In this module you will learn how to structure academic essays and how best to write logically organised paragraphs. You will have practice in summarising and paraphrasing material from sources that you have read to ensure you can capture the essential points of a writer's argument and avoid any form of plagiarism. This will include help with ways to manage the referencing of sources. There will be a focus on vocabulary throughout the course and you will be set tasks to direct you to appropriate academic language; and you will have help in using a range of cohesive devices to link ideas within and between paragraphs. It is also likely that the class will need some remedial work on a specific area of grammar occasionally, and the tutor will allow time in class to deal with such issues. Naturally, you will be required to complete weekly homework assignments in addition to any reading and writing you do in the classroom, and you will receive regular feedback. Please note that very occasionally subsidiary language modules may be cancelled due to low enrolment. This module is not open to native or near-native speakers of English and would not be suitable for International students who have already had considerable experience in English essay writing. Students who are found to have a level of knowledge that exceeds the general level of the module may be asked to withdraw from the module, at the Teacher's discretion.

PPLB5045B

20

FAMILY LAW: CHILD LAW

Child Law is a socio-legal study of the moral and legal laws connecting parents, children and the state. We consider who is a parent; what rights and responsibilities parents have; to what extent children have been able to assert human rights; the welfare principle (the basis on which decisions about children are made); law and policy arguments surrounding post-separation parenting and contact; child protection and local authority duties towards children; when we take a child into care and why we tolerate some harm to children; and adoption. The module reflects both the practical application of child law - What is the law? How does it work in practice? And the theoretical basis of the law - Why is the law the way it is? What does that say about society and could we think differently about it or change the law? It develops law-specific academic and practical skills, as well as transferable skills.

LAW-5012B

20

FEMINIST THEATRES

What was the feminist theatre movement and what does it mean for you now as a writer, theatre maker and/or scholar? Feminist Theatre allows you to explore key feminist theatre makers from the Suffrage movement to the present, focusing on radical companies and writers of the 1970s and 1980s. Combining seminars and practical workshops, you will investigate what feminist historiography is and how you can engage creatively with archives. The module invites you to draw on a lineage of feminist ideas and methods to consider and challenge the continued under representation of women in theatre (and beyond). Assessment will be part analytical and part creative or creative-critical work, with an option to create a performance. All welcome! No need to identify as a woman or feminist to take part.

LDCD5058B

20

FILM THEORY

This module explores aspects of film theory as it has developed over the last hundred years or so. It encompasses topics including responses to cinema by filmmaker theorists such as Sergei Eisenstein and influential formulations of and debates about realism and film aesthetics associated with writers and critics such as Andre Bazin, Siegfried Kracauer, Rudolf Arnheim and Bela Balazs. You'll study the impact of structuralism, theories of genre, narrative and models of film language; feminist film theory and its emphasis on psychoanalysis; theories of race and representation; cognitive theory; emerging eco-critical approaches; post-structuralist and post-modern film theory. You'll be taught by lecture, screening and seminar. You'll work with primary texts - both films and theoretical writings - and have the opportunity to explore in their written work the ways in which film theories can be applied to film texts.

AMAM5030A

20

FRANCE FROM THE ENLIGHTENMENT TO THE BELLE EPOQUE

You will be introduced to an eventful period of history during which France exercised a preponderant role over European affairs and culture. The module will provide you with the essential background knowledge of political events, revolutions and wars but it will also encourage you to explore deeper social and cultural trends. In the first weeks we will reconsider 'Old regime' France, drawing attention to its dynamism and cultural richness before turning to the crises that discredited Bourbon absolutism. In subsequent weeks we will focus on the Revolutionary-Napoleonic epoch: our endeavour here will be to explain why the Revolution was revolutionary in theory, violent in practice and dictatorial in consequence. We will then reflect on the Restoration. Using extracts from Hugo's 'Les Miserables' as our starting point, we will look at how rapid industrialization generated social tensions that successive ministries tried to diffuse through repression and reform. Next, we will look at the France of the Second Republic and Second Empire; our focus here will be Napoleon III's modernization initiatives and dramatic remodelling of Paris. Finally, we will approach the history of the Third Republic between 1870 and 1914 from three angles: its success in making the populace feel French; science, art and culture; and its nationalistic foreign policy, which contributed toward undermining the general European peace. The seminars for this module will provide us with an opportunity to analyse and discuss in depth an eclectic range of primary sources, including textual documents (in English translation) ranging from constitutions to period fictional writings, maps, advertisements, artwork, extant material and architectural evidence, and music.

HIS-5059A

20

FRANCE, FRANCOPHONIE AND THE WORLD (LEVEL 5)

Today, French is still spoken on five continents. Whether you are interested in language, culture, history, or politics of the French-speaking world, this module is perfect to expand your awareness of those aspects beyond the Hexagon. You'll study the origins of the Francophonie and discuss the relevance of the organisation. Studying the variety of contexts and societies in the French-speaking world today will allow you not only to contrast situations but also to understand important challenges and the role and impact of policies at different levels, from local administration to international relations. You will discuss issues of post-colonialism, study key events and personalities and explore many important cultural aspects. You will analyse a range of material, in English, that will include newspaper and magazine articles, television, and radio programmes and will also learn from academic journals on the topics. At the end of this module, you will have a broader understanding of the cultural, historical, economic, linguistic, and geopolitical links between France, its overseas territories and the rest of the French-speaking world. Teaching and assessment will be in English.

PPLF5175A

20

FREEDOM - THE HISTORY OF A DREAM

The idea of freedom is one of the cornerstones of modern European political thought. And yet, few ideas, in the history of early-modern and modern Europe, have been more misused, misunderstood, and manipulated. The aim of this module is to offer a survey of the different meanings that the idea has acquired between the seventeenth and the nineteenth century. The history of the Age of the Enlightenment, the French Revolution, and the Restoration will be central to this module. We will consider the ideas and works of several authors, including Locke, Montesquieu, Rousseau, Tocqueville, Mill, etc. and their readings of the events they witnessed. It will also consider the relationship between ideas of freedom and other crucial notions - justice, community, nation, etc. But, above all, it will call attention to the ambiguity underlying its various meanings. With reference to the latter point, two main issues will be particularly significant. First, if freedom can only exist if there are limits to it (G.W.F. Hegel), then how have limits been established? Second, since freedom can never be given by others but must always be taken from them (Hannah Arendt), then the question is to what an extent the use of violence has been deemed legitimate in the pursuit of freedom in European history? Concerns as these will be central to our seminars and lectures. This module does not require a knowledge of political philosophy or political theory.

HIS-5072B

20

FROM AGINCOURT TO BOSWORTH: ENGLAND IN THE WARS OF THE ROSES

You will explore one of the most turbulent and dynamic periods in English history: c.1400-1485. In addition to exploring the narrative of events as it unfolded chronologically you will also learn about topics such as: theories of medieval kingship, the relationship between church and state, the relationship between England and Continental Europe, medieval warfare, chivalry and knighthood, the relationship between national and local concerns, and the opportunities for people of all genders to participate in political struggle. You will have the opportunity to read a wide range of primary sources as well as considering key historiographical debates. Upon completion of the module, you should have a more nuanced understanding of the exercise of power in the 15th century and how the deeds and decisions of those in charge impacted the lives of people further down the social spectrum. You should also have honed your skills in primary source analysis and historiographical scrutiny.

HIS-5009B

20

FROM HASTINGS TO THE HUNDRED YEARS WAR: NORMAN AND PLANTAGENET ENGLAND 1066-1307

This module examines a critical period in English History. We begin with the Conquest of England by the Normans and look at the ways in which as a consequence England was drawn into European affairs. The midpoint is the loss of those continental lands in 1204 and the Magna Carta crisis of 1215. We then explore the domination of Britain by the English kingdom and end with the start of England's next great European adventure, The Hundred Years War.

HIS-5007B

20

FROM STALIN TO PUTIN: THE LONG SHADOW OF THE WAR

World War II and the immense sacrifices the Soviet people made in defeating Nazism left multiple long-lasting legacies that shaped the multi-ethnic Soviet and post-Soviet Russian state, society and economy. This module aims to give you a better understanding of the state of contemporary Russian politics, society and economy through detailed historical enquiry of Russia's path since 1945. It is divided into two main parts: in part one you will examine key periods of post-war Russian history in chronological order, and in the second part you will look more closely at key contemporary in their historical perspective. These will include the question what it meant to be Soviet and its legacy; geopolitical imperatives, which only recently led Putin to invade Crimea; identity politics and historical commemoration; the transition of the economy from a planned economy to a market economy; and the complex mutations and adaptations of power structures in Russia that gave birth to Putin's 'managed democracy'.

HIS-5065B

20

GENDER AND DEVELOPMENT

This interdisciplinary module will begin by exploring the various approaches to understanding gender and development, then introduce and explain a range of key concepts as the foundations of gender analysis. The module then applies these concepts in examining a selection of important relevant debates: gender analysis of economic growth, divisions of labour and incomes, land and property rights, environmental change, education and health policies, voice and empowerment, and violence and religion.

DEV-5001A

20

GENDER AND POWER

Providing a conceptual overview of feminist research approaches, this module examines contemporary gender and power relations. You will examine both the formal and informal power structures that shape the experience of gender. Bringing together the fields of media and sociology, politics and cultural studies, you will explore the relationship between feminist theory and activism.

PPLM5002A

20

GENDER AND SEXUALITY IN THE 19TH CENTURY

Figures such as the self-made man, the domestic goddess, and the painted woman, are all familiar characters in the fictions we read about the United States. But these are not just works of the imagination to be found on the movie screen and in the work of novelists. These notable character types formed part of an emerging cultural landscape in the newly formed United States grounded in intersectional discourses of gender, race, class, and sexuality. You will examine the social construction of gender and sexuality in the newly formed United States, 1789-1861. Throughout your module you'll gain a detailed knowledge of post-revolutionary and antebellum America, and an awareness of the different characteristics of the northern and southern states during this period. You will also develop an in-depth historical and conceptual understanding of the extent to which gender interacted with other markers of difference, such as sexuality, race, class and ethnicity in the United States. You will also develop your ability to utilise, interpret and critically evaluate a wide range of source materials to explain and explore the historical context of particular gender stereotypes. You'll begin with an overview of the historical scholarship concerning gender more broadly. You will then explore various case studies each week tracing the models of gender that emerged in various contexts including consideration of region (North, South, and West), race (Native American, White and Black), and class (an emerging middle-class, the labouring poor, and elite southerners). You'll learn through weekly seminars and self-directed study. You'll be using a variety of resources including written and visual sources from the era, historical novels, and academic scholarship. You'll be assessed entirely through coursework on this module, with essay workshops and tutorials to guide you.

AMAH5002A

20

GENDER AND THE MEDIA

You'll examine the role of media in constructing - and challenging - contemporary gender relations and understandings of a range of femininities and masculinities, providing a conceptual overview of feminist research methods You'll explore both theoretical and methodological issues and cover theoretical approaches from feminist media studies, cultural studies, gender studies and queer theory. You'll explore a range of media and visual cultures including television, magazines, sports media, music, digital media culture, etc.

AMAM5031A

20

GLOBALISATION AND FRENCH CULTURAL IDENTITY (LEVEL 5)

Do you want to explore what makes the French so French? Is there any such thing as a French cultural exception? How has society and the relationship between the French and the French state or religion evolved over time and how has that shaped social behaviours, attitudes, laws, and values in France? These are some of the questions that will be the subjects of this module, available for students with or without any prior knowledge of the French language. By taking this module, taught and assessed in English, you will gain a deeper understanding of French society and important aspects of its institutions. You will understand France's attempts to retain its cultural identity, despite trends of homogenisation. You will look at themes such as education, arts, politics, literature, and thought, and examine questions such as the role of the state, the support of the film industry, the history and legacy of Cartesian reasoning, centralisation, and universalism. Those themes will be discussed, sometimes challenged, through the exploration of a range of illustrations, documents and readings. By the end of this module, you will have developed awareness of important and structuring features of French culture, you will have developed intercultural skills. If you are a student in international relations, you'll have a better understanding of what influences social and political representations, constructions, and decisions. As a student of languages, you'll be able to support your comprehension and expression skills by a thorough understanding of the French culture.

PPLF5006B

20

HE SAID, SHE SAID: GENDER AND PERSPECTIVE IN CONTEMPORARY FICTION

This module asks: -How does gender affect our perception of the world? -Why is it important to critique ideas of gender at this point in history? -How does the perceived gender of an author affect our interpretation of their work? -How does our own gender affect how we write and interpret fiction? -What about the intersection of gender and race? Gender and sexuality? -How does our position on the axis of oppression and privilege affect our personal experience and our ability to write from the perspective of those with intrinsically different experience? -How does our position on the axis of oppression and privilege affect our ideas of authenticity? -In a time of human social and political upheaval, is all art inherently political?

LDCL5085B

20

HERITAGE AND PUBLIC HISTORY

What shapes our view of history and heritage? How do we balance academic approaches with the need to engage an audience? How do we assess the significance of historic buildings and sites? On this module you'll explore these questions by studying the ways in which history is presented in the public sphere, in museums and galleries, at heritage sites and historic buildings, in the media and online. Through lectures, seminars and field trips you'll gain an understanding of different current approaches to history and heritage, exploring themes such as the role of museums, the commemoration of historic events and the development of digital heritage.

HIS-5026A

20

HISTORY OF MODERN ITALY

Since the unification of the states of the Italian peninsula, the history of modern Italy has been the subject of intense historical debate. Modern Italy has often been cast as a 'weak' state and 'fragile' nation, riven by particularism and by competing secular and religious ideologies, 'economically backward', less successful than its national neighbours, and 'the least of the Great Powers'. More recent historiography has sought to challenge or modify these perceptions in a number of ways, and this module examines modern Italian history from unification to present day, in the light of these ongoing historiographical debates. a) Italian nationalism, the process of Italian unification and the attempts to create national unity after 1870; b) The relationship between socio-economic change and political development in Liberal Italy; c)The impact of the First World War on Italian society and politics; e)The nature of the Fascist regime and its impact on Italian society; f)The radicalisation of the regime, its racial policies and the quest for Empire; g)Italy's role in World War II, the reasons for the collapse of the Fascist regime, and the emergence of civil war. h) Italian history since 1945

HIS-5060B

20

HUMAN RIGHTS: THE HISTORY OF AN IDEA

Reading key historical, philosophical, political, legal and literary texts, this module track will track the emergence of human rights as a cultural idea from their conception in the eighteenth century, through the development of political rights and humanitarianism in the nineteenth century, through to the Nuremberg trials and the United Nations of Declaration of Human Rights (UDHR), into the post World War Two period and up to the present day. We will trace how the idea of human rights developed at key junctures, and untangle their relationship to political and historical change.

HIS-5043A

20

IMPERIAL RUSSIAN AND SOVIET HISTORY, 1861-1945

This module examines some of the main themes in Russian history between the Emancipation of the Serfs and the outbreak of the Second World War. We will look at the nature of industrialisation and the peasant economy, the autocracy and its fall in 1917, the revolutionary movement and the nationalities question. We will then examine how the Revolution of 1917 changed the state and the ways in which the Communists attempted to change society before 1929. We conclude by examining the country during the era of the five year plans and the impact of the Stalinist system on the Soviet Union before the outbreak of world war.

HIS-5019A

20

INTERCULTURAL COMMUNICATION ACROSS BORDERS

Interested in how and why countries communicate? Want to know more about what happens when communication between countries goes wrong? Are global companies behaving like sovereign nations? Since humans evolved a sense of identity, group belonging, and hierarchy, our relationships with our neighbours have been constantly changing as we compete over resources and space. We will explore intercultural 'incidents' between different countries, socio-cultural groups and global organisations and will introduce you to ways that we can analyse how the different perceptions of these 'incidents' are reflected in the media. You'll gain a firm grounding in global communication and analytical methods and concepts. You'll begin the module by exploring fundamentals of global communication and how we can start to analyse media sources, using a range of case studies and real world examples. You'll then delve deeper, discussing key topics such as diplomacy, propaganda, censorship, laws, and the evolution of global companies as legal entities and political persuaders. By looking at the different ways countries, Ambassadors, political leaders and countries communicate, you'll really approach the subject of intercultural communication from a Global perspective. You'll learn through a mixture of seminars and self-directed study. You'll be assessed though a piece of course work and a group project. You will have to deliver a formative presentation. On successful completion of the module, you'll have established your analytical knowledge and skills needed to support more advanced modules on Discourse Analysis. You'll develop your research, writing, group work and presentation skills. And you'll explore global issues of concern and really get to grips with how media sources can different when discussing the same incident.

PPLC5172B

20

INTERCULTURAL COMMUNICATION IN PRACTICE

Have you ever thought about what you could do to improve the world? This module will help you find answers to this question. We will explore how you can become a more informed and engaged global citizen by developing your intercultural and citizenship competences. You will develop the knowledge, critical understanding, values and attitudes that can be mobilised and deployed in a broad range of fields involving intercultural communication. The seminars will be highly interactive and the assessment will involve practical projects. A distinctive feature of this module is the practical understanding and application of concepts to specific intercultural issues and global challenges in critically reflective teaching sessions. The teaching will offer a balance between practice and theory and classroom sessions will include group work activities and public lectures. Through this module you will enhance your opportunities to gain employment where intercultural communication to real-life contexts is required. By the end of this module you will have developed the ability to employ effective and persuasive arguments in the formulation of solutions to real global challenges. The module will be delivered in English and you don't need to speak a foreign language to take it.

PPLC5168A

20

INTERMEDIATE FRENCH I - A2 CEFR

The four elements you will study in this intermediate French module are: Listening Comprehension, Writing, Translation and Grammar. While the emphasis is on comprehension, the speaking and writing of French are also included. You should have pre A level experience (or equivalent) of French and wish to develop this to a standard comparable to A2 in the Common European Framework of Reference (CEFR). You should not have a level of French that already exceeds the level of this module and should not have already studied AS or A level French/Baccalaureate/Level B1 in the CEFR.

PPLB5150A

20

INTERMEDIATE FRENCH II - A2/B1 CEFR

In this intermediate French module you will develop your knowledge to a standard comparable to A level/ Baccalaureate/B1 in the Common European Framework of Reference (CEFR). This is a continuation of Intermediate French I. There are four elements: Listening Comprehension, Translation, Writing, and Grammar. This module can be taken in any year but is not available if you already have French AS or A level/Baccalaureate/Level B1 in the CEFR. You should not have a level of French that already exceeds the level of this module.

PPLB5032B

20

INTERMEDIATE GERMAN I - A2 CEFR

Would you like to take your basic German skills to a higher level? Wouldn't it be tempting to be able to express a range of feelings in German? Or take part in simple discussions and manage to hold your own? Fancy presenting a cultural event in your country to a native German speaker? This module is perfect if you have already completed Beginners modules or have sufficient pre-A-level experience of German but not if you are already working at a higher level than this. You will become more competent and confident in conversation with others as you explore essential grammar and vocabulary at a higher level. You will learn how to express opinions and preferences in a more complex way and how to master the skill of agreeing and disagreeing. You will gain the confidence to present to a small audience and shine in the process of it. During this module you will develop your understanding of the German way of thinking through shining a light at cultural traditions and events. In a relaxed environment you will participate in classroom-based activities, working in groups to try out and be creative with new words and phrases. The fun of language learning will never be far away and promises to give you the confidence to hold your own in basic discussions and presentations. As well as speaking and listening to each other you will apply a range of strategies to help you produce and understand longer texts. A basic intermediate course in German will enable you to add a vital skill to your CV. At this crucial political and cultural moment in time the study of the German language and culture will without doubt make you a more attractive graduate and informed global citizen, whatever your specialism or area of interest.

PPLB5151A

20

INTERMEDIATE GERMAN II - A2/B1 CEFR

Would you like to take your German to a higher level and start to become a more independent user? Wouldn't it be tempting to be able to describe the plot of a good film or book? Or take part in simple discussions and manage to hold your own? Fancy promoting a TV-series from to a native German speaker? This follow-on course is perfect if you have completed the Intermediate module or have basic A-level experience in German but not if you are already working at a higher level than this. You will become more independent in conversation with others as you continue to explore essential grammar and vocabulary at a higher level. You will learn how to talk about experiences, hopes and ambitions in a more complex way and how to master the skill of persuasion. During this module you will develop a deeper understanding of the German way of thinking through looking at current affairs and iconic German television programmes. In a relaxed environment you will participate in classroom-based activities, working in groups to try out and be creative with new words and grammar structures. The fun of language learning will never be far away and promises to give you the confidence to hold your own in discussions and presentations. As well as speaking and listening to each other you will apply a range of strategies to help you produce and understand longer texts. A sound intermediate course in German will enable you to add a vital and highly valued skill to your CV. At this crucial political and cultural moment in time the study of the German language and culture will without doubt make you a more attractive graduate and informed global citizen, whatever your specialism or area of interest.

PPLB5033B

20

INTERMEDIATE JAPANESE II

Do you want to explore Japanese culture or travel to Japan? Or do you want to enhance your career opportunities? You will continue to build upon what you have learnt in Intermediate Japanese I. A key component is the exploration of themes that develop interculturality. Specific aspects of language are revisited and consolidated at a higher level. The emphasis lies on enhancing essential grammar notions and vocabulary areas in meaningful contexts, whilst developing knowledge of contemporary life and society that focuses on culture and current affairs.

PPLB5061B

20

INTERMEDIATE SPANISH I - A2 CEFR

When studying this module, you'll already have taken beginners' Spanish modules or be at GCSE level, but not exceeding this. You'll be introduced to aspects of the Spanish language, in a variety of cultural contexts. It will enable you to converse with native Spanish speakers, read and understand specific information in short texts starting at intermediate level. Through Spanish, you'll learn to present information and engage in discussions. Using popular cultural forms such as film and media, you'll develop your reading, writing, listening and speaking skills. Upon successfully completion of this module, you will have achieved a higher-intermediate level of Spanish.

PPLB5152A

20

INTERMEDIATE SPANISH II - A2/B1 CEFR

When studying this module, you'll already have taken beginners' Spanish modules or be at GCSE level, but not exceeding this. You'll be introduced to aspects of the Spanish language in a variety of cultural contexts. It will enable you to converse with native Spanish speakers, read and understand specific information in short texts starting at intermediate level. Through Spanish, you'll learn to present information and engage in discussions. Using popular cultural forms such as film and media, you'll develop your reading, writing, listening and speaking skills. Upon successfully completion of this module, you will have achieved an advanced level of Spanish.

PPLB5034B

20

INTERNATIONAL ORGANISATION AND GLOBAL GOVERNANCE

Where does global power lie? International Organisations (IOs) such as the United Nations, World Trade Organisation and International Monetary Fund have important roles to play but just how relevant are they today, more than 70 years after they were set up? And what about regional organisations such as the European Union and African Union, or non-governmental organisations (NGOs) such as the Red Cross, Greenpeace and Amnesty International? Can we say that these organisations collectively form a system of global governance? In this module we will discuss critically the theories and concepts used for the analysis of international cooperation and offer competing perspectives to gain substantive knowledge of the development, operation, and role of IOs in key policy domains. We will examine 'grand' dilemmas facing humanity (security, welfare, and environmental) and the forms of international governance set up to address those dilemmas. We ask why sovereign nation-states form, join and usually comply with the rules. We look too at the emergence of potential alternatives to western-centric IOs and bring together a critical evaluation of the main theories which seek to explain international cooperation with an examination of contemporary issues in these public policy fields. Finally, we consider whether international organisation (the latter singular) amounts to an effective form of global governance to the extent that it mitigates anarchy in the international system.

PPLI5057A

20

INTERNATIONAL RELATIONS THEORY

What does the world look like to a Marxist, or a liberal, or a feminist, or a realist? We all hold particular ideas about how the world works: about why certain events happen, who the key actors in the international system are, and whether it is even possible to change things for future generations. Theories of International Relations (IR) attempt to capture these assumptions, explaining the world in different ways to others. You will explore how the discipline of IR emerged in the early 20th century, before investigating the very different theories which have shaped, and sometimes dominated, academic and policy makers' ideas about how the world actually works.

PPLI5059A

20

INTERNATIONAL SECURITY

Why are wars fought? What is peace? What is security? International Security introduces you to these key issues in global politics. In the first part of the module, you will explore the continuing salience of violent conflict and the use of force in world politics. While some have argued that the advent of globalisation and spread of liberal democracy would make violent conflict less relevant in today's world, war and the use of force remain an integral part of the international system. In exploring these issues, you will study a variety of perspectives on the causes of war and peace to examine the roots of violent conflict and security problems in the present day. In the second half of the module, we will turn to contemporary 'critical' debates around international security. These include constructivist and feminist perspectives on what security is, how it is achieved, and whether it is desirable. We will also investigate the host of seemingly new security challenges that have increasingly captured the attention of policymakers and academics. How useful is it to think of issues such as environmental degradation, gendered violence's, and poverty as security issues? What do we gain and lose in broadening security studies beyond a narrow focus on warfare and military power?

PPLI5056B

20

INTRODUCTION TO BRITISH SIGN LANGUAGE I

How would you converse with someone who is deaf? At work? In school? In an emergency? How can you avoid typical faux pas due to ignorance of a different culture? Can a 'signed'/'visual' language 'convey as adequately' as a 'spoken' language? These questions highlight the central learning achieved in this module. This is a course in British Sign Language assuming no prior, or minimal knowledge of the language. Throughout the course you will discover aspects central to the Deaf World and its Culture, and how to communicate through a unique 'visual' language, a language that uses your hands and body to communicate! Teaching and learning strategies involve signed conversation (from early on), role-play, and lots of games and exercises that make a truly 'fun and enjoyable' module to take. You will learn a little about the history of the Deaf and Sign Language itself, and its long battle to be recognised. You will discover how using your body and hands can be an exciting and meaningful way of communicating. You will acquire a wide range of easily usable vocabulary, a deeper look into various features that make the language unique, and very different to spoken languages. On successful completion of this module you will have developed knowledge and skills that will enable you to communicate with a Deaf person. You will be able to take your British Sign Language studies onto the next level, broadening your knowledge and developing further, the skill within this amazing 'Visual' language. Please note that very occasionally subsidiary language modules may be cancelled due to low enrolment. Students who are found to have a level of knowledge that exceeds the level for which they have enrolled may be asked to withdraw from the module, at the Teacher's discretion.

PPLB4031A

20

INTRODUCTION TO BRITISH SIGN LANGUAGE I (SPRING START)

How would you converse with someone who is deaf? At work? In school? In an emergency? How can you avoid typical faux pas due to ignorance of a different culture? Can a 'signed'/'visual' language 'convey as adequately' as a 'spoken' language? These questions highlight the central learning achieved in this module. This is a course in British Sign Language assuming no prior, or minimal knowledge of the language. Throughout the course you will discover aspects central to the Deaf World and its Culture, and how to communicate through a unique 'visual' language, a language that uses your hands and body to communicate! Teaching and learning strategies involve signed conversation (from early on), role-play, and lots of games and exercises that make a truly 'fun and enjoyable' module to take. You will learn a little about the history of the Deaf and Sign Language itself, and its long battle to be recognised. You will discover how using your body and hands can be an exciting and meaningful way of communicating. You will acquire q wide range of easily usable vocabulary, a deeper look into various features that make the language unique, and very different to spoken languages. On successful completion of this module you will have developed knowledge and skills that will enable you to communicate with a Deaf person. You will be able to take your British Sign Language studies onto the next level, broadening your knowledge and developing further, the skill within this amazing 'Visual' language. Please note that very occasionally subsidiary language modules may be cancelled due to low enrolment. Students who are found to have a level of knowledge that exceeds the level for which they have enrolled may be asked to withdraw from the module, at the Teacher's discretion.

PPLB4033B

20

INTRODUCTION TO BRITISH SIGN LANGUAGE II

Having gained an insight in communicating using a 'visual' language, how would you relate a story, a narrative or a conversation using more than two people? How would you describe where something is in a room, the room itself or give directions involving a map? This module builds on your studies in British Sign Language giving you confidence and further skills in communicating with the deaf. Teaching and learning strategies continue to involve a more fluent signed conversation, role-play, and lots more games and exercises embedding your learning that makes this an exciting module to take! In this module you will continue to look at deaf culture, address and look at various equipment that assists the Deaf in their everyday life. For example, how do they know someone is at the door? Can they communicate over the telephone? What would happen if you were in a building on fire? On successful completion of this module you will have developed knowledge and skills that will enable you to communicate confidently with a Deaf person. Your will broaden your knowledge and understanding of a truly unique and amazing form of communication and a culture so very different than what you may have encountered before. Please note that very occasionally subsidiary language modules may be cancelled due to low enrolment. Students who are found to have a level of knowledge that exceeds the level for which they have enrolled may be asked to withdraw from the module, at the Teacher's discretion.

PPLB4032B

20

INTRODUCTION TO JAPANESE POPULAR CULTURE (LEVEL 5)

Japanese popular culture is now a global phenomenon. To understand how this came about, you will study the topic in terms of theories of social, economic, and historical analysis. You will learn about various cultural forms and practices, including manga/anime, media, art, and music in Japan as seen from different perspectives. You will also discuss and critically analyse the role of Japanese popular culture within and outside Japan. Your seminars will consist of three main parts: lectures, original audio/video materials, and group discussion or activities. Your contribution to weekly discussion/activities is essential. Lectures, reading materials, and assessments will all be in English. On successful completion of this module, you will have a good understanding of the main genres of Japanese popular culture, and be able to further explore your own interests, academically, in any form of Japanese popular culture.

PPLJ5147A

20

INTRODUCTION TO THE EUROPEAN UNION

Who rules the EU? What does it do concretely for EU citizens? How democratic is it? How serious are the challenges it is currently facing, from the reform of its economic governance to Brexit? To explore these questions, and more, you'll examine the development, structure, nature and functions of the European Union. You'll look at the history and theories of European integration from the 1940s to the present day. You'll explore the institutions and processes which run the EU, and demystify its main policies. The aim of the module is not only to ensure that you understand the 'nuts and bolts' of what the EU is and how it works. You'll also examine critically and articulate contending arguments on key issues such as the role of the member-states in the European system of governance; the EU's democratic credentials; the causes and consequences of Brexit; or the influence of the EU in the world. The EU is an integral part of its member states' structures of governance and it influences their domestic political, social and cultural life, as well as EU neighbouring countries. Understanding how the European Union works is important in many jobs at local, national or international levels in the public, private and third (community and voluntary) sectors. This module is recommended if you intend to progress to the 'European Studies with Brussels Internship' module in Year 3.

PPLI5044A

20

JAPAN IN MODERN TIMES

In just a few decades Japan emerged from its feudal and isolationist condition and became a thriving capitalist nation-state with imperialist ambitions on the world's stage. From the mid-nineteenth century onwards, the country re-invented itself, combining the strength of its traditions with Western models of government, economic management, social structure and culture. Samurai gave way to elite bureaucrats; a skilled industrial workforce gradually displaced the peasantry; education expanded with remarkable speed and new infrastructure transformed the physical landscape. New patterns of daily life, social tensions and cultural aspirations accompanied these changes. The aggressive expansionist policy and authoritarianism of the 1930s precipitated the country into a war with devastating consequences, only for Japan to resurrect itself as a global industrial power and stable democracy in the post-war era. This module examines this process of transformation from circa 1850, when Western powers pressured Japan into opening to international trade, to the oil shock of the 1970s that brought an end to Japan's high growth phase. You will pay attention to the intellectual and cultural trends that informed Japan's development, and investigate concepts such as revolution, national identity, civilizational discourse, late imperialism, and historical memory. You will also explore social and economic change as reflected in lived experience, for example in farms and villages at the turn of the century; on the home front during the Russo-Japanese War; in bustling cities during the Taisho era; in colonial outposts before and during the Pacific War; and in occupied Japan afterwards.

HIS-5066A

20

LANGUAGE AND SOCIETY

Do accents define us? Do we need to change how we speak depending on who we are speaking to? Is language sexist? These are key questions to consider when think about sociolinguistics, the study of language and society. After all, Language is a powerful thing, an aspect of human behaviour that both defines and reflects the cultural norms of different societies. Our aim is to provide an introduction to sociolinguistics and throughout the module you will discover a wealth of different approaches to analysing language in relations to many different social variables, such as class, gender or social distance. You'll gain a firm grounding in sociolinguistic frameworks, methods and concepts, and also learn how to communicate linguistic ideas, principles and theories by written, oral and visual means. You'll begin with an overview of the field of sociolinguistics and key social variables. You'll then delve deeper, uncovering core concepts such as dialectology, Code-switching, genderlects, language policy, multilingualism, and interpersonal dynamics. By looking at the different methods and types of evidence used by sociolinguists, you'll become proficient in the different ways of working in this fascinating subject. Learning will be through a mixture of seminars and self-directed study. Seminars will include practical opportunities to practice your skills in linguistic analysis. You'll be assessed though coursework (100%), but will present your research for your coursework during the module as part of the formative assessment. The module is open to anyone interested in learning more about sociolinguistics, and you do not need to be studying a language to take this module - just have an interest in language and how we use it. On successful completion of the module, you'll have the knowledge and skills to take your understanding of language and society, and how we communication and interpret this communication, and apply it to many different areas of study. You'll develop your research, writing and presentation skills. And you'll be able to communicate your ideas more effectively, putting your thinking to the test by sharing it with others.

PPLL5170A

20

LANGUAGE IN ACTION

What do we actually do when we engage in 'conversation'? How do we create meanings without actually saying what we mean? Why does how we say something matter more than what we say? In this module we will address these questions and explore how linguistic meaning, in any language, works on a number of levels so that speakers are able to communicate much more than what they say in their words. You'll consider the extent to which language expression is influenced by social, cultural and psychological factors and why communication problems may arise even when speakers think they are speaking 'the same language'. We'll discuss the ways in which relationships of power, solidarity and intimacy may be shaped by particular uses of language in everyday interactions and how humour or irony may be generated when speakers break conventional patterns of communication. By the end of this module you'll have a clear understanding of how verbal and non-verbal expressions combine to convey a variety of meanings in different contexts: professional as well as personal. You'll have learnt to appreciate how the way we talk is influenced by our need to be valued and respected but also why speech may be manipulative and undermining. Classes will include group discussions of examples collected by you each week so that you can immediately appreciate how concepts apply in practice. In your final assignment you'll build on this understanding and analyse a verbal interaction of your choice (such as a celebrity interview, a chat show dialogue or an e-mail exchange) to identify how meanings are exchanged in that specific context.

PPLL5019A

20

LATER MEDIEVAL EUROPE

This module examines the themes of order and disorder in later medieval Europe. From the attempts to construct authority in the later twelfth and thirteenth centuries (e.g. Lateran IV and the Inquisition), through to the seeming collapse of order in the aftermath of the Great Famine and the Black Death in the fourteenth century. You will examine how people of the later Middle Ages tried to exercise control in a world that was so often uncontrollable.

HIS-5006B

20

LATIN FOR HISTORIANS

This module provides an introduction to the linguistic skills in Medieval Latin which enable students to read administrative documents such as charters, accounts, court rolls, etc. It is particularly suited for those who intend on proceeding to postgraduate study in aspects of the past, such as medieval history, which require a reading knowledge of Latin. This course is not intended for students who have already studied Latin at A-Level or equivalent.

HIS-5004B

20

LGBT AND BEYOND: SEXUAL CULTURES, QUEER IDENTITIES, AND THE POLITICS OF DESIRE

How do notions of gender and sexuality shape culture, and how are in turn our understanding and experiences of gender and sexuality shaped by cultural production? How important are other times, places and identifications - associated with class, race, ethnicity - to these understandings and experiences? And to what extent can a film, an image, a testimony, or a place capture such complexity? Addressing these questions from an interdisciplinary approach, the aim of the module is to explore the ways in which gender and sexuality are constituted through a broad array of experiences, practices, and cultural products. The module focuses on issues raised in classical and contemporary research in history, politics, media, cultural studies and visual cultures such as: representation and cultural production; subjectivity; identity; identification; bodies and embodiment; performance and performativity; among others. Overall, by exploring theory in conjunction with queer cultural production that explores questions of power, identity, and desire across different racial, national, and cultural landscapes, the module aims to problematise how gender and sexuality are not stable identities or classifications but are instead processes involving normalisations, hierarchies and relations of domination that can be challenged, troubled and/or queered.

HUM-5007A

20

LIES, ALGORITHMS AND CONCERTOS: UNDERSTANDING MEDIA AND CULTURAL POLICY

How should we deal with the dissemination of 'fake news'? What role do algorithms play in the media we consume, and is it concerning? What kind of government intervention is there in media markets and in cultural life and how does this get decided? This module will enable students to understand the dynamics and issues of media and cultural policy and how various levels of governance are involved in regulating media cultural sectors. The module will start by introducing students to public policy and policy making processes, covering multi-level governance, multi-stakeholderism, and the policy cycle. It will then enhance students' understanding though deep dives into current issues in media and cultural policy, such as audio-visual media policy, arts institutions, net neutrality, harmful content on platforms, sports and premium content rights, urban regeneration through culture, evolving models of (self/co-)regulation. The module will draw on examples from across the globe and at various level including local, regional, national and supra-national policy making, with special efforts made to integrate ones from non-Western contexts. Students will have the opportunity to work on real policy issues and practice professional skills in simulations and assessment activities. This module is for anyone interested in media and culture or in public policy in general. It covers topics that touch our daily lives so would be useful to anyone concerned about the shape of our society.

PPLM5005B

20

LITERATURE AND PHILOSOPHY

This module offers a series of different approaches to the question of how Literature and Philosophy can speak to each other as academic disciplines, demonstrating the breadth and diversity of the two fields, as well as acquainting students with the research in literary criticism and philosophy currently being pursued at UEA. As well as examining the ways in which literature can illuminate and trouble philosophical argument, it will explore literature and 'the literary' as a topic for philosophical analysis, and the kinds of thinking such a topic would demand. Setting literature and philosophy into dialogue in this way will engender a more capacious understanding of the particular philosophical issues, and literary techniques, under discussion. The course will allow students to develop an awareness of the limits and advantages of various modes of literary and philosophical expression, and to foster more sophisticated skills in both literary and philosophical criticism. The module will be made up of a lecture circus, with two weeks given to each lecturer on a particular topic related to their current research (there will be five in all, including a lecture from the module convener, plus two from Philosophy and two from Literature, Drama and Creative Writing). The seminars will discuss issues arising from these lectures, working with texts set by the lecturer.

LDCL5072A

20

MEDIA, GLOBALISATION AND CULTURE

What role do media and communication play in processes of globalisation? How is an ever more global media creating cultural change? In this module you will explore the cultural implications of global media and culture by investigating audience practices and media representations. It begins by introducing the main theoretical approaches to mediated globalisation, before examining how these work in practice. Indicative topics include the power of global branding, global celebrity culture, global publics and local audiences, transnational cultures, and representations of migration.

PPLM5003B

20

METHODS OF SOCIAL RESEARCH

How do scientists in the fields of political science, media, and international relations actually perform their research? How do they know what they claim to know? How can we use scientific methods to study the political and social world? Throughout the module, you will learn how do evaluate research, and more importantly, how to perform your own research using scientific methods. You will acquire knowledge of the theory and practice of a range of quantitative and qualitative research methods. You will acquire a variety of skills - computerised data analysis, interviewing, observation, focus groups, taking fieldwork notes, and report writing. We will begin by examining ways of thinking about the world, developing ideas and hypotheses, and ways of testing them. We will explore a variety of ways to examine these hypotheses using a variety of basic quantitative/statistical methods. We will then explore a variety of qualitative, in-depth methods, of collecting and analysing data such as interviewing and focus groups. You do not need to have any mathematical background to follow this module.

PPLX5047A

20

MODERN GERMANY, 1914-1990

We will introduce you to German history in the twentieth century, which was characterised by various radical regime changes and territorial alterations. Topics include German world policy and nationalism in the late imperial period; imperialism and expansionism during the First World War; the challenges of modernity in the Weimar Republic; the rise of Hitler and the formation of the Nazi empire in Europe; the post-war division of Germany and the legacy of the Third Reich; the nature of the German Democratic Republic (GDR) dictatorship and the problem of West German terrorism; as well as the fall of the Berlin Wall and reunification. Special attention will be given to questions of nationalism and national identity, issues of history and memory, and Germany's role in Europe and the world. On completion of this module you will have developed a solid understanding of one of the most dramatic periods of German history when the country oscillated between the two extremes of war and repression, on the one hand, and the return to peace and democracy, on the other.

HIS-5018A

20

NAPOLEON TO STALIN (and beyond): THE STRUGGLE FOR MASTERY IN EUROPE

This module deals with the rivalries of the Great Powers from the end of the Napoleonic Wars to the onset of the Cold War and its end with the collapse of the Soviet Union in 1991. We shall be examining topics such as the Vienna system; the Crimean War; Italian and German unification, the origins of the First and Second World Wars and the Cold War period.

HIS-5017B

20

NATIVE AMERICAN HISTORY

Native Americans are vital to a proper understanding of America. Frequently ignored, distorted, or romanticised, their histories have been entangled with the United States' history from the start and they continue to be important today. This module will follow a chronological sequence that will enable you to become familiar with key concepts and important events in Native American history, as well as recent scholarship in this field. You will have the opportunity to learn about Native communities and the lives of key figures, such as: Sequoya, the inventor of a syllabary bringing literacy to his Cherokee people; Sitting Bull, Lakota military leader and medicine man, who led his warriors to victory against General Custer; Congressional Representative Deb Haaland from Laguna Pueblo, one of the first two Native American women elected to Congress in 2018. Indian Halloween costumes, reservation casinos, boarding schools, environmental activism, and the Native tourist industry are just some of the contemporary topics that you will study, to position this module's explorations and discussions of the histories of Native Americans within the context of the United States' settler colonialism. Assessment will be entirely through coursework.

AMAH5056B

20

POLITICAL VIOLENCE and CONFLICT: THEORETICAL PERSPECTIVES

Political violence, individual or collective, is easily condemned as an irrational and barbaric phenomenon, with little relevance for understanding political developments and social change. A lot is down to LeBon's famous nineteenth century accounts of the crowd as 'a primitive being' so destructive 'that the interests of the individual, even the interest of self-preservation, will not dominate them' (LeBon, 1995). The taboo of violence persists despite attempts of social and political theorists to engage with the issue and understand different forms and contexts, from riots, to religious violence and terrorism. The aim of the module is to break this generalized taboo by tracing the role (explicit or implicit) of political violence in political theory and its function in processes of socio-political transformations and change. Critical engagement with contemporary theoretical and empirical debates around the issue and the examination of mass and new media representations of political violence will enable students to develop a sophisticated understanding of the origins, logics, perceptions and outcomes of political violence and conflict.

PPLM5002B

20

POLITICS AND MEDIA

Media are an inescapable part of contemporary political life. This much is obvious. What is more difficult to know is how media affect the conduct of politics - and how politics affects the conduct of media. In this module, you'll examine the many dimensions of media's political involvement. You'll start with arguments about how 'powerful' media are, and then go on to look at questions of media 'bias', before turning to the ways in which political communication has changed (and is changing). We'll look at the role of the state in using and controlling media and the new techniques of media management - and at how, in particular, digital media are changing the relationship between politics and media. This will lead to a discussion of media effects and how to measure them. You'll end the module by asking what is meant by a democratic media and what the future might bring for the relationship of media and politics.

PPLM5001B

20

POLITICS IN THE USA

The election of Donald Trump as President in 2016 has radically changed US politics. Yet to fully understand the current times, contemporary American politics needs to be put into context. This module covers the historical themes that exist in US politics from the eighteenth century to the present day. The emphasis will be on modern political history and contemporary politics, but this will be underpinned by a knowledge of the political philosophy at the time of the formation of the United States, the governmental structures, and political developments over historical time.

PPLX5164A

20

POST A LEVEL SPANISH LANGUAGE 2/I

Do you want more practice in Spanish? Do you feel you lack sufficient vocabulary to express yourself well? Do you want to discover and discuss contemporary aspects of Spain and Latin America? Both Post A Level Spanish 2/I and 2/II will offer you the opportunity to further develop your speaking, listening, reading and writing skills at a higher level in Spanish. You will analyse and discuss writing and translation skills, explore different aspects of Spain and Latin America, from general topics to current affairs and issues of the Hispanic world, and improve the ease of communicating ideas through increased fluency, breadth of vocabulary and accuracy of oral expression in Spanish. You will be able to focus on improving aspects of your pronunciation and grammar as well as expanding your vocabulary, and also gain a greater understanding of contemporary Spanish issues through topics such as los movimientos nacionalistas, la crisis espanola or la identidad latinoamericana. Participation will be in classroom-based activities, often working in pairs and groups exchanging ideas and supporting each other in your exploration of the language. By the end of this module you will be able to communicate with some fluency and spontaneity, express yourself in Spanish more confidently orally, and take an active part in discussions relating to current Spanish and Latin-American issues. You will be more able to read complex texts and write more accurately with fewer grammar errors and greater range of expression, as well as translate extended English and Spanish texts. Such language support will also build up your intercultural and transferable competences. Note: Both Post A Level Spanish 2.I and 2.II are compulsory for all second-year Single Honours Spanish students as well as being an option for any student who has done Post-A-Level Spanish Language 1 (or B1 CEFRL).

PPLH5053A

20

POST A LEVEL SPANISH LANGUAGE 2/II

Do you want more practice in Spanish? Do you feel you lack sufficient vocabulary to express yourself well? Do you want to discover and discuss contemporary aspects of Spain and Latin America? Both Post A Level Spanish 2/I and 2/II will offer you the opportunity to further develop your speaking, listening, reading and writing skills at a higher level in Spanish. You will analyse and discuss writing and translation skills, explore different aspects of Spain and Latin America, from general topics to current affairs and issues of the Hispanic world, and improve the ease of communicating ideas through increased fluency, breadth of vocabulary and accuracy of oral expression in Spanish. You will be able to focus on improving aspects of your pronunciation and grammar as well as expanding your vocabulary, and also gain a greater understanding of contemporary Spanish issues through topics such as los movimientos nacionalistas, la crisis espanola or la identidad latinoamericana. Participation will be in classroom-based activities, often working in pairs and groups exchanging ideas and supporting each other in your exploration of the language. By the end of this module you will be able to communicate with some fluency and spontaneity, express yourself in Spanish more confidently orally, and take an active part in discussions relating to current Spanish and Latin-American issues. You will be more able to read complex texts and write more accurately with fewer grammar errors and greater range of expression, as well as translate extended English and Spanish texts. Such language support will also build up your intercultural and transferable competences. Note: Both Post A Level Spanish 2.I and 2.II are compulsory for all second-year Single Honours Spanish students as well as being an option for any student who has done Post-A-Level Spanish Language 1 (or B1 CEFRL).

PPLH5154B

20

POST A-LEVEL FRENCH LANGUAGE 2/I

You'll focus on reading, writing, semi-formal oral presentations and awareness of current affairs in French speaking countries. Activities focus on promoting self-direction in language learning, and draw on a variety of resources, including electronic resources, for in-class, self-access and group project work (oral, aural, written). Seminars are taught in French.

PPLF5148A

20

POST A-LEVEL FRENCH LANGUAGE 2/II

You will develop your language skills while applying them to the specialised context. You'll improve your translation skills and prepare for your year abroad in the oral classes. If you are a student on a Translation and Interpreting course, you will also be introduced to interpreting. If you are a student of Language and Management Studies, you will also learn to speak professional French and be introduced to many aspects of business and law in the French-speaking world. If you are on another degree programme you will be asked to state a preference in the Autumn semester.

PPLF5153B

20

POST A-LEVEL JAPANESE LANGUAGE 2/I

In this Japanese language module you will learn about Japanese culture and society, as seen from various perspectives through reading, writing, speaking, and listening practices. Independent study, including preparation and revision, is essential.

PPLJ5155A

20

POST A-LEVEL JAPANESE LANGUAGE 2/II

This module is a continuation of Post A-Level Japanese Language 2/I. You will further develop your level of reading, writing, speaking, and listening comprehension from intermediate to advanced. The texts and materials you will study will focus on various topics, including social and cultural aspects of Japan. Independent study, including preparation and revision, is essential for this module.

PPLJ5156B

20

POWER AND SOCIETY

This module introduces students to key perspectives in 19th and 20th century social and political theory. Central to this module is an interest in the relationship between economic, social and cultural structures and individual agency and identity. Areas explored include the following: social conflict and consensus; conceptions of power and domination; Marxism and neo-Marxism; critical theory; structuralism; post-structuralism; ideology and discourse; postmodernity; the self and consumer society.

PPLX5159B

20

POWER, WEALTH AND NATIONS: GLOBAL POLITICAL ECONOMY

What if I told you that the West was no longer the power centre of the world's economy? Could Pax Sinica provincialize the UK as political economic power settles over Hong Kong and the Pearl River Delta? What would Adam Smith, Karl Marx and Friedrich List have to say about global transformations underway in the global political economy? And, as Susan Strange famously put it: cui bono: Who benefits from all these transformations? Multinational corporations, nation states, financial sector, exporting economies, citizens? You'll investigate the accumulation of wealth, movement of capital, centres of power, flows of globalisation, patterns of trade, and the ubiquity of finance in a world being transformed by innovation where emerging powers challenge the status quo of North Atlantic powerhouses.

PPLI5161B

20

PROPAGANDA

This module introduces you to the history and theory of propaganda, and its role in society. You'll consider what constitutes and defines propaganda. Focusing on the 20th century, we examine propaganda in a range of political settings, both totalitarian and democratic, in the local context of the relationships of power and communications. The module is structured chronologically, starting with the development of propaganda during World War I and finishing with a consideration of propaganda in the 21st century.

HIS-5050B

20

PUBLIC INTERNATIONAL LAW

Public international law is the legal regime that governs States, and as such balances law with international affairs and politics. This module examines how international law is formed, who it applies to, the role of the United Nations and how public international law protects individuals. It also interrogates the cohesiveness of this body, or bodies, of law. Particular focus is placed on human rights, self-determination, use of force, international criminal law, environmental and trade law. The module addresses both the practical and theoretical aspects of public international law and consequently considers how the public international law framework applies to contemporary situations.

LAW-5014B

20

READING AND WRITING TRANSLATIONS

How do we convey the experience of one language and culture in the words of another? What is at stake intellectually, artistically, and politically in translation? This module will provide you with a descriptive vocabulary for the analysis of literary translation and an introduction to key theoretical explanations of what happens when we translate. You'll study translations from a range of historical periods, genres and languages. In the past, we have worked on authors such as Alexander Pushkin, Pablo Neruda, Adonis, Thomas Mann, and Knut Hamsun. Theories have included the classic controversies of St. Jerome and Vladimir Nabokov as well as debates about cultural equivalence and political issues such as the representation of the foreign. The module is taught by seminar where we engage with translation in a variety of ways, for example comparing different translations of a single text, translating the Bible from multiple languages into English, rewriting existing translations, and studying draft manuscript translations of a novel by Georges Perec. Assessment is by summative coursework for which you can either produce a comparative analysis of existing translations or an original translation with commentary. On successful completion of this module you'll be able to describe the linguistic and stylistic features of a variety of texts as well as critically assess and apply different theories of translation. A thorough reading knowledge of another language besides English is advisable, but not essential.

LDCL5061A

20

STATES, INSTITUTIONS AND CITIZENS

Political systems around the world are facing profound challenges and transformations. Established democracies in Europe and North America have seen the rise of populism, as marked by election of Donald Trump in the USA, the Brexit referendum in the UK or Jair Bolsonaro in Brazil. Democracy has also been in retreat in many states which democratised or partly democratised after the cold war such as Russia and Poland. At the same time, autocratic regimes in the Middle East and North Africa have come under pressure, with movements such as the Arab Spring signalling aspirations amongst many people for a more democratic system of governance. This module provides you with a critical understanding of how political systems vary around the world and the pressures facing them. It begins by focusing on the drivers of democratisation. It then proceeds to consider how political institutions such as the executive, legislature and the degree of decentralisation vary - and the effects that this has. Finally, we consider new trends in citizen's voting behaviour at the ballot box and pressure groups campaigning for change. You'll gain a critical awareness of current debates in comparative politics and develop key skills including critical evaluation, analytical investigation, written presentation, and oral communication.

PPLX5162B

20

STUART ENGLAND

We will explore the dramatic century of Stuart rule in England. This 'century of revolution' included the union of the English and Scottish crowns, the dramatic upheaval of the civil wars, and the continued political instability that led to the birth of political parties and the Glorious Revolution. While exploring these political themes we will also consider developments such as: the birth of modern news culture, crowd politics, civil society and coffee shops, the origins of empire, state formation, and the emergence of England as 'a nation of shop keepers' and Europe's great 'constitutional monarchy'.

HIS-5067B

20

TECHNOLOGICAL TOOLS FOR SUBTITLING AND DUBBING (LEVEL 5)

What factors need to be born in mind when creating subtitles? What tools are used to create these texts? This module provides first-hand experience of subtitling and dubbing of film clips and documentaries, which will provide you with practical experience of this important media technique. You'll become familiar with software used for interlingual and intralingual subtitling and dubbing at professional level, studying the linguistic and technical constraints for the creation of audio-visual texts. You'll undertake practical exercises involving cueing, text compression and segmentation, respecting time and space constraints and that will teach you how to conform the conventions of good practice. You'll explore, analyse and assess different types of technological tools used for audio-visual translation at professional and amateur levels, using selected film/TV series/documentary extracts in several languages. Practical activities are used creating challenges posed by the interplay of audio, image and text. Studying this module will provide you with the necessary skills for the creation of subtitles at a professional level, giving you practical experience of using professional software. Taught together with Level 6. Assessment commensurate with level. This module is not suitable for year 2 students of Japanese Ab Initio or Post GCSE because of the challenging nature of the assessment tasks (comprehension and translation of authentic Japanese video clip extracts). Please note that final year Japanese degree students are welcome to join the equivalent module at Level 6 'Technological Tools for Subtitling and Dubbing'.

PPLT5026B

20

THE COLD WAR

What was the Cold War? When did it start? Where was it fought, how was it waged, and why did it last so long? Such seemingly straightforward questions belie that the conflict was neither "cold" nor a "war," and lacks a clearly defined start and end. Indeed, the subject has produced a vast range of arguments but continues to defy easy answers. We will examine these questions in an international context to uncover how and why the United States and Soviet Union waged a "cold war" in every corner of the globe during the twentieth century. You will consider nations and peoples who aligned with the superpowers or, as was increasingly the case, with neither. You will look at the multiple ways in which this unique "war short of total war" influenced all aspects of life, from diplomacy and politics, to economics, to culture and values, to bombs and warfare, to societal norms, to questions of race and sexuality. Examining the role of a range of state, private, and transnational actors, we will present a global and international history of the Cold War. You will work with original primary sources, the latest secondary literature, and consider fictional sources like films and novels to gain a full and rich understanding of the topic. You will engage a rich historiography on the changing ways that historians have written about the cold war. As a result, you will be able to debate how one of the most powerful historical narratives of the twentieth century continues to shape America and the world today.

AMAS5044A

20

THE ENGLISH LANDSCAPE 1066 TO 1600

You'll examine the development of the English countryside during the Middle Ages. You'll discuss the nature of rural settlement, high status buildings and landscapes and 'semi-natural' environments.

HIS-5003B

20

THE FIRST BRITISH EMPIRE

Between the sixteenth and the early nineteenth centuries, the English crossed the oceans and claimed territory on every continent other than Antarctica. This module surveys the creation and growth of British Empire, examining its origins and its impact on an array of peoples. In the context of studying how the empire spread and functioned, we will consider the varied experiences of Africans, Native Americans, Aboriginal Australians, Protestant refugees from the continent of Europe, the peoples of India, the Irish, and British settlers across the globe. The complex, intimate, and often violent interactions of these groups led to ideological battles pitting loyalism against republicanism, for example, and imperial "civilization" against an array of indigenous cultural revivals. At first glance these struggles may seem to place the British against the subject peoples of their empire, but on closer examination it becomes apparent that they fractured nearly every population within the imperial domains. The creative energy of the British Empire stemmed in large part from collaborations between British groups and individuals and segments of their purported imperial subjects in building, reforming, or in some cases seeking to destroy the structures of imperialism

HIS-5045A

20

THE LAW OF PROTEST AND DISSENT

This module will explore the legal challenges arising from different forms of protest and dissent around the world - from temporary encampments to 'occupations', from Pride parades to far-right rallies, from direct action campaigns and 'Critical Mass' bicycle rides to funeral pickets and anti-abortion protests. You will discuss and explore what kinds of dissent and protest are (or ought to be) legally protected, and what kind of regulation might legitimately be permitted. You will also examine the State's legal obligations to protect and facilitate peaceful protest and the implications of these for protest policing. The challenge of how law ought to deal with those who resist or reject the exclusivity of orthodox modes of political participation (party politics, periodic elections) is one that confronts all democratic systems governed by the rule of law. Yet, in some circumstances, even the argument that law might properly govern or manage political dissent is something of a contradiction in terms: how can law attempt to govern those that oppose or fundamentally reject its very authority? In responding to this underlying challenge, the module seeks to provide you with a thorough grounding in the core legal standards relating to the legal protection of dissent and the right to protest.

LAW-5033B

20

THE MEDIA AND IDENTITY

How do the media shape how we see ourselves? Or indeed how others see us? In a world of social media, self-branding and the increasing importance of mediated forms of identity, on this module you will explore critical ways of thinking about the relationship between culture, media and the self. Drawing on a range of theoretical approaches in the field of media and cultural studies, this module asks you to use research methods from autoethnography to content analysis to explore both their own identities and the way in which identities more broadly are formulated through contemporary media culture. Through discussing the representation of identity in media content, as well as issues of media production, regulation and consumption, you will critically reflect upon the relationship between media culture and social power and consider how social and technological changes impact on the ways in which identity is experienced in everyday life. On successful completion of this module, you should be able, at threshold level, to critically reflect upon the ways in which media texts construct social identity and should be able to discuss the relationship between media and identity with awareness for social, institutional and technological factors that shape both media production and consumption. Assessment is by group presentation and independent research project.

PPLM5042B

20

THE MODERN MIDDLE EAST

We will look at the modern history of the Middle East, primarily concerning the political history of the region as well as relations between Middle Eastern countries and Western powers. Our aim is to encourage you to think critically about historical processes of state formation, the legacy of colonialism/imperialism, the role of culture and identity, and the significance of natural resources and economic factors.

HIS-5048B

20

THE ORIGINS OF THE ENGLISH LANDSCAPE 4000BC TO 1066AD

On this module you'll study the development of the English landscape from early prehistoric times to the late Anglo Saxon period. You'll learn to identify and interpret key landscape features from the Neolithic, Bronze and Iron Ages before moving on to study Roman and Anglo Saxon landscapes. Lectures, seminars and field trips will provide you with an introduction to the approaches and sources used by landscape historians and landscape archaeologists. You'll develop your understanding of landscape history through the study of key sites such as Stonehenge, Hadrian's Wall and Sutton Hoo. The chronological approach of the module will provide you with an understanding of long term landscape change, telling the story of the English landscape from prehistory to the eve of the Norman Conquest.

HIS-5002A

20

THE RISE AND FALL OF BRITISH POWER

You will examine Britain's expansion and decline as a great power, from the end of the Napoleonic Wars to the mid-twentieth century. During this module, you will consider the foundations of British power, the emergence of rivals, Britain's relationship with the European powers and the USA, and the impact of global war. You will also investigate the reasons for Britain's changing fortunes, as it moved from guarding the balance of power to managing decline.

HIS-5011A

20

THEY CAME FROM OUTER-THE-CLOSET: GENDER, SEXUALITY AND PANIC IN AMERICAN FILM

With a main focus on the 20th century, we will explore key moments of change or crisis in the century and consider the ways the panic caused by such changes is distinctly gendered and/or sexualised. We will concurrently examine gender and sexual resistance to dominant ideas of American identity and the subsequent creation and/or promotion of liberationist discourses and alternative communities. Film will provide the focus for this cultural study, and the module will range widely over a number of different genres including the western, sci-fi, detective and LGBT themed works.

AMAS5020B

20

THREE WOMEN WRITERS

'I would venture to guess that Anon, who wrote so many poems without signing them, was often a woman.' Virginia Woolf wrote these words in A Room of One's Own, her polemical essay about women and fiction. Woolf suggests that historically women have been reticent about openly declaring themselves as writers. Elsewhere in the piece she argues that literary language itself is unfit for women's use and that women's writing is distinct, undervalued and hampered by women's social, economic and political history. This module puts Woolf's assertions to the test. In this module you'll read the work of Woolf and two of her contemporaries, for example, Katherine Mansfield and Edith Wharton. You'll explore their writing in its historical and cultural context and you'll think about how it may or may not have influenced later thinking about the position of women. You'll consider whether or not you think their writing was innovative and what relevance it might have for us today. Each week you'll read a work by one of the three writers on the module alongside a short piece of critical writing, either contemporary with the main text or an extract from a later time that in some way engages with the themes of the week's central text. You'll learn through close reading, class discussion and independent study. Each week there'll be opportunities for members of the group to present their ideas and research on either the main or the critical text - work that can be developed in your summative assessment which will consist of one essay submitted towards the end of the semester. Your growing knowledge and understanding of the concerns and debates that were current at the time the texts were written will enable you to unlock some of the preoccupations that can lie hidden beneath the visible surface of these women's writing. These books were written at the turn of the twentieth century, but by the end of the module you'll not only be able to assess their impact in their own time but also discuss just how significant they are to society today.

LDCL5050B

20

TRANSLATION AND ADAPTATION (LEVEL 5)

We will consider the processes of translation and adaptation in a range of media, such as films, games and theatre, and the issues associated with them from the perspective of 'Translation Theory.' We will attempt to establish where the boundary lies between the terms 'translation' and 'adaptation,' and we will examine some of the most important theories of translation. You will look at various ways of thinking about key concepts such as 'cultural and pragmatic equivalence,' 'fidelity,' 'coherence/cohesion,' and the ethical role of the director/adaptor. You will devote your time to the exploration of types of adaptations in different genres, and you will present case studies from recent articles in a variety of adaptations in your language pair, such as adaptations for cross-cultural theatre, adapting from books to video games, cross-cultural adaptations of queerness in short stories, ideology, and children's stories adapted for films across languages and cultures. You will develop the linguistic skills, cultural competence and critical thinking required for the production of a case study of a selected adaptation in your language pair. On completion of this module, you will be able to situate yourself in relation to critical readings in the field of 'Translation Theory' and to reflect on the ethical dimension of the translator, especially as it relates to the act of adapting in situations of intercultural conflict and communication.

PPLT5024B

20

TUDOR ENGLAND

The Tudors are England's most famous royal dynasty. This module seeks to move beyond the traditional stories of Henry's turbulent marriages and Elizabeth's stunning victory over the Spanish Armada. You'll gain a better understanding of the change and turmoil the Tudor century caused, not just to the monarchs themselves but to the lives of their subjects, the everyday people of England. Beyond establishing a strong chronological knowledge of the 16th century and its religious upheavals, the module will consider issues of gender; the changing construction of the social order; the importance and developing role of local elites; problems caused by poverty and dearth; and the position of England within Britain itself and within Europe.

HIS-5067A

20

TWENTIETH-CENTURY BRITAIN, 1914 TO THE PRESENT

The Great War transformed domestic expectations and ushered in an age of Mass Democracy and economic hardship. After 1945 the welfare state and full employment saw rising affluence, accompanied by the emergence of youth cultures, a sexual revolution and new forms of radicalism and identity politics. The economic crisis of the 1970s sped-up deindustrialisation whilst the neoliberalism of Thatcher and her successors deepened inequalities and stoked nationalist sentiment. We explore the social, political and economic history of these tumultuous years.

HIS-5057B

20

UNDERSTANDING SECOND LANGUAGE TEACHING (LEVEL 5)

Have you thought about becoming a language teacher? Do you know what that means? Would you like to give it a try? This is an introduction to second language teaching and learning, where you will explore theoretical and practical approaches to language learning. You will learn what teaching a foreign language means through different methodologies and practical approaches, as well as understanding the peculiarities of both language and culture in second language acquisition, emphasizing factors like context, motivation, first language or individual characteristics. Participation will be in classroom-based activities, often working in pairs and groups exchanging ideas and supporting each other in your exploration of second language learning and teaching. You will be able to observe real language classrooms and deliver language teaching in real contexts, and also gain a greater understanding of what theoretical and practical aspects of teaching and learning are essential in foreign languages.

PPLL5175B

20

VICTORIAN BRITAIN

This module will examine the leading themes in British history during Victoria's reign (1837-1901). It will include political, social, economic, religious, urban, gender and intellectual topics.

HIS-5012B

20

WESTERN POLITICAL THOUGHT

In this module you will examine in depth the works of selected thinkers who are seminal to the Western tradition of political thought, and have shaped the ways in which we think about politics even today, including Plato, Hobbes, Locke, Rousseau, Mill and Machiavelli. You will also compare their work thematically, with a focus on themes such as the natural law and social contract traditions, and other schools of thought which have been influenced by these traditions. The module will be based on the study and interpretation of key primary texts and will enable you to develop skills of textual analysis and critique. It will also provide some of the historical background necessary to study more contemporary political theory at third year undergraduate level, as well as building substantially on some of the political theories encountered on Social and Political Theory at first year level. The module is taught by a combination of weekly lectures and seminars, supported by private study of your own, and you will be assessed by coursework, usually a combination of an essay and a portfolio which reflects on your reading and seminar performance throughout the semester.

PPLX5064A

20

WOMEN, POWER AND POLITICS II, THE DUCHESS OF DEVONSHIRE TO NANCY ASTOR

We will explore female involvement in politics, from the Duchess of Devonshire's infamous activities in the 1784 Westminster election until 1919, when Nancy Astor became the first woman to take her seat in the House of Commons. We will examine topics including the early feminists, aristocratic female politicians, radical politics and the suffragettes, and will investigate the changes and continuities with female engagement with the political process from the eighteenth century through to the twentieth century.

HIS-5063B

20

WOMEN, POWER, AND POLITICS (I): ISABEL OF CASTILE TO MARY WOLLSTONECRAFT

This module examines the issue of gender in European history, between 1500 and 1750. Using a variety of written and visual sources, and including a comparative element, we focus on the following themes: definitions of femininity and masculinity; marriage, family and life cycles; queens and queenship; honour and sexual identities; charity and welfare; women and work; material culture; women in the new world; education and learning, and early feminists.

HIS-5064A

20

Students will select 60 - 120 credits from the following modules:

Students will select all or most of their modules from this range (minimum 80 credits, but normally 90 to 120 credits). Students following the guided option range D, 'Language and Culture', must take the 20 credit module (PPLP6103A) if they are taking 20 credit variants of modules in Options Range B. All other students should take a minimum of 90 credits, chosen from the 30 credit modules.

Name Code Credits

DISSERTATION OR SPECIAL SUBJECT I

In this module, you'll explore a topic in philosophy that is of particular interest to you as an individual, normally based on ideas that have emerged from your work on previous modules in philosophy, or from seeing the connections between more than one area of your studies. In some cases, you might be able to pursue an area of philosophy that is not otherwise included in the undergraduate curriculum but in which we have research expertise among the full time staff (and for these areas, it may also be possible, where workloads permit, to organise a group study programme, or 'special subject', for you to work together with several other students with the same interests). When enrolling for this module, you'll need to include a second choice on your enrolment form, and you'll need to have achieved an overall average of 60% or above in your second year assessment, with good attendance and good submission of formative work in the second year. You'll need to fill in the form sent by the module organiser in advance of module enrolment, in order to secure a place on this module. You'll also need to agree a topic with a supervisor (if this is not possible, you'll need to move to a different module). NB You may not take more than one supervised dissertation on any degree, but you may take up to two of these philosophy modules as group study programmes (or 'special subjects'). Please contact the module organiser for details. Teaching arrangements will be settled after you've enrolled on the course.

PPLP6102A

30

DISSERTATION OR SPECIAL SUBJECT II

In this module, you'll explore a topic in philosophy that is of particular interest to you as an individual, normally based on ideas that have emerged from your work on previous modules in philosophy, or from seeing the connections between more than one area of your studies. In some cases, you might be able to pursue an area of philosophy that is not otherwise included in the undergraduate curriculum but in which we have research expertise among the full time staff (and for these areas, it may also be possible, where workloads permit, to organise a group study programme, or 'special subject', for you to work together with several other students with the same interests). When enrolling for this module, you'll need to include a second choice on your enrolment form, and you'll need to have achieved an overall average of 60% or above in your second year assessment, with good attendance and good submission of formative work in the second year. You'll need to fill in the form sent by the module organiser in advance of module enrolment, in order to secure a place on this module. You'll also need to agree a topic with a supervisor (if this is not possible, you'll need to move to a different module). NB You may not take more than one supervised dissertation on any degree, but you may take up to two of these philosophy modules as group study programmes (or 'special subjects'). Please contact the module organiser for details. Teaching arrangements will be settled after you've enrolled on the course.

PPLP6104B

30

ENVIRONMENTAL PHILOSOPHY FOR THIRD YEARS

How can we avoid environmental catastrophe? How can philosophy help? The relationship between human beings and the natural world is the basis of everything we are and yet we do not seem to have found a way to avoid destruction, degradation and potential catastrophe. In this module we will examine various ways in which philosophy can examine our relationship with the natural world and contribute to the fight to protect the planet. Topics may include the ethics of climate change; value theory and nature; human-animal relationships; the ways science, art and politics affect our relationships with the natural world. This module will cover a selection of these topics. It can be taken as a stand-alone module or, if you took the associated Level 5 module in your second year, you can add a new focus to your work in this area by taking this third year one as well.

PPLP6145B

30

ETHICS FOR THIRD YEARS

What is morality? And in what ways does it impinge on our lives, in deciding what to do? There are issues relating to ethics that are theoretical and meta-ethical, about what kind of judgements are being made and what is their basis in fact or in some realm of values; there are normative issues, about how, if at all, a theory can help to predict or decide what a person ought to do or which dispositions are commendable; and there are practical issues, about the real dilemmas of life and death, about fairness, love and compassion, as we face them in the world, and not just in imaginary "trolley-problems". To complete a course in ethics you would want to explore all these aspects of the subject, and during this module you'll engage with a selection of these, focusing either on the theoretical aspects, including attention to some major historical figures, or more on practical ethics.

PPLP6142B

30

EXISTENTIAL PHILOSOPHIES (THIRD YEAR MODULE)

How can we make sense of the vast and complex world we are plunged into at birth? What happens when we become alienated from the world and its everyday meaning? If there is no absolute meaning assigned to human life by divine authority, does life have any meaning at all? Are we absolutely free to make sense of the world in any way we choose? Does death present an ultimate limit to human existence and freedom? Existential philosophers have grappled with these questions and in the process developed new ways of thinking about art, science, politics, divinity and every aspect of human life. Friedrich Nietzsche is one of the key founders of existential philosophy and his work began an important tradition that influenced thinkers such as Martin Heidegger, Jean-Paul Sartre and Simone de Beauvoir. This module will focus either on the explosive work of Nietzsche himself or on the existential tradition he inspired, so if you have already taken the complementary module at level 5 in your second year, you can also take this in order to cover both aspects of the subject, or it can be taken as a stand-alone module.

PPLP6146B

30

KEY THINKERS AND TEXTS FOR THIRD YEARS

The history of philosophy, from ancient times to our own, is richly studded with exciting and innovative thinkers, whose ideas still spawn a vast volume of research and reflective criticism. These great minds are our partners in many fascinating slow-motion dialogues that extend over decades, centuries, and even millennia. We converse with them about some of the most significant issues in the field. In this module you'll join in this discussion by joining a seminar focused on reading and discussion of some more of the original texts (in English translation, if that is not the original language), under the guidance of a research expert in the field. Texts are selected to complement your other second and third year modules, and will not include precisely the same texts as are included elsewhere in the philosophy Honours programme. Rather we'll aim to focus on thinkers whose work is insufficiently addressed in the other modules. Examples of thinkers most likely to appear in the seminars for this module include Plato, Aristotle, the Pre-Socratic Philosophers, Ancient Sceptics, Enlightenment thinkers such as David Hume, Immanuel Kant, Rene Descartes, George Berkeley, thinkers from early Analytic philosophy, early or late Wittgenstein, Simone Weil or Iris Murdoch. During this module you'll be taught in a seminar/reading group style, with each group meeting on a weekly basis for twelve weeks. One or more such seminar groups may meet, and each group will be reading a different text or texts, from a different period or school of thought. You'll be enrolled into whichever group interests you most (you'll need to say which one you want to attend when you sign up for the module).

PPLP6146A

30

KNOWLEDGE SCIENCE AND PROOF FOR THIRD YEARS

Epistemology examines what knowledge is. Science is concerned with the acquisition of secure knowledge, and philosophy of science considers what counts as science, what objects the scientist knows about, and what methods can be used to attain such knowledge; logic uses formal tools to investigate different forms of reasoning deployed to acquire knowledge. You will be given an opportunity to explore a selection of these areas of philosophy, through teaching informed by recent and ongoing research: which ones will be explored on this occasion will be selected in the light of the lecturers' current research interests and the general appeal of these interests.

PPLP6143B

30

MIND AND LANGUAGE FOR THIRD YEARS

In this module you will be invited to engage with some of the key issues that figure in Philosophy of Mind and in Philosophy of Language, and to identify the interconnections between the two. Some major thinkers in the field, both recent and from earlier periods of the Western canon of philosophy, will be studied, and chosen set texts may be selected for close attention as relevant. Topics might include the mind-body problem, the nature of mind and its relation to the brain, issues connected with meaning and understanding, how (if at all) language governs, limits or facilitates thought, and the relation between language and the things about which we use it to talk. By taking this module in your third year you will explore a selection of these topics.

PPLP6141A

30

PHILOSOPHY MEETS THE ARTS (THIRD YEAR MODULE)

Philosophy has much to say about the arts, and much to learn from them. In this module you will have a chance to explore some aspects of this relationship. Some issues that arise fall into what we would call aesthetics and the philosophy of art: we can ask about the value of art, aesthetic experience and judgement, artistic creativity, interpretation and representation, and we can investigate the views of many past thinkers on these matters. On the other hand, we can also use art to illuminate philosophy, and for this purpose we have chosen to focus primarily on cinema (while the module "Literature and Philosophy" investigates similar questions in connection with literature").

PPLP6144B

30

PHILOSOPHY OF HISTORY AND POLITICS FOR THIRD YEARS

History and politics are inseparable because human societies and communities develop and transform historically. Philosophical thinking about society and community requires us to question deep assumptions about the human good and how we form ideas about that good over time. Does history show that we have made political progress? What does 'progress' even mean? How should we think about our social understanding of the past? Does your historical situation limit your political horizons or your political culture limit your historical understanding? Is it in the person or the community that should not be divided i.e. that is 'in-dividual'? What kind of understanding, what kind of methods are involved in the disciplines of history and politics? Can philosophy ground a political system, and, if so, which political system(s) does philosophy ground? These are some of the question you'll address in dialogue with key thinkers of history and politics, such as Hegel; Marx; Collingwood; Simone Weil; Arendt and Rawls. We will be focussing particularly on Kant, Herder, Hegel, Marx, and on Rawlsian liberal individualism and its critics such as from feminism and from ecology. Including with some reference to the possibility of Western civilisation collapsing rather than endlessly 'progressing'.

PPLP6138A

30

PHILOSOPHY OF SOCIAL SCIENCE

In this module, you will explore distinct types of interaction between philosophy and social science. We study classic philosophical works in order to shed light on theoretical frameworks in political theory; we discuss modern work in economic methodology to understand its presuppositions and its goals. Finally, we examine the problem of understanding meaningful human action, we ponder the possibility of establishing causal relations that connect social phenomena, and we reflect on the function of values in social enquiry.

PPLP6103A

20

PHILOSOPHY OF SOCIAL SCIENCE

In this module, you will explore distinct types of interaction between philosophy and social science. We study classic philosophical works in order to shed light on theoretical frameworks in political theory; we discuss modern work in economic methodology to understand its presuppositions and its goals. Finally, we examine the problem of understanding meaningful human action, we ponder the possibility of establishing causal relations that connect social phenomena, and we reflect on the function of values in social enquiry.

PPLP6128A

30

RELIGION AND WORLD PHILOSOPHIES FOR THIRD YEARS

Religion is a phenomenon that is hard to define, and yet clearly integral to the entire history of human existence and across many cultures. Traditional philosophy of religion as practised in the modern Western philosophical tradition tends to focus on Christian belief and classical theism, yet there are also strong traditions of philosophy in other cultures with other religious traditions, such as the Islamic and Jewish thinkers who were at least as important as the Christian ones in the history of Medieval thought, and philosophy in Classical India and China has links with other non-Christian traditions such as Buddhism and Hindu thought.

PPLP6139A

30

Students will select 0 - 60 credits from the following modules:

Students on BA Philosophy have the option of taking one or two modules outside of the philosophy department. This allows students, if they wish, to continue a subsidiary theme started in previous years. Suggested themes include: Politics, Economics and International Development (select from PPLI, PPLM, PPLX, ECO or DEV modules from the list); A chosen language (select from appropriate modules on the list in Japanese, French, Spanish, German, Arabic, Chinese, British Sign Language, Italian, or Russian); Gender Studies (AMAA6128, AMAM6062, HUM-6005A, LDCL6132, LDCL6180, PPLL6035); Literature and Creative Writing (select from LDC modules on the list); History (select from HIS or AMAH modules on the list); or Film, Art and Culture (select from AMAA or AMAM modules from the list). Other themes may be developed, or a new theme started, by students to suit their individual interests in consultation with their academic advisor. Academic advisors can also provide guidance on taking some modules outside philosophy on a one-off basis. Enrolment on these modules will be dependent on students satisfying any relevant module pre-requisites and may in some cases (e.g., language modules) involve sitting a test. By default, in the event a chosen module is oversubscribed, students will be enrolled on a philosophy module.

Name Code Credits

ACTIVIST CAMPAIGNING

How do grassroots and third sector organisations campaign for social and political change? Rather than pose this as an abstract question, you will partner with existing organisations to conduct campaigns on specific issues such as climate change, tax avoidance or gender inequality. You will receive a brief from a partner organisation and be supported in planning, devising, and carrying out activities that will achieve the aims of the brief. Taught content will include strategies for both online and offline activism, analysing power relations at different scales, and ways of assessing the effectiveness of your campaigns, but the bulk of this module will be the experience of a "live" campaign. You will combine applied research skills with professional practice in the form of a "reverse internship." As the partner organisations are embedded in the module, you will build valuable skills for employability as well as an opportunity for being supported in the exercise of engaged citizenship. You will be assessed by presentation and critical reflection. In the year 2017-2018 the partner organisation was Greenpeace, but partners may change each year.

PPLM6079B

20

ACTIVIST CAMPAIGNING

How do grassroots and third sector organisations campaign for social and political change? Rather than pose this as an abstract question, you will partner with existing organisations to conduct campaigns on specific issues such as climate change, tax avoidance or gender inequality. You will receive a brief from a partner organisation and be supported in planning, devising, and carrying out activities that will achieve the aims of the brief. Taught content will include strategies for both online and offline activism, analysing power relations at different scales, and ways of assessing the effectiveness of your campaigns, but the bulk of the module will be the experience of a "live" campaign. You will combine applied research skills with professional practice in the form of a "reverse internship." As the partner organisations are embedded in the module, you will build valuable skills for employability as well as an opportunity for being supported in the exercise of engaged citizenship. You will be assessed by presentation and critical reflection. In the year 2017-2018 the partner organisation was Greenpeace, but partners may change each year.

PPLM6076B

30

ADOPTING/ ADAPTING/ UPDATING

Is all creative writing really a form of re-writing? And can creative writing itself be a form of literary criticism? From Virgil's imperialist taming of Homer, to Helen Fielding's homage to Jane Austen by way of Bridget Jones, writers have always engaged their literary predecessors in ways that claim new imaginative and critical space. In this creative-critical module you will explore the many modes in which homage, parody, borrowing, repositioning, intervention and creative (mis)reading may be practised and developed. You will examine exciting examples, and write some of your own. You will discover what literary adaptations, adoptions and updates reveal about important moments and movements in literary history. You will explore how re-writing may also be a rogue and subversive form of reading; one that functions both as critique of canonical literature, and a means of generating fresh directions in your own creative writing. Please note this is not a technical course in film/screen adaptation.

LDCL6140B

30

ADVANCED ENGLISH I - B2 CEFR

Do you want more practice in speaking in English? Do you feel you lack sufficient vocabulary to express yourself well? Do you need help with your pronunciation? Do you have problems with English grammar and writing essays? As a non-native speaker, you will need to already have an upper intermediate/ advanced level of English (IELTS 6.5-7.5 or equivalent) but will want to reach a more competent level. If so, you can take both Advanced English I and II or just module I or just module II. You'll analyse and discuss articles in the media and listen to academic talks and news reports on contemporary topics; through writing tasks, you will have the opportunity to express your ideas in clear and coherent terms, and you will receive personal feedback on your efforts. You will participate in classroom-based activities, often working in pairs and groups exchanging ideas and supporting each other in your exploration of the language. You will be able to focus on improving aspects of your pronunciation and grammar as well as expanding your vocabulary. You will also gain a greater understanding of cultural and political issues through topics such as Education and Critical Thinking, Globalisation and The Environment. You will be assessed mid-term, and in the final weeks through a seminar presentation (30%) and listening, reading and writing tasks (70%). By the end of this module you will be able to express yourself more confidently orally, be better able to understand recorded material and will have increased your vocabulary base; you will be more able to read complex texts and write more accurately with fewer grammar errors and greater range of expression. Such language support will be of immense benefit for all aspects of your UEA academic programme, will please your tutors and enable you to obtain higher grades! Please note that very occasionally subsidiary language modules may be cancelled due to low enrolment. Please note that students who are found to have a level of knowledge that exceeds the level for which they have enrolled may be asked to withdraw from the module, at the Teacher's discretion.

PPLB5043A

20

ADVANCED ENGLISH II - B2 CEFR

Do you want more practice in speaking in English? Do you feel you lack sufficient vocabulary to express yourself well? Do you need help with your pronunciation? Do you have problems with English grammar and writing essays? As a non-native speaker, you will need to already have an upper intermediate/advanced level of English (IELTS 6.5-7.5 or equivalent) but will want to reach a more competent level. If so, you can take both Advanced English I and II or just module I or just module II. You'll analyse and discuss articles in the media and listen to academic talks and news reports on contemporary topics; through writing tasks you will have the opportunity to express your ideas in clear and coherent terms, and you will receive personal feedback on your efforts. You will participate in classroom-based activities, often working in pairs and groups exchanging ideas and supporting each other in your exploration of the language. You will be able to focus on improving aspects of your pronunciation and grammar as well as expanding your vocabulary. You will also gain a greater understanding of cultural and political issues through topics such as Time and Sleep, World Population and Urbanisation and Tourism. You will be assessed midterm, and in the final weeks through a seminar presentation (30%) and listening, reading, and writing tasks (70%). By the end of this module you will be able to express yourself more confidently orally, be better able to understand recorded material, and will have increased your vocabulary base; you will be more able to read complex texts and write more accurately with fewer grammar errors and greater range of expression. Such language support will be of immense benefit for all aspects of your UEA academic programme, will please your tutors and enable you to obtain higher grades! Please note that you should not have a level of English that exceeds the level of this course.

PPLB5044B

20

ADVANCED TRANSLATION (FRENCH TO ENGLISH)

This is an advanced course based on the 'Institute of Linguists' Diploma in Translation. Together, we will translate a wide range texts from French to English, from journalistic to literary and become familiar with a range of techniques and terminology applied to translation. You will develop your translation skills and improve your ability to understand and justify your translation choices by means of annotations. On completion of this module, you will have developed the linguistic skills, cultural competence, and critical thinking required for the production of an annotated advanced translation from French to English.

PPLT6023A

20

AFRICAN AMERICANS AND EMPIRE

Racism knows no borders. African Americans have long been attuned to the international character of white supremacy. As the black intellectual and activist W.E.B. Du Bois noted at the dawn of the 20th century, racism in the United States "is but a local phase of a world problem." You will examine the global character of the black freedom struggle in the United States. Historically denied full citizenship rights in the United States, African Americans often looked abroad in their fight against racial prejudice - connecting the struggle against Jim Crow to calls for colonial independence around the world. Over the course of the semester, you will explore how and why black Americans forged transnational alliances that challenged racism on a local and a global level. Covering connections between African Americans and movements for racial justice in Europe, Africa, South Asia, the Caribbean and beyond, you will be asked to critically engage with the global political outlook of prominent black figures, including Marcus Garvey, Claudia Jones, Huey Newton and Barack Obama. On successful completion of your module, you will have a broad knowledge of the global forces that have shaped African American history. In addition to this, you will be able to identify and engage with theories relating to transnational, diaspora and black Atlantic history. Finally, you will be able to critically reflect on how people and cultures are connected throughout the world.

AMAH6041A

30

AFTER NATURE: LITERATURE AND THE ENVIRONMENTAL CRISIS

Where do debates in environmentalism, cultural geography and literary criticism meet? What does contemporary literature have to tell us about our relationship with space, place, landscape, nature, rurality, ecology, and even a 'sense of planet'? On this module you will encounter a range of post-war and contemporary forms, from poetry, short stories, the novel, and literary non-fiction to visual art, the radio essay and film. Each will offer fresh and surprising ways of thinking about a range of different contemporary environments and about our place in a changing world. We will consider in what ways literary genres and traditions have helped to create and produce our understanding of geography in the past and how recent literary works have reworked some of these genres and traditions to mark contemporary changes. We will consider, for example, how authors since the environmental crisis have engaged with/inherited/reworked early modern chorography, the Romantic travelogue, the naturalist's journal, and the rural essay. To what new ends are these forms put in an uncertain and unstable modern world? Among others, the course will explore work by Alice Oswald, Rana Dasgupta, Tim Robinson, Kathleen Jamie, Patrick Keiller, J.G. Ballard, and Robert Macfarlane. It will also include trips to investigate the nature writing holdings at UEA's British Archive for Contemporary Writing. Assessment will give you the opportunity to, initially, create your own critical or creative radio essay/podcast (formative) and, later, develop a deeper knowledge of one of the week's themes, building your own critical (or creative non-fiction) project around it (5,000 word summative). While there are no pre-requisites, this module complements and develops themes explored on level 5 'Writing the Wild' and level 6 'Urban Visions: The City in Literature and Visual Culture'.

LDCL6164B

30

AFTER NATURE: LITERATURE AND THE ENVIRONMENTAL CRISIS

Where do debates in environmentalism, cultural geography and literary criticism meet? What does contemporary literature have to tell us about our relationship with space, place, landscape, nature, rurality, ecology, and even a 'sense of planet?' You will encounter a range of post-war and contemporary forms, from poetry, short stories, the novel, and literary non-fiction to visual art, the radio essay, and film. Each will offer fresh and surprising ways of thinking about a range of different contemporary environments and about our place in a changing world. We will consider in what ways literary genres and traditions have helped to create and produce our understanding of geography in the past and how recent literary works have reworked some of these genres and traditions to mark contemporary changes. We will consider, for example, how authors since the environmental crisis have engaged with/inherited/reworked early modern chorography, the Romantic travelogue, the naturalist's journal, and the rural essay. To what new ends are these forms put in an uncertain and unstable modern world? Among others, the course will explore work by Alice Oswald, Rana Dasgupta, Tim Robinson, Kathleen Jamie, Patrick Keiller, J.G. Ballard, and Robert Macfarlane. It will also include trips to investigate the nature writing holdings at UEA's British Archive for Contemporary Writing. Assessment will give you the opportunity to, initially, create your own critical or creative radio essay/podcast (formative) and, later, develop a deeper knowledge of one of the week's themes, building your own critical (or creative non-fiction) project around it (5,000 word summative). While there are no pre-requisites, this module complements and develops themes explored in 'Writing the Wild' and 'Urban Visions: The City in Literature and Visual Culture.'

LDCL6165B

20

ANALYSING MEDIA DISCOURSES

How can we distinguish "fake news" from reliable journalism? Which language features help us to assess the veracity and significance of political reporting, commenting and advertising? By using methods from Systemic-Functional Linguistics, Cognitive Semantics and Multimodal Analysis we analyse a range of media discourses, i.e. press, TV and computer-mediated communication and investigate how topics such as International Relations, Immigration and Climate Change are construed and interpreted by the media, and how this "social construction of reality" impacts on agenda-formation in public opinion and political decision taking.

PPLM6075B

20

ANALYSING MEDIA DISCOURSES

How can we distinguish "fake news" from reliable journalism? Which language features help us to assess the veracity and significance of political reporting, commenting and advertising? By using methods from Systemic-Functional Linguistics, Cognitive Semantics and Multimodal Analysis we analyse a range of media discourses, i.e. press, TV and computer-mediated communication and investigate how topics such as International Relations, Immigration and Climate Change are construed and interpreted by the media, and how this "social construction of reality" impacts on agenda-formation in public opinion and political decision taking.

PPLM6074B

30

ANIMALS ON SCREEN

What happens to the study of television, film, and other forms of media if we take into account the representation of animals? Throughout this module you will discover, critique, engage with, and apply multiple frameworks useful for thinking about the functions animals fulfil within media. In doing so, you will critique the hitherto human-centric nature of the majority of academic thinking, and explore why thinking about animals matters. You'll cover a wide range of theoretical and practical approaches for discussing animals and human-animal relationships. For example, human-animal studies and critical animal studies are relevant interdisciplinary approaches, and you'll also explore topics such as posthumanism. Key to the module are debates about representation, and you will examine a variety of television programmes, films and other media, to unearth how animals are used in different kinds of culture. This will also map onto debates about genre with, for example, discussion of how human-animal hybrids are represented in science fiction, or the multitude of animals that appear in children's culture. The module will enable you to examine representations more thoroughly and with more nuance. It will also encourage you to think about the implications of animal representations in media, in terms of debates such as animal welfare and environmentalism.

AMAM6119B

30

ARTS OF ANCIENT IRAQ AND IRAN

Ancient Mesopotamia, what is now Iraq and parts of Iran, is recognisable today by two of its most impressive and powerful cultures, the Sumerians and the Assyrians. Situated between the Euphrates and the Tigris Rivers, Mesopotamia remained largely autonomous for nearly 3000 years, during which time its power and influence over neighbouring regions ebbed and waned. At the heart of Mesopotamian society was competence and skill in a broad range of arts and crafts, but it is most famous for being the world's first literate society. Along with writing, the glue of Mesopotamian society was cultic practice and religious belief, most visibly attested to in the art of temples and burials. At all periods art was fundamental to Mesopotamian culture; it coloured their rituals and beliefs, it was integral to their writing system, and was used in both politics and warfare. You will explore the significance of artistic practice in the development of Mesopotamian society.

AMAA6137A

30

BETTER WORLDS? UTOPIAS AND DYSTOPIAS

Would an ideal society have no more crime? Who would be wealthy? Would politics be outlawed? Do utopians wish to impose their views on the rest of us? This module explores questions such as these, which are central to political and social theory, through the prism of selected utopian and dystopian novels and other utopian texts ranging from Thomas More's Utopia (1516) to the present. It focuses on themes such as property, social control, gender, work, the environment and politics. A major question which the module addresses is the political significance and effects of utopian ideas - often derided as frivolous or impractical in their own time - and the historical role of utopian ideas in political theory and social reform.

PPLX6041A

30

BETTER WORLDS? UTOPIAS AND DYSTOPIAS

Would an ideal society have no more crime? Who would be wealthy? Would politics be outlawed? Do utopians wish to impose their views on the rest of us? This module explores questions such as these, which are central to political and social theory, through the prism of selected utopian and dystopian novels and other utopian texts ranging from Thomas More's Utopia (1516) to the present. It focuses on themes such as property, social control, gender, work, the environment and politics. A major question which the module addresses is the political significance and effects of utopian ideas - often derided as frivolous or impractical in their own time - and the historical role of utopian ideas in political theory and social reform. This module is a 20-credit version of Better Worlds? Utopias and Dystopias.

PPLX6066A

20

BRITAIN AND EUROPE

Understanding Britain's relationship with the European Union and how the EU works is important in many jobs at local, national and international levels in the public, private and third (community and voluntary) sectors. The EU has been an integral part of the structures of governance of the UK and arguably will continue to impact the UK's political, social and cultural life after Brexit. This module will enable you to understand the complex relationship between Britain and the rest of the EU as we attempt to explain the ambivalence of the British towards European integration. We also track Britain's changing policy from aloofness to eventual accession in 1973 and the development of a reputation as an 'awkward partner'. The module culminates in the decision in 2016 to pursue Brexit by examining its impact, management and the wider consequences.

PPLI6091B

20

BRITAIN AND EUROPE

Understanding Britain's relationship with the European Union and how the EU works is important in many jobs at local, national and international levels in the public, private and third (community and voluntary) sectors. The EU has been an integral part of the structures of governance of the UK and arguably will continue to impact the UK's political, social and cultural life after Brexit. This module will enable you to understand the complex relationship between Britain and the rest of the EU as we attempt to explain the ambivalence of the British towards European integration. We also track Britain's changing policy from aloofness to eventual accession in 1973 and the development of a reputation as an 'awkward partner'. The module culminates in the decision in 2016 to pursue Brexit by examining its impact, management and the wider consequences.

PPLI6090B

30

CAMPS IN HISTORY AND MEMORY: THE 20TH CENTURY IN DETENTIONS, MIGRATIONS, AND EXPLOITATION

The late philosopher Zygmunt Bauman called the 20th century 'a century of camps'; for him, camps were testing grounds for totalitarian regimes. In this module, we will study the history of the violent last century through the unique lens of camps: concentration camps, forced labour camps, POW camps, refugee camps, and others. Through diverse material selected for the course, we will analyse the well-known events of the 20th century by looking at camps as places of detention, indoctrination, re-education, labour exploitation, and extermination. This unique angle provides insights into the politics of great totalitarian powers, as well as their models for organising and governing society and interacting with other nations of the world. Camps did not appear out of nowhere; each place of detention was part of an institutional network driven by divergent aims: to contain, correct, re-educate, punish. We will study these networks within their historical contexts, using diverse materials specific to each case. Also, a study of camps cannot be limited to camp walls and barbed wire; while static themselves and built to limit people's movements, camps were ironically dependent on the movements of people from place to place. Thus a study of camps inevitably involves the study of forced migrations. To acquaint you with the less studied side of global, regional and transnational interactions, this module will use a variety of sources, analyses, and methods in order to make sense of international regimes of detention, control, and punishment.

HIS-6086A

30

CAPITALISM AND ITS CRITICS

The nature of Capitalism and its possible futures is one of the preeminent issues of our time. This module considers the past, present and possible future development of capitalism as a socio-economic system. Drawing upon a wide range of classical and contemporary theorists of capitalism, we consider capitalism in relation to a range of issues, such as: freedom, urbanisation, imperialism, technology, climate change, art and culture. We go on to consider capitalism's tendency towards recurrent crises, and what the alternatives to a capitalist system might be. The module will enable you to develop a critical understanding of capitalism as a political, economic and cultural system.

PPLX6083B

20

CAPITALISM AND ITS CRITICS

The nature of Capitalism and its possible futures is one of the preeminent issues of our time. You'll consider the past, present and possible future development of capitalism as a socio-economic system. Drawing upon a wide range of classical and contemporary theorists of capitalism, you'll deliberate capitalism in relation to a range of issues, such as: freedom, urbanisation, imperialism, technology, climate change, art and culture and go on to consider capitalism's tendency towards recurrent crises, and what the alternatives to a capitalist system might be. The module will enable you to develop a critical understanding of capitalism as a political, economic and cultural system.

PPLX6081B

30

CONTESTING THE PAST: REPRESENTATION AND MEMORY

In this module, you will explore how the past is constantly constructed and reconstructed in the present. In the first part of the module we will consider how mnemonic processes are created, by who, and for what purpose. Commemoration, memorialisation, and visual representations form a key part of this process. In the second part of the module, we will study the ways in which individuals and groups remember and how this often differs from official or mediated discourses. In the third and final part, we will explore various 'memory conflicts' and their present day consequences. Throughout, film, photography, visual and audio media, and oral history will form key components of our studies.

HIS-6077B

30

DEATH IN THE MIDDLE AGES

In medieval England, death and what lay beyond were constantly visible. Parts of the landscape were given over to the dead: there were barrows, haunted by the pagan dead; cemeteries for the Christian dead; and lonely hermitages, whose occupants spoke with the dead. 'King Death', shown as a skeleton with spear or bow, would strike down the living at any age. Ghosts wandered forth from the grave, and vivid images of the dead were painted in churches, haunting churchgoers every Sunday, dancing before their mind's eye in their dreams. Visions of the dead were not uncommon, and sometimes they made such demands on the living that the latter spent their lives serving them. Studying death, you will learn about the impact of this universal and timeless fear, and you'll discover the role of belief systems in combating deep anxieties that are part of the human condition. The module is designed as much for beginners as it is for those who have studied medieval history before. Through lectures, seminar discussion, and private study, you'll develop an understanding of beliefs about death and the otherworld in medieval England; how medieval people prepared for death; how ghosts and the undead irrupted into their world; the role of those who served the dead or acted as mediators between the dead and the living; demons, the evil dead and saints (the holy dead); and how death was represented in medieval art. Our trip around East Anglian churches explores tombs and wall paintings. At the end of module, you'll have gained the capacity to reflect on human belief systems; and by studying death you'll also discover strategies for coping with the fears which have accompanied life in every age and culture.

HIS-6052B

30

DIGITAL POLITICS

Today's political world is more than ever influenced by digital technologies, from innovative social movements to 'fake news' and digital election campaigns. We will explore how the technologies influence political processes and how political processes in turn influence technology. We will examine the impact of digital media on electoral politics, examining key election campaigns (including recent UK and US elections) and the impact of social media, big data, and targeted advertising on their results. We will investigate how social movements (from Black Lives Matter to the Alt-Right) have been transformed through their use of digital networks. We will navigate the world of online politics, with a particular focus on the new culture wars being fought out in online environments. Finally we will explore the politics of the everyday, and the political effects of the technology platforms on which we live our online lives.

PPLM6078A

20

DIGITAL POLITICS

Today's political world is more than ever influenced by digital technologies, from innovative social movements to 'fake news' and digital election campaigns. We will explore how the technologies influence political processes and how political processes in turn influence technology. We will examine the impact of digital media on electoral politics, examining key election campaigns (including recent UK and US elections) and the impact of social media, big data, and targeted advertising on their results. We will investigate how social movements (from Black Lives Matter to the Alt-Right) have been transformed through their use of digital networks. We will navigate the world of online politics, with a particular focus on the new culture wars being fought out in online environments. Finally we will explore the politics of the everyday and the political effects of the technology platforms on which we live our online lives.

PPLM6077A

30

DISTRIBUTIVE JUSTICE

You'll examine one of the fundamental and enduring questions of normative political theory and applied ethics: who should get what? You'll focus on some of the leading contemporary theorists of distributive justice, including Rawls, Nozick, Dworkin, Elster, and Sen. As well as exploring macro questions of justice (e.g. what principles of justice for the basic institutions of society? Equality or sufficiency? Need or desert?) You'll also spend time on a range of micro questions about just allocation (e.g. How household chores should be divided between men and women? On the basis of what criteria should scarce donor organs be distributed in hospitals?) In addition to this, you'll also address, through the work of Beitz, Pogge, and Miller, questions of global distributive justice (Is global economic inequality unjust? If so, why? Do people have a right to an equal share in the value of the Earth's natural resources?). The format of the module will be a two-hour workshop each week, comprising research-led teaching, seminar discussions, practical exercises, textual reading, balloon debate, and essay writing and research-skills mini-sessions. The assessment will be comprised exclusively of a series of short workshop briefing papers, with a heavy emphasis on formative feedback on drafts to be discussed during optional weekly one-to-one tutorials.

PPLX6097B

30

DISTRIBUTIVE JUSTICE

You'll examine one of the fundamental and enduring questions of normative political theory and applied ethics: who should get what? You'll focus on some of the leading contemporary theorists of distributive justice, including Rawls, Nozick, Dworkin, Elster, and Sen. As well as exploring macro questions of justice (e.g. what principles of justice for the basic institutions of society? Equality or sufficiency? Need or desert?) You'll also spend time on a range of micro questions about just allocation (e.g. How should household chores be divided between men and women? On the basis of what criteria should scarce donor organs be distributed in hospitals?) In addition to this, you'll also address, through the work of Beitz, Pogge, and Miller, questions of global distributive justice (Is global economic inequality unjust? If so, why? Do people have a right to an equal share in the value of the Earth's natural resources?). The format of the module will be a two-hour workshop each week, comprising research-led teaching, seminar discussions, practical exercises, textual reading, balloon debate, and essay writing and research-skills mini-sessions. The assessment will be comprised exclusively of a series of short workshop briefing papers, with a heavy emphasis on formative feedback on drafts to be discussed during optional weekly one-to-one tutorials.

PPLX6098B

20

ENGLISH ACADEMIC WRITING SKILLS

Do you need help in organising your writing and expressing your thoughts clearly? Would you like to gain the tools and confidence to write more clearly and fluently, leading to better grades and greater satisfaction with your work? In this module you will learn how to structure academic essays and how best to write logically organised paragraphs. You will have practice in summarising and paraphrasing material from sources that you have read to ensure you can capture the essential points of a writer's argument and avoid any form of plagiarism. This will include help with ways to manage the referencing of sources. There will be a focus on vocabulary throughout the course and you will be set tasks to direct you to appropriate academic language; and you will have help in using a range of cohesive devices to link ideas within and between paragraphs. It is also likely that the class will need some remedial work on a specific area of grammar occasionally, and the tutor will allow time in class to deal with such issues. Naturally, you will be required to complete weekly homework assignments in addition to any reading and writing you do in the classroom, and you will receive regular feedback. Please note that very occasionally subsidiary language modules may be cancelled due to low enrolment. This module is not open to native or near-native speakers of English and would not be suitable for International students who have already had considerable experience in English essay writing. Students who are found to have a level of knowledge that exceeds the general level of the module may be asked to withdraw from the module, at the Teacher's discretion.

PPLB5045B

20

FAMILY LAW: ADULT RELATIONSHIPS

Adult Relationships Law is a socio-legal study of marriage (the formation of marriage, the purposes and status of marriage, claims to equal marriage), divorce (the ground of divorce, how the process works, whether the process should be reformed), financial settlements on divorce (what settlement can be expected, should prenups be enforceable), cohabitation without marriage (remedies on breakdown of the relationship, should cohabitants have divorce-style rights) and domestic violence. This module reflects both the practical application of family law - What is the law? How does it work in practice? - and the theoretical basis of the law - Why is the law the way it is? What does that say about society? How could we think differently about it, and change the law? It develops law-specific academic and practical skills as well as transferable skills.

LAW-6013A

20

FEMINIST WRITING

We are witnessing an upsurge in feminist activism which some claim is forming the fourth wave of feminism. It is timely then to reconsider how feminist writing (literary texts, literary theory, and literary criticism) has helped to shape, influence, and articulate debates about gender, sexuality, and society in the past and how contemporary feminist writing is continuing to be part of that conversation now. You'll have the opportunity to read and analyse some of the most influential feminist literary texts and literary theory. Writers studied on the course may include Margaret Atwood, Henrik Ibsen, Angela Carter, Jean Rhys, Jeanette Winterson, Sylvia Plath, Virginia Woolf, Ali Smith, Beyonce, and Chimamanda Ngozi Adichie. You'll study the ways in which feminist criticism and theory (including Kristeva, Cixous, bell hooks, Haraway, and Butler) has reshaped the canon, challenged the ways literature is taught as well as making us consider what literature can, might and ought to be. Feminism has also exacted different forms of writing and challenged dominant modes of representation. We will take a particularly close look at the relationship between feminism and the gothic, the short story, and experimental writing. Assessment will be by course work and project and you'll be assessed in both critical and creative modes. Students of all genders are equally welcome.

LDCL6132B

30

FRANCE, FRANCOPHONIE AND THE WORLD (LEVEL 6)

Today, French is still spoken on five continents. Whether you are interested in language, culture, history, or politics of the French-speaking world, this module is perfect to expand your awareness of those aspects beyond the Hexagon. You'll study the origins of the Francophonie and discuss the relevance of the organisation. Studying the variety of contexts and societies in the French-speaking world today will allow you not only to contrast situations but also to understand important challenges and the role and impact of policies at different levels, from local administration to international relations. You will discuss issues of post-colonialism, the role of France on the international scene, key events and personalities and explore many other important cultural aspects. You will analyse a range of material, in English, that will include newspaper and magazine articles, television, and radio programmes and will also learn from academic journals on the topics. At the end of this module, you will have a broader understanding of the cultural, historical, economic, linguistic, and geopolitical links between France, its overseas territories and the rest of the French-speaking world. Teaching and assessment will be in English.

PPLF6146A

20

FRENCH HONOURS 3/I: ADVANCED ORAL AND WRITTEN COMPOSITION

In this advanced French language module, you will develop your comprehension and production skills to C1/C2 level of the Common European Framework for Modern Languages (CEFR). Not only will you learn to control your style and register and express yourself with confidence but you will develop skills that will allow you to persuade, argue, discuss and justify ideas effectively. You will be able to research your own cultural topic and work towards oral activities such as presentations and discussions, but also to build an extensive essay in French, allowing you to systematise critical, writing and presentation skills. Speaking activities will allow you to fully engage with current affairs of the French-speaking world.

PPLF6004A

20

FRENCH HONOURS 3/II: TRANSLATION AND PROFESSIONAL APPLICATIONS

Are you ready to take your French beyond the classroom? If you are interested in applying your French language and translation skills and your ability to analyse, comment, and summarise in specialised and professional situations, this module is for you. You'll be able to use all that you have learnt in French by working on briefs, summaries, translations, and studies of materials that will include technical and professional material from local and international organisations. One component of this module will allow you to hone your translation and writing skills by, for example, translating specialised documents and producing reports in two languages. There will also be the opportunity to use your sense of enterprise and creativity on group projects. In this core module, you will continue to develop your receptive and productive skills to the level C1/C2 of the Common European Framework of Reference for Languages (CEFR). You'll be able to understand complex and detailed audio documents such as meeting conversations or discussions on a specialised topic, and read and report on a range of written material. You will work on texts from a range of areas such as advertising, technology, or publishing, and will use your cultural knowledge and analytical skills to use those for module tasks. By the end of this module, you'll be able to express yourself confidently, clearly and professionally and will use your argumentative skills acquired in previous modules, to learn to negotiate and lead in your target language.

PPLF6006B

20

GENDER AND GENRE IN CONTEMPORARY CINEMA

This module offers an overview of critical and theoretical approaches to gender and genre in film and television, focusing particularly on North American media, over the last decade. The module is taught by seminar, tutorial and screening and the topics explored may include: the articulation and development of postfeminism in film and television; popular and independent film; feminism and authorship; media responses to the political and cultural contexts of postfeminism; responses to the recession; race and the limits of feminist representation; motherhood and fatherhood; representations of queerness.

AMAM6062B

30

GENDER IN AMERICAN CULTURE

The Statue of Liberty is emblematic of the democratic ideals espoused since the American Revolution. Yet, the feminine figure that stands aloft in the New York skyline is also symbolic of discourses of gender: the ideals and expectations shaping men and women's lives as gendered beings. You will consider how traditional discourses of gender have shaped the identity of Americans and the American nation. You'll start with an overview of traditional conceptual models of masculinity and femininity in 21st century America. You'll then use a variety of case studies for the remainder of your module to enable you to think carefully and critically about how particular models of gender operated within certain contexts. These case studies will include debates around the body and representations of gender in iconographical form and visual culture, in addition to reflecting on gendered rhetoric in the political arena, the workplace, and institutions such as the military. You will consider how particular ideals of gender have been articulated in various contexts and how this has informed wider discourses central to the American nation. You'll learn through a mixture of seminars and self-directed learning, with a particular focus on class discussion in the sessions. You'll be asked to prepare and deliver a class presentation, either in a group or alone, for a particular session of your choosing. This can then form the basis of your ideas for later work if you'd like. You'll be assessed entirely through coursework. Throughout the module you will develop knowledge and skills to enable you to take forward either to postgraduate study or in your chosen career. You'll develop your communication skills, growing intellectually through the weekly discussions, which will enable you to effectively position an argument. You'll also expand your research, writing, and presentation skills.

AMAS6032B

30

GHOSTS, HAUNTING AND SPECTRALITY

From Defoe's True Relation of Mrs Veal's posthumous visit to her friend Mrs Bargrave through the classic English ghost stories of MR James to the ghosts in the machine of modern media, the ghost, shade, revenant or spectre continues to haunt human imagination. Subtle shadings of the spectre materialise at different times, in different contexts - materialised reminder of unquiet remains; manifestation of memory or the unconscious; physiological disturbance; psychical stain. These undecidable and ambivalent presences, or uncanny sensations of hauntedness, will be explored in this module. Writers studied on the module might include Daniel Defoe, M.R. James, Henry James, Margaret Oliphant, May Sinclair and Susan Hill. The module will draw on studies mapping the development of the belief in ghosts (Sasha Handley's Visions of an Unseen World) and exploring the cultural history (Andrew Smith's The Ghost Story 1840 - 1920). It will also consider critical engagements, such as Jacques Derrida's Specters of Marx and Jodey Castricano's Cryptomimesis.

LDCL6160A

30

GLOBAL APPETITES: SUGAR and SPICE AND COFFEE and RICE

For all people, from kings to commoners, daily life in the early modern period revolved around the consumption of food. Preparing, presenting, and eating food was central to social lives and had cultural significance. Food played a major role in political developments at international, national and local levels, with concern focused on regulation, the avoidance of contamination, agricultural improvement, nutrition, and imperialist expansion. During the early modern period economic cycles were dependent on the weather, which affected local harvests. For centuries before the European discovery of America, cannibalism had served as a marker of evil. It figured prominently in mythic depictions of distant, dangerous peoples, and accusations of cannibalism accompanied widespread attacks against Jews. The early European adventurers who explored Africa and the Americas were often preoccupied by cannibalism, and their fears were cited to justify conquest, colonization, the displacement of indigenous peoples, and slavery. Many exotic new foodstuffs arrived in Europe during this time. Spices from the East such as cinnamon and nutmeg gave flavour to products which would become staples, such as rice and potatoes. New fruits and vegetables such as tomatoes and pineapples were often initially greeted with skepticism. The impact of sugar on western diets cannot be over-emphasized, expanding waistlines, rotting teeth (it was even used as a tooth cleaning agent) and being moulded into sweet sculptures to show-off at fancy banquets. This was edible conspicuous consumption. Sugar refineries were established across Europe, and sugar was sold in cones wrapped in blue paper. Initially a food of the rich, it was eventually considered a staple food. However, the poor did not merely emulate the rich in their consumption of these products. Like many other products, sugar has a dark history too, and its production relied on slavery and the manipulation of diets elsewhere. Coffee, tea and chocolate changed during the early modern period from medicinal substances, to luxuries, to habitual products. This module will allow students to consider the venues of consumption - the coffeehouses and the alehouses, as well as taverns, markets and inns. It will also consider the surviving material culture of food - oyster shells, cutlery, crockery and cookware. The history of food trade and middlemen will, inevitably, form part of this module. The European countries with the most extensive trading networks had the most varied diets. Initially, this was the southern part of Europe - the Iberian Peninsula and Italy, where ports were supplied from the East and across the Atlantic. Eventually, the Dutch and the English overtook Mediterranean countries, allowing their citizens better diets with more exotic goods. In the London parish of St Giles Cripplegate in the late-seventeenth century there were over four hundred victuallers, many cooks, confectioners, a wafer maker, a gingerbread maker and a noodleman. Food and ways of eating were loaded with moral significance. In the minds of many commentators, diets continued to distinguish civilized peoples from savages, and humans from beasts. Closer European contacts with Native Americans and East Indians in the seventeenth century triggered a re-examination of good and bad diets, and helped inspire the first concerted efforts in England to promote vegetarianism. This module will consider the history of food from various perspectives: production, distribution, regulation, preparation, consumption, and conflict. It will draw upon a variety of historical and geographical contexts to examine how people came to eat what they ate - with Europe being the main focus, but also widening the scope to take in foodstuffs transported from right across the globe. The primary source material will also be varied, and will include export lists, diaries, travel accounts, images, surviving material culture, didactic manuals by people such as Thomas Tryon and Eliza Smith and fiction by the satirical pub landlord Ned Ward and the novelist Tobias Smollett. Twelve substantive sessions will be on these subjects: #Economies of eating - from banquets to domestic frugality #Cannibalism #Flavouring: sugar and spice #The bread of life: grains and carbohydrates. #Fridays, Fish and Empire #Preserving: fats and salt. #The fattened cow and fat pigs in clover - the agricultural revolution (fieldtrip to Holkham Hall) #Cooking - domestic, fast food and mass catering. #God and vegetables, savagery and vegetarianism #This Little Piggy went to market. Provisioning: market regulation, dearth, and riots #Beer Street and Gin Lane: Excess and intoxicants. #Wilful waste makes woeful want: Leftovers, adulteration and mouldy food.

HIS-6084B

30

GRAND STRATEGY

This module examines the theory and practice of grand strategy in historical and contemporary contexts from a variety of analytical perspectives. It defines grand strategy as 'the calculated relation of means to large ends'. It focuses on how parts relate to the whole in whatever an individual, a corporation or a nation might be seeking to accomplish. The strategists considered range over some two and a half millennia. Some represent the best thinking and writing on this subject; others exemplify success and failure in the implementation of grand strategy.

HIS-6082A

30

IMAGINARY ENDINGS: BRITISH FICTION AND THE APOCALYPSE

'It's the end of the world as we know it (and I feel fine)' #R.E.M. (1987) 'The etymological root of the word apocalypse is the Greek apokalypsis, meaning "unveiling" or "uncovering".' #Rosen (2008) This module will explore the origins and development of apocalyptic and post-apocalyptic fiction by British writers from the nineteenth century to the present day, with a particular emphasis on late twentieth and twenty-first century writing. In this module you will consider how in apocalyptic fiction the moment of catastrophe is also a moment of truth-bearing revelation, an unveiling which brings with it the opportunity to make a fresh beginning. You will also examine the biblical narratives and other ancient stories that frequently underpin such fictions; reflect on what apocalypse means to us culturally; consider the way such fictions reflect the anxieties of the cultural moment in which they were written; and explore some of the major trends of apocalyptic fiction, such as eco-catastrophe, nuclear holocaust, pandemics, survivalism, apocalyptic visions, and technology gone wrong. You will also attend to the way such narratives frequently participate in the genres of dystopian and speculative fiction. The module will conclude by interrogating what apocalypse means to us today through the study of recent works of apocalyptic fiction. You will be encouraged to explore and discuss a range of associated literary criticism and theory. You will, in the second of the summative assessments, have the opportunity to write your own apocalyptic fiction with an accompanying critical reflection.

LDCL6176A

30

IMPERIALISTS, PASHAS and REVOLUTIONARIES: IRAQ, 1914-2003

This module explores the eventful and troubled history of modern Iraq. Taking its starting point in the nineteenth century, when Iraq was part of the Ottoman Empire, the module explores how the country came under British tutelage following the Great War and how it subsequently experienced a turbulent history as various political actors sought to wrest control of the newly established state. The module pays special attention to key moments when the course of Iraq's history changed, such as wars, military coups, and revolutions, but also periods in between when society returned to some sort of normality. It will particularly focus on the rise of political ideologies, especially Arab nationalism, and its local counterpart, Iraqi nationalism - but also other ideologies such as socialism, communism and Ba#thism. Saddam Hussein's domination of the country (1979-2003) is also an important element of the module.

HIS-6020A

30

IN AND OUT: THE POLITICS OF MIGRATION

You'll address the politics of migration and citizenship. It will provide you with a background to political thought on citizenship, membership and belonging. You'll then examine migration at the international, state and individual levels. The international level will focus on historical movements of people (such as from Europe and Asia towards the Americas) and contemporary flows of refugees and guest workers. The state level will look comparatively at immigration and emigration policies and critically assess the logic behind them. Attention will be given to different countries in various regions for comprehensive comparative evaluation. Different types of migration will be considered, including economic (such as non-immigrant and immigrant work visas), family (such as spousal and family reunification visas) and humanitarian (refugees, asylum seekers, and special humanitarian protections). The politics of these migration categories will be foregrounded, including governmental tactics of management, how they comply or fail to comply with international human rights norms, and the foreign policy implications of humanitarian visas. Finally the individual level will consider narrative accounts of migration in order to understand policy and practice from a bottom-up and experiential perspective. You'll be encouraged to critically evaluate and analyse the politics of migration as manifest in the various policies and practices.

PPLI6092B

20

IN AND OUT: THE POLITICS OF MIGRATION

You'll address the politics of migration and citizenship. It will provide you with a background to political thought on citizenship, membership and belonging. You'll then examine migration at the international, state and individual levels. The international level will focus on historical movements of people (such as from Europe and Asia towards the Americas) and contemporary flows of refugees and guest workers. The state level will look comparatively at immigration and emigration policies and critically assess the logic behind them. Attention will be given to different countries in various regions for comprehensive comparative evaluation. Different types of migration will be considered, including economic (such as non-immigrant and immigrant work visas), family (such as spousal and family reunification visas) and humanitarian (refugees, asylum seekers, and special humanitarian protections). The politics of these migration categories will be foregrounded, including governmental tactics of management, how they comply or fail to comply with international human rights norms, and the foreign policy implications of humanitarian visas. Finally the individual level will consider narrative accounts of migration in order to understand policy and practice from a bottom-up and experiential perspective. You'll be encouraged to critically evaluate and analyse the politics of migration as manifest in the various policies and practices.

PPLI6089B

30

INTERCULTURAL BUSINESS COMMUNICATION (LEVEL 6)

Do you want to become an efficient intercultural communicator in Business settings? This module will allow you to develop your intercultural competence in the workplace in order to become an efficient intercultural communicator. You will be taught several strategies to acquire intercultural competence, especially in business contexts and the workplace. You will apply theoretical approaches to intercultural communication in order to understand how to be successful in communication across cultures, and to solve intercultural conflicts in Business contexts. You will take part in classroom-based activities in pairs and small groups with students from other cultures. You will analyse case studies in which cultural clashes impact on different areas of business and management, such as marketing, human relations, and international negotiations. You will develop intercultural competence in different business and work-related contexts. You will be able to build intercultural understanding, the promotion of international business exchanges, and the facilitation of cross-cultural adaptation. You may also get some insight in how to develop cultural consultancy for businesses.

PPLC6138A

20

INTERMEDIATE ARABIC I

An intermediate course in Arabic is for those students who have taken Beginners' Arabic I and II or who have a GCSE in the language. In this module you will build on, and further enhance, existing reading, writing, speaking and listening skills. A key component is the exploration of themes that develop interculturality. Specific aspects of language are revisited and consolidated at a higher level. The emphasis lies on enhancing essential grammar notions and vocabulary areas in meaningful contexts, whilst developing knowledge of contemporary life and society that focuses on culture and current affairs. Please note that very occasionally subsidiary language modules may be cancelled due to low enrolment. Please note that students who are found to have a level of knowledge that exceeds the level for which they have enrolled may be asked to withdraw from the module at the Teacher's discretion.

PPLB5035A

20

INTERMEDIATE ARABIC II

A continuation of Intermediate Arabic I, this module offers you lively dialogues, varied texts and exercises, plus fascinating cultural insights. You will cover a wide variety of topics such as leisure, news and media, arts and cinema, as well as an end-of-unit focus on the geography, culture and dialects of major Arab countries. The course has three contact hours per week. Alternative slots may be available depending on enrolment. Please note that very occasionally subsidiary language modules may be cancelled due to low enrolment. Please note that students who are found to have a level of knowledge that exceeds the level for which they have enrolled may be asked to withdraw from the module, at the Teacher's discretion.

PPLB5036B

20

INTERMEDIATE FRENCH I - A2 CEFR

The four elements you will study in this intermediate French module are: Listening Comprehension, Writing, Translation and Grammar. While the emphasis is on comprehension, the speaking and writing of French are also included. You should have pre A level experience (or equivalent) of French and wish to develop this to a standard comparable to A2 in the Common European Framework of Reference (CEFR). You should not have a level of French that already exceeds the level of this module and should not have already studied AS or A level French/Baccalaureate/Level B1 in the CEFR.

PPLB5150A

20

INTERMEDIATE FRENCH II - A2/B1 CEFR

In this intermediate French module you will develop your knowledge to a standard comparable to A level/ Baccalaureate/B1 in the Common European Framework of Reference (CEFR). This is a continuation of Intermediate French I. There are four elements: Listening Comprehension, Translation, Writing, and Grammar. This module can be taken in any year but is not available if you already have French AS or A level/Baccalaureate/Level B1 in the CEFR. You should not have a level of French that already exceeds the level of this module.

PPLB5032B

20

INTERMEDIATE GERMAN I - A2 CEFR

Would you like to take your basic German skills to a higher level? Wouldn't it be tempting to be able to express a range of feelings in German? Or take part in simple discussions and manage to hold your own? Fancy presenting a cultural event in your country to a native German speaker? This module is perfect if you have already completed Beginners modules or have sufficient pre-A-level experience of German but not if you are already working at a higher level than this. You will become more competent and confident in conversation with others as you explore essential grammar and vocabulary at a higher level. You will learn how to express opinions and preferences in a more complex way and how to master the skill of agreeing and disagreeing. You will gain the confidence to present to a small audience and shine in the process of it. During this module you will develop your understanding of the German way of thinking through shining a light at cultural traditions and events. In a relaxed environment you will participate in classroom-based activities, working in groups to try out and be creative with new words and phrases. The fun of language learning will never be far away and promises to give you the confidence to hold your own in basic discussions and presentations. As well as speaking and listening to each other you will apply a range of strategies to help you produce and understand longer texts. A basic intermediate course in German will enable you to add a vital skill to your CV. At this crucial political and cultural moment in time the study of the German language and culture will without doubt make you a more attractive graduate and informed global citizen, whatever your specialism or area of interest.

PPLB5151A

20

INTERMEDIATE GERMAN II - A2/B1 CEFR

Would you like to take your German to a higher level and start to become a more independent user? Wouldn't it be tempting to be able to describe the plot of a good film or book? Or take part in simple discussions and manage to hold your own? Fancy promoting a TV-series from to a native German speaker? This follow-on course is perfect if you have completed the Intermediate module or have basic A-level experience in German but not if you are already working at a higher level than this. You will become more independent in conversation with others as you continue to explore essential grammar and vocabulary at a higher level. You will learn how to talk about experiences, hopes and ambitions in a more complex way and how to master the skill of persuasion. During this module you will develop a deeper understanding of the German way of thinking through looking at current affairs and iconic German television programmes. In a relaxed environment you will participate in classroom-based activities, working in groups to try out and be creative with new words and grammar structures. The fun of language learning will never be far away and promises to give you the confidence to hold your own in discussions and presentations. As well as speaking and listening to each other you will apply a range of strategies to help you produce and understand longer texts. A sound intermediate course in German will enable you to add a vital and highly valued skill to your CV. At this crucial political and cultural moment in time the study of the German language and culture will without doubt make you a more attractive graduate and informed global citizen, whatever your specialism or area of interest.

PPLB5033B

20

INTERMEDIATE GREEK I

Greek is one of the official languages of the EU and is spoken by about 11 million people in Greece, Cyprus, and in various communities throughout the world. You will be surprised by the number of Modern Greek words that are already familiar to you, including scientific and technical vocabulary. Greek also opens the door to a unique and fascinating culture. UEA is one of the few British Universities offering Modern Greek, so stand out from the crowd and go for Greek. If you have a GCSE in Greek (or equivalent experience, i.e. Greek Beginners II) this module is for you. This module will enable you to build on, and further enhance, existing reading, writing, speaking and listening skills. A key component is the exploration of themes that develop interculturality. You will consolidate at a higher level, specific aspects of the language. The emphasis will lie on enhancing essential grammar notions and vocabulary areas in meaningful contexts, whilst you will develop knowledge of contemporary life and society that focuses on culture and current affairs. You will enhance your reading, writing, listening and speaking skills. The aim is to equip you with the linguistic understanding of a number of real life situations, as well as the ability to communicate effectively in those situations. Particular emphasis is placed on acquiring a sound knowledge of grammar. By the end of this module you will be able to: discuss/read and write on the following Topics: Leisure / culture/sports Travel / Car Hire Meeting people (2) (formal-informal)/Receive a guest/visito Please note that very occasionally subsidiary language modules may be cancelled due to low enrolment. Please note that students who are found to have a level of knowledge that exceeds the level for which they have enrolled may be asked to withdraw from the module, at the Teacher's discretion.

PPLB5157A

20

INTERMEDIATE ITALIAN I

Do you want to delve further into the cultural mosaic that is Italy and discover more about 'La Dolce Vita'? Do you want to engage with the country, its language, its people, their way of life and culture, and discover what makes them tick? Take your Italian to the next level, consolidate your skills and move away from basic conversations to real debate and dialogue. In a relaxed and friendly collaborative environment you will participate in classroom activities to boost your confidence and enable you to engage with authentic Italian recordings and texts. Reading and writing texts will be more complex and take for granted references, context, and levels of understanding that are challenging but very rewarding. Regular feedback will help build your confidence and working in pairs and small groups will allow you to share your particular strengths with other students and really enjoy the process at the same time. You will be encouraged to find your own successful learning strategies and do research outside the classroom using the internet and other valuable language resources. By the end of this module you will have covered most of the tenses and will have started studying the subjunctive mood in order to express your opinions in a more subtle way. You will learn the capacity for sophisticated handling of the language, improve your vocabulary through an innovative approach to self- study and be confident enough to initiate real communication when visiting Italy for business or pleasure. You should have completed the Beginners' Italian one and two modules at UEA or have GCSE level Italian or the equivalent before starting this module. You should not already have a level of Italian that exceeds the level of this module. This is not suitable if you've already studied Italian for several years at another university or college.

PPLB5039A

20

INTERMEDIATE ITALIAN II

Do you want to continue to build proficiency in all four language skills (listening, reading, speaking, and writing) and expand your cultural knowledge of contemporary Italy? Do you want to focus on language usage rather than abstract concepts and meet Italy head on? You will participate in classroom-based activities, often working in pairs and small groups; exchanging ideas and supporting each other in your exploration of the Italian language. One of your main goals will be to use your language skills actively and creatively in meaningful communication. You will also gain a greater understanding of cultural and political issues through engaging with current topics and you will focus on different learning strategies such as using your background knowledge or doing research online. Interesting texts will help facilitate your understanding of authentic reading material and you will become familiar with different writing styles and genres as well as natural language written by and for native speakers. By the end of this module you will be able to express yourself in Italian in a more subtle way and you will understand language spoken by native speakers in a variety of different contexts, formal and informal. The simulated real-life situations will have prepared you for working, studying, or travelling in Italy or communicating with Italians whilst in this country in a social or business setting. Before starting this module you should have completed the Intermediate Italian One module or studied up to a similar level in another institution or at UEA. You should not already have a level of Italian that exceeds the level taught in this module.

PPLB5040B

20

INTERMEDIATE JAPANESE I

Do you want to explore Japanese culture or travel to Japan? Or would you like to enhance your career opportunities? An intermediate course in Japanese for those students who have taken Beginners' Japanese I and II or who have a GCSE or similar qualification in the language. You will build on, and further enhance, existing reading, writing, speaking and listening skills. A key component is the exploration of themes that develop interculturality. Specific aspects of language are revisited and consolidated at a higher level. The emphasis lies on enhancing essential grammar notions and vocabulary areas in meaningful contexts, whilst developing knowledge of contemporary life and society that focuses on culture and current affairs.

PPLB5060A

20

INTERMEDIATE JAPANESE II

Do you want to explore Japanese culture or travel to Japan? Or do you want to enhance your career opportunities? You will continue to build upon what you have learnt in Intermediate Japanese I. A key component is the exploration of themes that develop interculturality. Specific aspects of language are revisited and consolidated at a higher level. The emphasis lies on enhancing essential grammar notions and vocabulary areas in meaningful contexts, whilst developing knowledge of contemporary life and society that focuses on culture and current affairs.

PPLB5061B

20

INTERMEDIATE RUSSIAN I

Winston Churchill once said: 'Russia is a riddle wrapped in a mystery inside an enigma'. Russia gave the world Tolstoy, Dostoevsky, Shostakovich, Chagall and borsh! Would you like to know more about this largest country in the world and unwrap some of the mysteries of its history, culture and politics through its language? This course is intended for students who completed UEA Beginners' Russian Course or who have studied Russian before, but not those who are working at a higher level in the language. You should be able to read and write in the language and should be familiar with the basics of Russian grammar. You'll participate in classroom-based activities, often working in pairs and groups, exchanging ideas and supporting each other in your exploration of Russian language, literature and history. You'll get acquainted with finer and more nuanced aspects of Russian grammar and stylistic usage. You'll be able to further improve and develop your grammar and vocabulary skills through watching Russian films, reading newspaper articles and short stories, discuss their content and express your opinion. A Russian language course on your CV will give you an advantage over other graduates; it will also help if you are interested in seeking work opportunities in Eastern Europe, Russia and the countries of the former Soviet Union. In the current political and cultural situation, the course will help you to become a more informed global citizen whatever your specialisation or area of interest.

PPLB5158A

20

INTERMEDIATE RUSSIAN II

Winston Churchill once said: 'Russia is a riddle wrapped in a mystery inside an enigma'. Russia gave the world Tolstoy, Dostoevsky, Shostakovich, Chagall and borsh! Would you like to know more about this largest country in the world and unwrap some of the mysteries of its history, culture and politics through its language? This course is intended for students who completed UEA Beginners' Russian Course or who have studied Russian before, but not those who are working at a higher level in the language. You should be able to read and write in the language and should be familiar with the basics of Russian grammar. You'll participate in classroom-based activities, often working in pairs and groups, exchanging ideas and supporting each other in your exploration of Russian language, literature and history. You'll get acquainted with finer and more nuanced aspects of Russian grammar and stylistic usage. You'll be able to further improve and develop your grammar and vocabulary skills through watching Russian films, reading newspaper articles and short stories, discuss their content and express your opinion. A Russian language course on your CV will give you an advantage over other graduates; it will also help if you are interested in seeking work opportunities in Eastern Europe, Russia and the countries of the former Soviet Union. In the current political and cultural situation, the course will help you to become a more informed global citizen whatever your specialisation or area of interest.

PPLB5038B

20

INTERMEDIATE SPANISH I - A2 CEFR

When studying this module, you'll already have taken beginners' Spanish modules or be at GCSE level, but not exceeding this. You'll be introduced to aspects of the Spanish language, in a variety of cultural contexts. It will enable you to converse with native Spanish speakers, read and understand specific information in short texts starting at intermediate level. Through Spanish, you'll learn to present information and engage in discussions. Using popular cultural forms such as film and media, you'll develop your reading, writing, listening and speaking skills. Upon successfully completion of this module, you will have achieved a higher-intermediate level of Spanish.

PPLB5152A

20

INTERMEDIATE SPANISH II - A2/B1 CEFR

When studying this module, you'll already have taken beginners' Spanish modules or be at GCSE level, but not exceeding this. You'll be introduced to aspects of the Spanish language in a variety of cultural contexts. It will enable you to converse with native Spanish speakers, read and understand specific information in short texts starting at intermediate level. Through Spanish, you'll learn to present information and engage in discussions. Using popular cultural forms such as film and media, you'll develop your reading, writing, listening and speaking skills. Upon successfully completion of this module, you will have achieved an advanced level of Spanish.

PPLB5034B

20

INTERNATIONAL AND EU ENVIRONMENTAL LAW

"What is the use of a house if you haven't got a tolerable planet to put it on?" (Henry David Thoreau, a letter to H.G.O. Blake, May 20, 1860). Our planet is being plundered, degraded and polluted at an unprecedented rate. This pattern of human activity compromises not only the right of future generations to a healthy environment, but also their ability to fulfil their most basic needs. The biggest environmental challenges of our time, such as climate change, trans-boundary pollution and the loss of biodiversity, require a common action by the international community as a whole. International Environmental Law represents the set of legal rules and principles that guide the international community in its collective effort to meet these challenges. This module aims to provide students with a comprehensive understanding of the context, foundations and the complexities of international environmental law, and its application through EU law. It will review the historical background and the developments that shaped the evolution of this field of law. It will provide students with a comprehensive understanding of the unique legal principles and regulatory approaches that guide environmental law-making, as well as with some knowledge of specific subject-areas, such as climate change law, biodiversity law, and water law. This module will be taught through the use of a "dual-themed" approach; each part will be covered by two lectures; the first seminar will present the international regulatory framework (i.e. 'international environmental law'), while the following seminar will include a more concrete discussion on the manner in which international law was adopted into, and refined through, the EU framework. Such a teaching methodology will provide the students with a wider understanding of the topic; notably the students will grasp the relevance of international law to our everyday life, the challenge of balancing environmental goals with other policy objectives, and the manner in which general international law principles can be, and have been, concretised via EU law.

LAW-6014A

20

INTERNATIONAL HUMAN RIGHTS LAW

This module will introduce you to the standards and mechanisms of International Human Rights Law. Lectures will lay a foundation for focused seminar discussions on the content and scope of selected rights (such as the right to life, freedom from torture and freedom of expression and assembly). A Civil Society Advocacy Project will run alongside the seminars to ensure that you become familiar with the regional (European, Inter-American and African) and international (UN treaty-bodies, Universal Periodic Review, the UN Human Rights Council and its 'Special Procedures') mechanisms of human rights implementation and enforcement. Through this Civil Society Advocacy Project, you will be encouraged to reflect critically on the adequacy of rights-based solutions to real-world problems.

LAW-6020B

20

INTRODUCTION TO CONFERENCE INTERPRETING

Ever wondered what it would be like to interpret at conferences? If you're a final year student of French, Japanese or Spanish, whether you've had prior interpreting training or are completely new to it, you can take this module. It provides an introduction to the skills, practices and contexts of conference interpreting. You will gain experience of using core conference interpreting techniques, such as active listening, memorising, note-taking and re-expressing ideas in your language pairs, in both consecutive and simultaneous interpreting modes. You will work with texts, audio and video materials on current international social and political issues. This module will also equip you with transferable skills in demand in the professional world, such as research, presentation and public speaking skills, and is a great confidence builder. You need to be a native speaker of at least one of the working languages (English, French, Japanese or Spanish). Every week you will attend a general seminar for all interpreting students and a language-specific seminar. In your assessment, you will interpret into your native language. You also have the opportunity to further develop and consolidate your interpreting skills in the Introduction to Public Service Interpreting module offered in the spring semester.

PPLT6024A

20

INTRODUCTION TO JAPANESE POPULAR CULTURE (LEVEL 6)

Japanese popular culture is now a global phenomenon. To understand how this came about, you will study the topic in terms of theories of social, economic, and historical analysis. You will learn about various cultural forms and practices, including manga/anime, media, art, and music in Japan, as seen from different perspectives. You will also discuss and critically analyse the role of Japanese popular culture within and outside of Japan. Your seminars will consist of three main parts: lectures, original audio/video materials, and group discussion or activities. Your contribution to weekly discussion/activities is essential. Lectures, reading materials, and assessments will all be in English. On successful completion of this module, you will have a good understanding of the main genres of Japanese popular culture, and be able to further explore your own interests, academically, in any form of Japanese popular culture.

PPLJ6012A

20

INTRODUCTION TO PUBLIC SERVICE INTERPRETING

You'll be equipped with public service interpreting skills as well as enhanced linguistic and cultural knowledge in order to improve your ability to reflect on the process of interpreting in a multicultural world. If you are also enrolled on the Autumn semester Introduction to Conference Interpreting module, you'll have the opportunity to hone your skills whilst being introduced to new topics in different settings, such as liaison interpreting during a police interview. You'll be taught in a Sanako digital language laboratory consisting of 4 hours of contact time per week. You'll also complete formative field work through visits and workshops in authentic legal and medical settings. You'll cover on-sight, consecutive and simultaneous interpreting skills as well as the non-verbal elements of importance to communication such as pitch, intonation, body language, etc. You'll focus on medical and legal settings. The skills based approach provides effective academic training and has high employability credentials as it develops transferable skills in demand in the professional world such as good concentration, active listening, flexibility, confidence and self-presentation. You'll be assessed on interpreting both into and out of your mother tongue.

PPLT6028B

20

JAPANESE HONOURS LANGUAGE 3/I

In this module, you'll develop skills in reading, writing speaking and listening at an advanced level to equip you to be a more sophisticated Japanese language user. Throughout the module you'll read various genres of reading materials, develop your oral presentation skills with project work, and learn academic writing in Japanese. You'll also deepen your knowledge of Japanese culture, people and society through these materials and works. On successful completion of the module, you'll be able to produce clear, well-structured short and long written and oral works, critically read a wide-range of materials which will develop into discussions, and explain and express your own ideas/opinions clearly and effectively in Japanese. You'll also be able to use feedback actively and reflect on your own work.

PPLJ6010A

20

JAPANESE HONOURS LANGUAGE 3/II

This module is offered as a continuation module of JAPANESE HONOURS LANGUAGE 3/I. In this module, you'll continue to develop an advanced level of Japanese for all skills to a higher standard, especially in an academic context. Your main activities will comprise researching a chosen topic, including acquiring competence using archives in Japanese, predict and prepare for a QandA session after an oral presentation, structuring oral and written work clearly and logically to produce a formal oral presentation (speech) and an academic essay in Japanese. On successful completion of the module, you'll not only polish your Japanese language, but also be able to gain the skills to research various materials in Japanese and state your opinions and arguments effectively on a specialised and complex subject. You'll be able to showcase your Japanese language as well as your research and analytical skills in Japanese in the final oral and written piece of work.

PPLJ6011B

20

LANGUAGE AND GENDER

Do you think gender affects the way that people speak? How do you think our language reflects gender differences in society? Do you think we can use language to create societal change? In this module, you will bring your own personal experiences to a lively critical discussion on the relationship between language and gender, putting together your own portfolio of evidence from your everyday life. You will bring your own modern-day reflections to historic studies on language and gender, starting with early 20th-century studies on how men and women use language differently, moving to 1960s sociolinguistic studies on how 'standard' language differs between women and men, and then, following the growth of the Women's Movement in the 1970s, studies on male dominance in mixed-gender talk. Finally, you will look at the recent move to reconceptualise 'gender' not as a 'fixed' phenomenon, but one that may be performed or 'interactionally achieved' in different ways in different contexts. You will bring your thoughts together in a final report, in which you will have the opportunity to reflect on the issues through your own case studies that you will collect over the course of the module.

PPLL6035A

20

LITERATURE AND SCIENCE 1660-1750 (pre-1789)

What is science? What is scientific language? Did you know that there was no such thing as a scientist until 1833? We're accustomed to thinking of literature and science as separate disciplines - science deals with cold hard facts, literature with the imaginary and fictional - but to the occupants of the late seventeenth and early eighteenth centuries, such a distinction would have been strange and unfamiliar. On this module, you'll investigate how the current separation between literature and science came about. You'll explore the social, cultural, and ideological imperatives that secured the dominance of science in intellectual discourse; you'll examine how notions of scientific objectivity emerged; and you'll discover how the new and allegedly more 'rational' knowledge produced by scientific practice was received by its first audiences. You'll read a variety of texts, ranging from advocates of the new science (such as Thomas Sprat, part founder of the Royal Society in 1660, and Richard Bentley, proponent of later Newtonian philosophy); to early modern scientific writing (such as Robert Hooke, who famously described a fly's eye seen through a microscope, and Robert Boyle, whose experiments with a bird inside an air pump became one of the most well-known images of the enlightenment); to literary estimations of the value (or otherwise) of scientific knowledge. This module will provide you with a sense of historical perspective, and an understanding of the kinds of agenda implicit in the modern claim that STEM subjects make the humanities seem both impracticable and unprofitable.

LDCL6170A

30

LYRIC (pre-1789)

The module will incorporate a historical survey of Western lyric, looking at its inception in the poetry of Pindar and Sappho, and the Aristotelian division of poetic arts in lyric, dramatic and epic. It will cover lyrics from Provencal troubadour poets through the Italian and English renaissance to Romantic lyric. Finally, it will cover the fate of lyric in the present day, from 'conceptual writing' and 'post-humanism' which offer a thoroughgoing rejection of lyric, to the embrace of lyric in contemporary young poets. The module will start by considering the question: 'What is lyric'? The purpose is not to establish a transhistorical concept of lyric as genre or mode, but rather to see how different thinkers at different times have approached it. This is a particularly timely question for literary criticism and poetics. We will isolate certain tropes, ethics, and focal points that are taken to be characteristic of lyric, whilst at the same time probing the historicity of lyric as a concept, especially regarding the ideology of the lyric 'I' that is associated with romanticism.

LDCL6087A

30

MAPPING WORLDS

Mapping helps us to conceive of abstract concepts in tangible visual form. Be it geographical notions of the globe and the heavens, or more complex outlines of the body, the mind, time, even history, a map helps to bound and give features to otherwise inexplicable space and knowledge. This course uses historical maps and modern theories of cartography as the jumping-off point for an in-depth investigation of the visual and imaginative cultures of Europe and the Middle East from the prehistoric and classical eras through to the Middle Ages and Renaissance. In previous years this course has also featured a study trip to museums and galleries in London to meet with curators and handle objects.

AMAA6121A

30

MINOR LITERATURES: RESISTANCE, RADICALISATION AND READING

You'll explore writing as a site of resistance and protest and consider representation itself as inherently political. Does this make the work of a reader radical, or how can that work be radicalised? Taking a lead from the thinking of Gilles Deleuze and Felix Guattari, you'll ask what it means to write or speak a dominant language in such a way that it stutters or stammers? What would such writing or speaking look or sound like? Deleuze and Guattari suggest that minor literature (minoritarian form in general) takes a dominant, hegemonic, major language and forces it to 'say' something different, and to do so differently, dislocating (deterritorialising) it so that a new voice (speaking from a new constituency) can be heard. They use the works of Kafka, a Czech Jew writing in 'official' German, as a representative example of how a dominant, major language can be pressed into the service of a minor literature, as a way of inscribing new constituencies, while other critics have considered sub-cultures' re-appropriation of language, post-colonial writing back, musical subgenres and alternative/underground cinema as also being iterations of minoritarian impulses. You'll explore various aspects of writing or speaking back, writing against the grain, saying the things major language finds itself unable or uncomfortable to speak about, and articulating the unheard. Writers and texts might include Kathy Acker, William Burroughs, Elias Khoury, Dana Spiotta, Jennifer Egan, along with punk 'zines, samizdat writing and manifestoes.

LDCL6146A

30

MODERNISM AND GENDER: FRANCE AND GERMANY 1900-1939

On this module you will study some of the most important modernist artists of the first part of the twentieth century. We will explore the work of male and female artists and also consider how gender structures representation and art practice. The module provides an opportunity to reconsider key works by Henri Matisse, Pablo Picasso, Paula Modersohn-Becker, Suzanne Valadon, Hannah Hoch and Claude Cahun, amongst others.

AMAA6128A

30

MULTICULTURALISM

This module looks at the political implications of the rise of multicultural societies in Europe and North America since the end of World War II. (Canada is given consideration because of its importance to these debates both as a practical model as well as a source of influential theorists.) The aim is to introduce students to a range of contemporary theoretical perspectives on multiculturalism and facilitate critical assessment of the strengths and weaknesses of such approaches in the face of competing political discourses such as nationalism and alternative forms of liberalism. Theorists under examination may include; Parekh, Kymlicka, Levy, Taylor and Modood as well as major liberal alternative views; Barry, Rawls and Raz. Among the module themes the following will be addressed: group differentiated rights, institutional racism, Islamophobia, recognition vs toleration and cultural offence. The module will also look at divergent policies adopted within European states (e.g. France, Germany) and give attention to the attempts to operationalize multiculturalism in the UK in particular via the Parekh Report.

PPLX6072B

30

MULTICULTURALISM

This module looks at the political implications of the rise of multicultural societies in Europe and North America since the end of World War II. (Canada is given consideration because of its importance to these debates both as a practical model as well as a source of influential theorists.) The aim is to introduce students to a range of contemporary theoretical perspectives on multiculturalism and facilitate critical assessment of the strengths and weaknesses of such approaches in the face of competing political discourses such as nationalism and alternative forms of liberalism. Theorists under examination will include; Parekh, Kymlicka, Levy, Taylor and Modood as well as major liberal alternative views; Barry, Rawls and Raz. Among the module themes the following will be addressed; group differentiated rights, institutional racism, Islamophobia, recognition vs toleration and cultural offence. The module will also look at divergent policies adopted within European states (e.g. France, Germany) and give attention to the attempts to operationalize multiculturalism in the UK in particular via the Parekh Report.

PPLX6073B

20

NEW NARRATIVE

New Narrative began as a late 20th century creative rebellion. From its origins in 1970s punk, second-wave feminism and the gay rights movement, New Narrative writers explored and exploited the relationship between the personal and the political, gossip and literature, high and low art. It is the place where the tell-all memoir meets critical theory, and the place from which writers talked about their own desires and their own experiences in order to challenge the status quo. It is also a writing of friendship and coterie, a place to collaborate and to be influenced: many texts from the New Narrative movement were worked on in workshops that took place in the back rooms of bookshops or in each others' apartments in San Francisco. Over the last 40 years, New Narrative has spawned generations of radical, experimental, genre-defying writers, from Kathy Acker to Chris Kraus to Maggie Nelson. You'll explore the major themes of New Narrative through reading key texts from the movement. You'll also explore the theoretical and cultural influences surrounding the movement. You will think carefully about the role of the writer in relation to the text, particularly the phenomenon of the 'cult' writer; you'll be encouraged to focus your critical studies on one particular New Narrative author in order to explore their life and legacy alongside their body of work. Finally, there will be opportunities to produce your own 'freak' and genre-defying texts.

LDCL6172A

30

Nationalism in Europe since 1789: Shaping Identities in the Age of Modernity

You will examine in depth the history of nationalism in Europe from the late eighteenth to the twentieth century. The central theme is the relationship between the rise and development of nationalism and the shaping of images and discourses about Europe. You will consider and compare the strength of nationalism to the weakness of Europeanism in order to improve your historical understanding of identity formation processes in the modern age. In this sense, it does not consider the nation and Europe as being one the denial of the other, but as forces interacting in complex ways and, in given instances, feeding upon one another. Centred on this theoretical concern, you will be offered a broad survey of the history of nationalism from the Age of Enlightenment to the European integration process, explaining how it has developed into a mass movement and an ideology affecting so deeply the life of millions of individuals across Europe. The perspective used will be that of the cultural historian and the historian of ideas and ideologies. A variety of different primary sources - including pictures, novels, private correspondence, newspaper articles, political tracts and pamphlet, history books, films, songs, etc. - will be used to highlight, on the one hand, the ambiguities of modern nationalism, to explain its quasi-religious nature and explore its strength and resilience. On the other hand, they will help us investigate how and to what extent discourses about Europe affected, after the Second World War, one of the greatest projects of political engineering ever attempted, highlighting the economic success of EU integration and considering its incapacity to create a strong attachment to EU institutions. The module is interdisciplinary in nature. While it is essentially addressed to historians, especially if you are interested in cultural history and in the history of ideologies, it also considers sociological issues and topics that would appeal if you are interested in politics.

HIS-6019A

30

PARLIAMENTARY STUDIES

Want to know how the UK parliament really works? UEA is one of few universities to provide an official module in collaboration with the UK parliament. Taught in collaboration with Parliamentary staff# it offers advanced students first-hand knowledge of the way legislative and political institutions work. Along with providing a rigorous theoretical background, the module would provide students with an opportunity to discuss issues such as legislation, relations with the EU, political reforms, and parliamentary scrutiny with Members of Parliament and Parliamentary Staff, both in the classroom and in Parliament. The module would examine parliament from multiple perspectives: legal, institutional, and ideological, and places the British Parliament in the context of legislative institutions around the world.

PPLX6099A

30

POLITICS AND FOREIGN POLICY OF THE ASIA-PACIFIC

This module will introduce important themes in the American relationship with East Asia, at a time when the Pacific region has assumed great importance. There will be a particular focus on the important historical periods in the American relationship with China and Japan. An understanding of elements of the trajectory of these relationships will be provided by taking a selection of historical subjects for analysis. While this will address the knowledge of history, and of long-term themes, the latter part of the module will consider contemporary political issues. This will require an understanding of the interaction of the United States with Asia, particularly China and Japan. This module is a 20-credit coursework-only version of POWER OVER THE PACIFIC: THE AMERICAN RELATIONSHIP WITH ASIA.

PPLI6070A

20

POLITICS AND POPULAR CULTURE

Popular culture links to politics in a variety of ways, some obvious, some less obvious. There are the politicians who seek the endorsement of film stars; there are the politicians who were film stars; and there are the rock performers who pretend that they are politicians. And then there are the states that censor popular culture, or those that sponsor it and use it as propaganda. We will explore the many ways in which popular culture and politics are linked. You will: #Be introduced to competing theories of the politics of popular culture - those that see popular culture as political manipulation and those that see it as political resistance. #Analyse examples of popular culture for the political ideas and values they represent. #Look at how popular culture is used in political communication. #Track developments in the political economy of popular culture, especially in relation to globalisation, digital media and power within the cultural industries. #Debate the censorship of popular culture and use of state subsidies to promote it. #Reflect on the effects of popular culture, and about its role in personal and collective identity.

PPLM6038A

20

POLITICS AND POPULAR CULTURE

Popular culture links to politics in a variety of ways, some obvious, some less obvious. There are the politicians who seek the endorsement of film stars; there are the politicians who were film stars; and there are the rock performers who pretend that they are politicians. And then there are the states that censor popular culture, or those that sponsor it and use it as propaganda. We will explore the many ways in which popular culture and politics are linked. You will: #Be introduced to competing theories of the politics of popular culture - those that see popular culture as political manipulation and those that see it as political resistance. #Analyse examples of popular culture for the political ideas and values they represent. #Look at how popular culture is used in political communication. #Track developments in the political economy of popular culture, especially in relation to globalisation, digital media and power within the cultural industries. #Debate the censorship of popular culture and use of state subsidies to promote it. #Reflect on the effects of popular culture, and about its role in personal and collective identity.

PPLM6037A

30

QUEENS AND QUEENSHIP IN EARLY MODERN EUROPE

This module explores the political and cultural role played by English and European queens in the early modern period. The module draws on a variety of primary sources (advice literature for queens, letters, plays, portraits and images of material objects including jewellery and clothes) in order to investigate the ways in which queens and noble women related to and exercised power. Relying on a variety of examples of queens, queen regents, queen consorts and women within the court, the module addresses questions such as: how was queenship conceptualized in the early modern period? What sources of legitimacy did queens draw on? How did they enact and display their agency and power? How can we identify female agency and the constructions of female career patterns within the court?

HIS-6100A

30

QUEER LITERATURE AND THEORY

This module offers you the chance to learn about LGBTQ literature and its development in English-speaking countries, as well as approaches to queer theory, and the relationship of both literature and theory to culture and current events. This means analysing sexuality and gender and the representation of such identities in literature and society, and discussing topics such as intersectionality, the body, and heteronormativity. Authors studied may include James Baldwin, Alison Bechdel, Gore Vidal, and Sarah Waters, as well as children's books and young adult novels by Nancy Garden, Ellen Wittlinger, and Marcus Ewert. Authors of theoretical texts looked at may include Nikki Sullivan, Eve Kosofsky Sedgwick, Luce Irigaray, Judith Butler, Leo Bersani, and Teresa de Lauretis. Understanding how LGBTQ characters are featured in literature also helps us to see how queer people are understood in a given society in general, so you will also discuss current events and their links to literature and theory. You will look at a variety of genres in order to see how these different text types work, how they queer genre, and how they approach similar themes in different ways.

LDCL6033B

30

RUSSIA IN REVOLUTION 1905-1921

More than a century after Lenin's Bolsheviks proclaimed the world's first socialist revolution in Petrograd, the events of 1917 retain their power to fascinate, inspire, bewilder and repel. How can we understand the Russian revolution, why did it happen, and what did it mean for the people who made and lived through it? On this module we'll use a range of sources, including contemporary documents, newspaper reports, and memoirs - some translated specially for this module - to answer these questions. We start with the run-up to the revolutionary events of 1905, when the whole empire was convulsed with strikes, uprisings and armed clashes. We then take the story through the Tsarist regime's attempt to shore up its authority through limited constitutionalist concessions, before looking at World War One and the fall of the monarchy. We'll look in detail at what happened in 1917 and why - not only in the Russian heartland but also in certain non-Russian parts of the empire. Finally, we'll examine the civil war and why the Reds won. Throughout, we put the story in its historical, political and geographical context, always with an eye to its impact on later developments up to today. By understanding the events of a century ago, you'll gain insights into the Russia of today and the troubled and turbulent post-Soviet area. You'll also gain invaluable experience of carrying out in-depth independent research and presenting your findings.

HIS-6004B

30

SHAKESPEARE: SHADOW AND SUBSTANCE (pre-1789)

Platonist epistemology permeated Elizabethan culture: the aim of this module is to explore the relationship of Shakespeare's topic of the world as a stage to Neoplatonic conceptions of perception, politics, poetry and love. We will consider Plato as a poetic philosopher and Shakespeare as a philosophical poet by asking what difference the 'dramatic' form of Plato's Socratic dialogues makes to their 'ideas', and, conversely, how in Shakespeare's plays, particularising plots unfold into generalising arguments. In both cases, the concern is with how dramatic form with its special mixture of what is seen, what is said, what is known and what is enacted, can clarify perennial philosophical questions. We'll also touch on several possible mediators between Plato and Shakespeare, including Castiglione, Erasmus and Sir Philip Sidney.

LDCL6056B

30

SHIFTING POWERS AFRICA IN THE 21ST CENTURY

What do you know about Africa? Is it still the Dark Continent, lost outside of time, or do you see it as the next exciting 'happening' place to follow fashion, use FinTech, and do business? Did you know that Timbuktu was one of the world's greatest centres of learning? That West Africa's gold underpinned the global economy? How about if I told you that an explosion of megacities is taking place in the Global South, principally in Africa as the continent's population doubles to 2bn? You will look at Africa's place and importance within the international system and more, including exploring China's One Belt Initiative in East Africa, the African Union and security, and the African Development Bank's 'High five' development plan.

PPLI6039A

30

SLAVERY IN THE EARLY MODERN ATLANTIC WORLD

This module begins by surveying African, Native American and European labour regimes in the fifteenth century in order to establish a foundation for studying the transformations that followed European imperial expansion and the inauguration of the transatlantic slave trade. We will examine the process of enslavement in Africa, North America, and the Mediterranean; the ransom, exchange and sale of captives; and the development of slave markets in the European colonies in the Americas. We will study childhood and family life in various enslaved communities; the material lives of slaves and the rise of distinct cultures within the African diaspora. We will compare the Portuguese, Spanish, Dutch, French and British Empires with regard to the practice of slavery. We will also trace patterns of slave resistance, escapes, rebellions, and the creation of maroon communities. The semester will end with an examination of the tangled international politics surrounding the abolition of the transatlantic slave trade and the end of plantation slavery across the Atlantic World.

HIS-6081A

30

SPANISH HONOURS 3: ADVANCED HISPANIC STUDIES

This module will develop your Spanish language skills at an advanced level. It fosters an understanding of various Spanish language features and develops critical cultural awareness. You'll revisit specific components of grammar at a higher level, as well as problematic areas identified for improvement as well as learning academic writing skills. You'll investigate and analyse the components that control the use of language when communicating in Spanish. The oral component of the module focuses on improving speaking and listening skills and widening vocabulary at a higher level. It is not suitable for native Spanish speaking visiting/exchange students. This module is conducted entirely in Spanish.

PPLH6007A

20

SPANISH HONOURS 3: WORLD SPANISHES

You will have the opportunity to develop your Spanish speaking, listening, reading and writing skills at an advanced level. You'll develop higher level language skills further and you'll acquire greater awareness of linguistic issues to aid inclusion and immersion in Spanish-speaking countries. You'll explore the varieties of the Spanish language from a linguistic point of view and the variations of the Spanish language through the analysis and identification of extracts of spoken texts. The oral element of the module focuses on improving speaking and listening skills, whilst widening vocabulary. This module is conducted entirely in Spanish.

PPLH6017B

20

SPECIALISED TRANSLATION (SPANISH)

A module to increase your translation skills with specialised texts of various types. Do you want to be able to translate scientific-technical, journalistic and literary texts from Spanish into English and from English into Spanish? This module will give you the chance to practice your translation skills. You will: #Translate different types of texts such as economic, journalistic, scientific, literary and technical texts. #Participate in classroom-based activities, often working in pairs and small groups with native and non-native students of Spanish and English. #Have a seminar with translation from English into Spanish and a seminar with translation from Spanish into English. #Expand your vocabulary, practice your written comprehension and production and develop your translation skills with specialised texts. Assessment will be in the final weeks through two translation tests (Spanish into English and English into Spanish). By the end of the module you will be able to translate specialised texts from a range of genres (journalistic, scientific-technical, literary, etc.) and be able to translate texts from English into Spanish and from Spanish into English.

PPLT6025B

20

STORIED BODIES: GENDER, SEXUALITY, WRITING AND THE VISUAL AT THE FIN DE SIECLE

This interdisciplinary module investigates the interweaving of literature and visual culture in Europe in the late nineteenth and early twentieth centuries, focused on Britain and France, and paying particular attention to the ways in which gender, sexual and working identities, bodies and relationships are depicted, performed, disrupted, questioned and sometimes radically reimagined. The writers and artists at work in this period produced a rich stew of aesthetic and literary innovation, often experimental and provocative in tone, style and subject matter. The cultural movements which are combined under the general heading of the 'fin de siecle', including Symbolism, Aestheticism and Decadence, also contributed to the development of modernism and this module is intended as an opportunity for students who wish to extend their studies from the Level 5 Victorian Writing and Modernism modules and to explore both interdisciplinary and creative-critical opportunities. We will examine different kinds of writing (novels, short fiction, drama, essays, experiments in art criticism, science and pseudo-science) and art (painting, photography, early film), as well as dance and performance.

LDCL6180B

30

T.S. ELIOT AND TWENTIETH CENTURY POETRY

The poetry of T.S. Eliot has a unique place in modern verse as a body of writing that combines mass popular appeal with intense intellectual challenge. The first part of your module will take you chronologically through the various stages of Eliot's Collected Poems, from the 19th-century influences that combined to produce 'The Love Song of J. Alfred Prufrock' (1915) to the wartime contexts of his final major poem, Four Quartets (1935-1942). It will also offer an introduction to Eliot's literary criticism as well as to criticism written about him. The first coursework essay will take the form of an editorial commentary on a chosen poem or passage, giving you an opportunity to follow up allusions and interpretations through wider reading. The second part of your module will look more broadly at Eliot's influence as a poet, critic, and editor. Beginning with his own views of the need to reinvent poetry's cultural significance for the 20th century, you will consider the importance of Eliot's example to the next generation of modernist poets (such as W.H. Auden, W.S. Graham, Lynette Roberts) as well as later poets in Britain and Ireland (such as J.H. Prynne, Veronica Forrest-Thomson, Philip Larkin, Seamus Heaney) and the Americas (such as John Ashbery, Sylvia Plath, Edward Kamau Brathwaite, Octavio Paz). The final project will be a 3,000-word essay on any Eliot-related topic of the your choosing, and may take the form of a creative-critical poetry portfolio and self-commentary in response to the reading for the course.

LDCL6122B

30

TECHNOLOGICAL TOOLS FOR MEDIA ACCESSIBILITY (LEVEL 6)

What tools are used for audiences with sensory impairments, both visual and/or hearing to help them access films, documentaries, TV series, etc.? This module provides first-hand experience of the technical tools used to create this type of audio-visual text. You will learn the specific requirements and theoretical characteristics and become aware of the grammatical and syntactical features of the language used for subtitling for the Deaf and Hard of Hearing (SDH) and audio description (AD). You'll explore and become skilled in the use of software used for media accessibility: professional subtitling software is used for pre-recorded subtitles as well as software for live subtitles (voice recognition). You'll develop subtitling and audio description skills in a variety of registers and styles, translating programs from various sources (films, corporate videos, documentaries) and covering a broad range of specialised genres and media issues. The module is taught and all activities as part of the module are carried out in English. In addition, reflection on the practice of media accessibility in other languages will be encouraged and used as a key element for discussion in the module. The study of this module will provide you with the necessary skills for the creation of subtitles at professional level. Taught together with Level 5. Assessment commensurate with level.

PPLT6145A

20

TECHNOLOGICAL TOOLS FOR SUBTITLING AND DUBBING (LEVEL 6)

What factors need to be born in mind when creating subtitles? What tools are used to create these texts? This module provides first-hand experience of subtitling and dubbing of film clips and documentaries, which will provide you with first hand, practical experience of this important media technique. You'll become familiar with software used for interlingual and intralingual subtitling and dubbing at professional level, studying the linguistic and technical constraints for the creation of audio-visual texts. You'll undertake practical exercises involving cueing, text compression and segmentation, respecting time and space constraints and that will teach you how to conform the conventions of good practice. You'll explore, analyse and assess different types of technological tools used for audio-visual translation at professional and amateur levels, using selected film/TV series/documentary extracts in several languages. Practical activities are used creating challenges posed by the interplay of audio, image and text. Studying this module will provide you with the necessary skills for the creation of subtitles at a professional level, giving you practical experience of using professional software. Taught together with Level 5. Assessment commensurate with level.

PPLT6027B

20

TERRORISM AND COUNTER-TERRORISM

Although the term terrorism goes back to the French revolution, it was rarely employed until the 1970's. Contrast this with today when terrorism, it seems, is everywhere we look: in foreign policy decisions, military interventions, homeland security measures, legal frameworks, newspaper headlines, speeches and sermons, films and video games, and, of course, in university modules such as this. In this module, we engage in a critical exploration of terrorism, counter-terrorism, and the academic field of terrorism research. You will explore the history of terrorism, and engage in debates around the definition and character of terrorist violence. Is it possible, necessary, or even desirable to separate terrorism from other forms of violence, for instance? The module will introduce different perspectives on the causes, types, and threat of non-state terrorism. You will examine a range of strategies for countering terrorism, and their political and normative implications. The module also explores the emergence and contribution of critical terrorism studies, examining issues including state terrorism, gender and terrorism, cultural representations of terrorism, and the production and influence of terrorism 'experts.'

PPLI6040B

30

THE ART OF EMOTION: LITERATURE, WRITING AND FEELING

According to Roland Barthes, emotion is 'a disturbance, a bordering on collapse: something perverse, under respectable appearances; emotion is even, perhaps, the slyest of losses'. This module takes this 'perversity, under respectable appearance' as the starting point for asking how an attention to our emotions - our feeling, affects, and intimacies, as well as our aversions - can make us rethink what it means to be critical and creative readers and writers. Drawing on a range of theoretical and critical work from literary studies, cultural theory, art, philosophy, sociology, neuroscience, psychology, creativity and creative writing studies, cognitive science, history and anthropology, we will ask what it means to read, and write, 'with feeling'. What is the relationship between language and feeling? Between the body and emotion? How does literature touch and move us? Are our 'aesthetic' emotions real? How does technology - the digital, virtual, prosthetic and online - affect our ideas about emotion? Are emotions universal and timeless, or historically and culturally specific? Private and personal, or collective and public? How do emotions construct gender, class, race, nationality, and other kinds of identity? Why do some feelings attract more critical interest than others? How does an attention to emotion affect our work as readers and writers? We will begin by building a theoretical and critical literacy for thinking feeling, before focusing our inquiry around specific themes that might include: Animal Passions; Psyche, Pathology and Resistances to Psychoanalysis; Feeling Texts: Touch, Texture and Fictional Fabrications; Moving Fictions: Cinema, Virtuality, and E-motion; Zombies: Can Dead Subjects Feel?; Affective Economies; Queering Feeling; and Feeling Human: Robots, Artificial Intelligence and Clones. We will engage with a range of literary texts and other aesthetic forms (such as art, film, etc.) chosen to correspond with our critical concerns. Please note that this is an indicative description only, and the weekly themes and reading are revised each year to stay up to date with current work in the field. You will have the opportunity to engage both as critical and creative readers and writers, and there will be critical and creative assessment options. This module is open to all students. It will complement level 3 options such as 'Literature and Deconstruction', 'Nervous Narratives', 'Traumaturgies', ' Literature and Human Rights' and 'Queer Literature and Theory'.

LDCL6118B

30

THE CRUSADES

We will consider the history of the Crusades and the Crusader States from 1095 to 1291, covering a broad range of themes, religious, military and social, and taking into consideration the relations between Christians and Moslems in the Holy Land. Particular attention will be paid to primary sources, which are abundant and available in English translation.

HIS-6001A

30

THE FIRST WORLD WAR: A NEW HISTORY

We will explore the impact of the First World War on European and non-European states, societies, and cultures. Our aim is to broaden and deepen the students' knowledge by introducing some of the lesser known aspects of the conflict, such as the campaigns on the Eastern front, in Africa, or the Middle East. Students will investigate the role and perception of colonial troops in the European theatre of war and examine the war efforts of countries such as Italy, Serbia, the Ottoman Empire, and Australia. Further topics to be discussed include alliance politics and the role of neutral states, psychological effects of 'industrialised slaughter', atrocities against non-combatant civilians, captivity and occupation, state propaganda and the spiritual mobilisation of intellectuals, as well as processes of social change with regard to home and family life, ethnicity and class. We will draw on a wide range of primary sources, including poems, paintings, and film. In their coursework, students will have the opportunity to study more specific issues, such as naval and aerial warfare, British military strategy, civil-military relations in democratic and autocratic states, medical innovations, the war experiences of children, or questions of memory and commemoration.

HIS-6051B

30

THE ITALIAN RENAISSANCE

'The mother of our own': that was how nineteenth-century historian Jacob Burckhardt described the culture of the Renaissance in Italy. Without a doubt the Italian Renaissance remains one of the most celebrated movements in European cultural history, a byword for 'genius', with a place in public consciousness so dominant for so long as to be intimidating, and surely ripe for questioning. To our modern eyes, the Italian Renaissance can look distinctly strange. Humanists saw in the reform of the language they spoke and wrote the path to a reform of society. Painting (but also architecture, sculpture, and even metalworking) sought to attain the status of literature, and all these arts grappled with the competing urges to emulate antiquity and imitate nature. Scholars and even priests sought to get closer to the One through the esoteric philosophy that they believed had come to them from Ancient Egypt and could even be found in hieroglyphs. Citizens and statesmen reconsidered their fate as soldiers and courtiers, as the Italian peninsula became the battlefield of Europe at the same time as it influenced the entire continent. Cities alternately incorporated and rejected communities of Greeks, black Africans, and Jews. Meanwhile, writers sought to understand and explain the contemporary political problems they faced through the study and writing of history. Students will grapple with this fascinating and contradictory period (c. 1425 - c. 1550) through the treatises and histories of Machiavelli and Guicciardini, the poetry of Poliziano, Ariosto, and Vittoria Colonna, the (auto-)biographies of Vasari and Cellini, and the works of artists including Titian, Leonardo, and Michelangelo.

HIS-6098B

30

THE JAPANESE EMPIRE

The rise and demise of the Japanese Empire happened at an extraordinary speed. In the course of a few decades from the late nineteenth century onward, Japan secured colonial territories that stretched from Inner Mongolia and Manchuria to the South Pacific. This ambitious expansion unsettled the Western powers and affected the destiny of millions of 'fellow Asians', only to come to a disastrous end in 1945. Japan's imperialist legacy remains complex and contentious today. Primary and secondary literature assigned in this module will take you to the specific 'spaces' - local, regional, national, transnational - that provided the context for Japanese imperialism. You will explore such topics as racial encounters in Taiwan, assimilation policies in Korea, utopian development in Manchuria and pan-Asian ideologies. At a micro-level, you will familiarize yourself with the lives of planners, settlers, colonized subjects, soldiers, and others. In a broader sense, you will acquire critical insights into imperialism as it unfolded in a non-western setting.

HIS-6086B

30

THE NOVEL OF IDEAS

The novel of ideas is an important form that is both under-theorised and largely neglected in accounts of the development of the novel in the twentieth and twenty-first centuries. Novelists of ideas see fiction as a medium in which conflicting philosophical, political and religious ideas can be staged, advocated and debated. The cultural formation of modernism, and its institutionalisation in the universities, was predicated on the wholesale rejection of the novel of ideas, in favour of forms of psychological realism promoted by Henry James and Virginia Woolf, and#relatedly#the formal experimentation associated with James Joyce and Samuel Beckett. T.S. Eliot articulated literary modernism's hostility to ideas when he praised Henry James's 'mastery over, his baffling escape from, Ideas'. 'He had a mind so fine', Eliot mused, 'that no idea could violate it'. After setting the scene with two classic nineteenth-century novelists of ideas#George Eliot and Ivan Turgenev#this module explores the hostility to the novel of ideas among critics like Woolf, James, Leavis and T.S. Eliot, and their preference for psychologically realistic characters and the refinement of novelistic form. It then follows the development of the novel of ideas in 20th and 21st-century British writing. It will also touch on later influential critics such as Theodor Adorno and Fredric Jameson, who argued that the politics of the novel existed not in any political arguments or ideas explicitly laid out on the page, but in the text's formal properties, its gaps or silences, or its 'political unconscious'. Under this paradigm, committed writing was simply embarrassing, and any explicit political statement in a novel needed to be read 'against the grain' by the heroic critic. Despite the hostility of the modernist generation and the literary-critical establishment, the novel of ideas persisted as a vibrant, important form in the twentieth century and up to the present. It constitutes a rich tradition that stands to one side of our conventional periodising categories of modernism, late modernism, postmodernism and the contemporary. This module focuses on recovering that tradition and encourages students to read with the grain of novels of ideas. This is not to encourage simplistic readings#on the contrary, the module aims to develop, in collaboration with students, a way of talking about novels of ideas that is properly sensitive to the ways in which those novels actually function, and to the way the novel of ideas has developed since the Edwardian period when Woolf and James effectively won the argument against Wells and Galsworthy. We will focus on the ways in which novels of ideas bring opposed ideas into dialogue and manufacture resolutions (or not); how comedy and satire are used to undermine certain intellectual positions; how character-to-character dialogue is employed as a formal device to convey philosophical, religious or political disagreements; how ideas become embedded in particular settings (as in dystopian fiction); how writers deploy asymmetrical dialectics to ensure that the right side wins the argument (or not); and how prejudices are confronted in the staging of the novelistic text. The novel of ideas is often a didactic form, and this module assumes that novels can impart knowledge, seeking to take seriously the ideas and arguments that are debated in these novels. These include socialism, evolutionary thought, Catholic social teaching, political violence, feminism, totalitarianism, Communism, aesthetics, racism, identity politics, and religious conflict. Indicative texts: George Eliot, Felix Holt, the Radical; Ivan Turgenev, Fathers and Sons; H.G. Wells, Food of the Gods and/or Kipps; G.K. Chesterton, The Napoleon of Notting Hill; John Galsworthy, The Man of Property; E.M. Forster, Howards End; Aldous Huxley, Brave New World; Katherine Burdekin, Swastika Night; George Orwell, Animal Farm; Doris Lessing, A Ripple from the Storm; Iris Murdoch, Under the Net; Rebecca West, The Birds Fall Down; Malcolm Bradbury, The History Man; J.G. Ballard, High Rise; Hanif Kureishi, The Black Album; Zadie Smith, On Beauty; Kamila Shamsie, Home Fire.

LDCL6195B

20

THROUGH THE LOOKING-GLASS: NONSENSE AND MODERN WRITING

It's widely recognised that modernist literature is characterised by a revolution of the word. Less widely recognised, and little explored, is the relationship between modernist linguistic experimentation and literary nonsense. Beginning with two 19th-century writers, Carroll and Dickinson, Through the Looking-Glass goes on to explore various of the radical disruptions in ordinary sense and meaning practiced across 20th-century writing, asking about their purposes and possibilities, and inquiring into what they tell us about ordinary language. It takes in such subjects as William's Empson's analysis and practice of poetic ambiguity; surrealism's Freudian inquiry into the illogical language of the unconscious; Joyce's invention of new words to express this illogic; Plath's surrealist play with metaphor; the early Auden's distortion of syntax, pronoun, and tense; and Ashbery's indeterminacy. We will read such work against various theories of nonsense, laughter, and play. The principal focus will be on poetry and language itself and there will be detailed discussions of word-history, ambiguity, broken syntax, incomplete metaphor. Major topics will include the relation of nonsense to dreams, jokes, games, and madness, and this will be informed by psychoanalytic theory, especially in Freud's writing. This is not a course on children's literature, but on some very challenging modern literature, mostly poetry. You will need to enjoy uncertainty and have good close-reading skills. There will be opportunities for creative writing of nonsense and creative writers are encouraged to take the module. By the end of the module you should have an understanding of the various ways in which modern writers have revolutionised and distorted language, and the reasons why they did so. You should be able to analyse the differences to meaning made by such distortions, and to trace the gaps in sense that they open. You should be able to draw on relevant theories of nonsense, laughter, play, childhood, and language, to enrich your analysis. You could offer your own creative writing in the same mode of nonsense, and if so, this will show an understanding of the techniques of the writers studied. In either case, you will have done some of your own original reading, thinking, and research, beyond the texts and topics covered in seminars. To do this module you must have typically studied Modernism, Critical Theory, or one of the 2nd year Creative Writing modules, unless you obtain a waiver from the lecturer.

LDCL6015A

30

TOPICS IN BRITISH POLITICS

Rarely before has British politics been in such turbulent times. Brexit has left Britain's position in the world uncertain; consecutive general elections have produced results that have defied the pundits; constitutional relationship between the UK nations unstable are unstable; a decade after the 2007/8 crash, austerity politics create further instability. We examine contemporary events and themes by examining four topics which vary on an annual basis according to developments in a fast changing world. These might include: Who run's Britain? Prime Ministerial Power, Parliament, Electoral Integrity in Britain, UK General Elections, Austerity and Economic Policy in Britain, and the Welfare State.

PPLX6047A

20

TOPICS IN BRITISH POLITICS

Rarely before has British politics been in such turbulent times. Brexit has left Britain's position in the world uncertain; consecutive general elections have produced results that have defied the pundits; constitutional relationship between the UK nations unstable are unstable; a decade after the 2007/8 crash, austerity politics create further instability. We examine contemporary events and themes by examining four topics which vary on an annual basis according to developments in a fast changing world. These might include: Who run's Britain? Prime Ministerial Power, Parliament, Electoral Integrity in Britain, UK General Elections, Austerity and Economic Policy in Britain, and the Welfare State.

PPLX6043A

30

TOPICS IN PUBLIC OPINION

The role of public opinion is paramount in any democracy, as the public is often asked at election times and in-between elections to confer legitimacy to politicians and to their decisions. Yet what determines the public's opinion? How much does the public know about politics? How does political communication influence the public's positions? And last, but not least, how do we measure public opinion? You'll discuss old and new directions in answering these questions, drawing on political psychology and communication theories. The module is well anchored in current politics, and will provide you with the tools to understand current public opinion trends in the UK and other democracies.

PPLM6046B

20

TOPICS IN PUBLIC OPINION

The role of public opinion is paramount in any democracy, as the public is often asked at election times and in-between elections to confer legitimacy to politicians and to their decisions. Yet what determines the public's opinion? How much does the public know about politics? How does political communication influence the public's positions? And last, but not least, how do we measure public opinion? You'll discuss old and new directions in answering these questions, drawing on political psychology and communication theories. The module is well anchored in current politics, and will provide you with the tools to understand current public opinion trends in the UK and other democracies.

PPLM6045B

30

TRAGEDY (pre-1789)

You will look at the long history of tragedy in an effort to understand what, if anything, allows us to call both Oedipus Rex and Death of a Salesman tragedies. We will begin with the age-old question of what is the difference between tragedy in "real life" and on stage. Our answers to this question will help us isolate what it is that makes a performance specifically tragic rather than "merely" dramatic, moving, emotional. Our first readings will focus on the ancient Greeks, the inventors of tragedy, and the religious, artistic, and political circumstances that helped create this genre. Throughout the semester we will repeatedly return to the Greeks to see how more modern tragedies adapted or rejected their notions of the tragic and created new tragic criteria particular to their own time and place. We will look at the ways in which ancient tragic notions of personal responsibility are affected by new ideas about mental health, socioeconomic pressure, nature, and Christianity. Also, as we see tragedy moving into different media, such as opera, the novel, and film, we will examine the ways in which the different media of music, prose, and cinema affect the tragic effect.

LDCD6106A

30

TRANSLATION (JAPANESE)

You will be introduced to the study and practice of the translation of English into Japanese, and vice versa. The materials for you to translate will include a range of texts from different media, from general to semi-specialised content. Some of the areas you will investigate include specific Japanese features in translation, targeted audiences, and cultural implications of translation. You will also discuss your own and other people's translation choices and be given an insight into professional practices and aspects of the translation industry. By the end of the module, you will have good translation skills and a good understanding of language specific issues, which will allow you to develop your language proficiency to a higher level.

PPLT6142B

20

TRANSLATION AND ADAPTATION (LEVEL 6)

We will consider the processes of translation and adaptation in a range of media, such as films, games, and theatre, and the issues associated with them from the perspective of 'Translation Theory.' We will attempt to establish where the boundary lies between the terms 'translation' and 'adaptation,' and we will examine some of the most important theories of translation. You will look at various ways of thinking about key concepts such as 'cultural and pragmatic equivalence,' 'fidelity,' 'coherence/cohesion,' and the ethical role of the director/adaptor. You will devote your time to the exploration of types of adaptations in different genres, and you will present case studies from recent articles in a variety of adaptations in your language pair, such as adaptations for cross-cultural theatre, adapting from books to video games, cross-cultural adaptations of queerness in short stories, ideology, and children's stories adapted for films across languages and cultures. You will develop the linguistic skills, cultural competence and critical thinking required for the production of a case study of a selected adaptation in your language pair. On completion of this module, you will be able to situate yourself in relation to critical readings in the field of 'Translation Theory' and to reflect on the ethical dimension of the translator, especially as it relates to the act of adapting in situations of intercultural conflict and communication.

PPLT6021B

20

TRANSLATION ISSUES ACROSS MEDIA (LEVEL 6)

This module is particularly relevant to language and translation students, but will appeal to students from across the University with an interest in language issues associated with the globalisation of communication and the media. We will consider a range of materials (texts and their translations, multilingual publications and packaging, film subtitles, dubbed soundtracks, IT-mediated text) to explore issues involved in the transposition and translation of (spoken and written) text into other media and other languages across different genres. Taught in English. Receptive knowledge of one other language in addition to English required.

PPLT6032A

20

TRANSLATION THEORY AND PRACTICE

Ever thought of becoming a professional translator? We will examine some of the most important theories of translation, and explore how they can help (or hinder) the translator by shedding light on the effects of cross-linguistic and intercultural transfer of meaning. You will look at various ways of thinking about key concepts such as 'equivalence,' 'fidelity,' 'cultural and pragmatic equivalence,' and the ethical and political role of the translator; we will also take a comparative approach to the structure and functioning of texts in different language-cultures, exploring problems such as cohesion and coherence, explicitation, gendered language, implied meaning, and ideology. In the practical component of the module (50% of the overall assessment), you will translate a text of your own choice into your first language (2000 words). You will be assigned to an appropriate language supervisor who will be available to discuss your progress. On completion of this module, you will be able to adopt reflective and critical translation strategies appropriate to your own translating practice. You will be able to situate yourself in relation to critical readings in the field of 'Translation Studies' and, perhaps most importantly, to reflect on the ethical dimension of the translator as agent especially as it relates to the act of translation and interpreting in situations of conflict and intercultural communication.

PPLT6139A

20

TRANSLATION WORK EXPERIENCE (LEVEL 6)

What is it like to translate for the real world to professional standards? Translation Work Experience is your chance to find out. The module is part of the PPL Professional Practice scheme and builds on partnership with public services locally and abroad to give you the opportunity to develop first-hand experience of professional translation (e.g. translation from, and into English, of information for local museums or museums in France, Japan or Spain). The work for the module is based on authentic briefs and carried out in groups with other home and visiting students or individually depending on assignments. It is very practical: it promotes hands-on sensitisation to aspects of professional commercial translation, to problems involved in translating to specifications, producing and presenting a product of professional standard, to techniques of translation and to the use of reference materials and support resources. You will hone your analytical and linguistic skills, and develop a range of key practical skills, including research skills, project and time management, reflective and review skills, peer and self-assessment. Assessment is by a variety of means, including translation and a critical report for which formative oral reports throughout the semester serve as a platform. As a record of your experience and of the skills developed, the report doubles up as evidence of your achievements for job applications and interviews. On completion of the module you are awarded a Professional Practice Certificate, also key evidence to further career prospects. The module is open subject to availability of briefs - a back-up module choice is essential. One hour per week timetabled. Other commitments including tutorials to be arranged.

PPLT6019A

20

UNDERSTANDING SECOND LANGUAGE TEACHING (LEVEL 6)

Have you thought about becoming a language teacher? Do you know what that means? Would you like to give it a try? This is an introductory module to second language teaching and learning, where you will explore theoretical and practical approaches to language learning. You will learn what teaching a foreign language means through different methodologies and practical approaches, as well as understanding the peculiarities of both language and culture in second language acquisition, emphasizing factors like context, motivation, first language or individual characteristics. Participation will be in classroom-based activities, often working in pairs and groups exchanging ideas and supporting each other in your exploration of second language learning and teaching. You will be able to observe real language classrooms and deliver language teaching in real contexts, and also gain a greater understanding of what theoretical and practical aspects of teaching and learning are essential in foreign languages. Note: Taught together with Level 5. Assessment commensurate with level.

PPLL6144B

20

US INTERVENTIONISM, THE CIA AND COVERT ACTION

Covert intervention represents the most controversial aspect of U.S. foreign relations. No agency is more closely associated with it than the Central Intelligence Agency (CIA). Supposedly hidden from view, the CIA is nonetheless known around the world and is regularly in the news and a fixture on our cultural landscape. We will reveal the hidden history of how and why the United States has manipulated abroad from the twentieth century to the present. We discover how we come to understand the "secret" world of covert action. After an introduction to the key conceptual and historical debates regarding covert action as a tool of U.S. foreign policy, you will examine key moments and cases of U.S. interventionism, from Europe, to Asia, to Africa, to Latin America, to the Middle-East, and in America itself. Have clandestine activities been consistent with official policies or do they represent a form of covert imperialism? How have they been resisted? You will gain a sound understanding of the institutions and processes behind covert action, especially the role of the CIA, and analyse how American interventionism is debated at home. You will work with previously classified sources, the latest secondary literature, and draw on fictional sources like films and novels to gain a fuller and richer understanding of the topic. As a result, you will be able to debate ongoing questions regarding covert American power and the nation's role in the world.

AMAH6003B

30

VICTORIAN UNDERWORLDS

You will be introduced to the darker side of life in Victorian Britain. Though this was undoubtedly a period of economic prosperity, not everyone shared in the gains. You will look at those who, for reasons of poverty or 'deviance' were confined to the margins. Topics include the criminal and insane, gender and insanity, prostitution, drink, slums, the London Irish, and Jack the Ripper. By looking at the margins and the misfits, we will seek to gain a deeper understanding of British society in the 19th century.

HIS-6026A

30

VIRGIL'S CLASSIC EPIC (pre-1789)

After the Bible, the 'Aeneid' is probably the single most important and influential work in the Western cultural tradition. For T. S. Eliot, it is the "classic of all Europe." It is also one of the most extraordinary - moving, complex, formally and philosophically subtle and ambitious - poems we have. This module is devoted to exploration of the 'Aeneid' and to its medieval reception. In the first half of the module we will look at Virgil's poem in relation to its literary models, particularly in Homer's great epics, 'The Iliad' and 'The Odyssey', within its own Roman (Augustan) context, and in its formal complexity. The second part attends to the medieval reception of the Aeneid: the accommodation of its challenging pagan difference and the co-option of its remarkable cultural authority within new religious, political, and literary contexts. We will explore Dante's response to Virgil's poem in the Divine Comedy alongside those of Augustine and Chaucer; we read medieval Romance reworkings of Virgil's classical epic; and we consider the variety of ways in which medieval writers looked to continue the 'Aeneid' in their own distinctive ways.

LDCL6054B

30

WE'RE HERE, WE'RE QUEER: GLOBAL SEXUALITIES AND CONTEMPORARY QUEER CULTURES

The transnational movement of bodies, images, and capital has transformed modern conceptualisations of gender and sexuality. Sexual practices, identities, and subcultural formations have been altered through processes of migration and globalisation, as well as by the advent of new media technologies and the wide-reaching circulation of categories such as gay, lesbian, and transgender. In this context, this module aims to situate categories of gender and sexual difference within specific cultural and political contexts, and investigate non-normative gender and sexual formations in relation to emerging discourses on race and class and to anti-colonial theories of modernity and global capitalism. At the centre of the module sit questions such as: How have queer subjects been incorporated into nationalist projects and consumer culture? How has the liberal framework of human rights reshaped the struggles of queer movements outside the West? In what ways have transnational discourses on multiculturalism reshaped notions of queer community and belonging in global cities and in postcolonial metropolitan spaces? What role have media technologies and various forms of visual culture played in the reconstitution of gender and sexual identities and of representations of queer desire, affect, and kinship? Addressing these questions from an interdisciplinary perspective, and drawing on case studies from different geographical regions and from different disciplinary fields, the overall aim of the module is to explore the varied ways local histories and geographies interact with the forces of political, economic, and cultural globalisation, focusing especially on the experiences of sexual minorities in the Global South and of queer diasporas in the Global North.

HUM-6005A

30

WRITING AMERICAN RIGHTS

The American nation was founded, at least in principle, on ideals of freedom and equality. Yet the history of rights in the United States is characterised by exclusion, injustice, and 'exemptionalism.' From the colonial seventeenth century through to the present day, ideas and ideals of rights and legal personhood have been explored, debated, interrogated, and extolled in American writing, from early pamphlets through the novelistic and poetic forms to art and music. This module will explore the relationship between rights formation, law, and the literary imagination examining such topics as natural rights, native sovereignty, reproductive rights, reparations, civil rights, LGTBQA+ rights, international and domestic rights, and human rights (for example). The module demonstrates the importance of the cultural history of creative engagement with the law and rights.

AMAS6063A

30

WRITING LIFE: BIOGRAPHY AND CREATIVE NON-FICTION

'Truth is stranger than fiction' and it's often more moving, powerful, inspiring and funnier too. You'll have plenty of opportunity to discover some extraordinary 'true' stories on this module as well as the possibility to write one of your own. You'll think about the ever-shifting boundaries between 'truth' and 'fiction' as well as the ethical questions that arise when you're writing about real people and situations. This is a module that enables you to do something very different in your final semester at UEA. During this module you'll consider if and how non-fiction writing differs from fictional literature. You'll learn about research, how to read and interrogate personal documents and the challenges presented by memory and anecdote. How do you assemble facts so that the resulting story is as compelling as fiction? What clothes can the non-fiction writer steal from the novelist's wardrobe? Throughout the module you'll read different types of non-fiction and think about how individual authors weave their research material into narrative form. You will have the opportunity to write your own piece of non-fiction for your summative assessment if you wish. This is a 5,000 word creative or critical piece which everyone will workshop during the semester. There will also be tutorials in which you can discuss your summative work. By the end of the module you'll have gained an understanding of the craft of non-fiction and you'll have developed your ability to ask pertinent questions of any non-fiction you read, be it a newspaper story or a highly researched account of a life or situation. You'll have honed your research abilities and perhaps your interview skills too if you decide to write something that involves interviews. You'll also have thought about the ethical implications that may arise when writing about 'real life' - all qualities that are highly valued by employers.

LDCL6026B

30

YOUTH IN MODERN EUROPE

The importance of youth as a driving force for social change has been recognised by many historians. Young people were often at the forefront wherever revolutions took place, wars were fought and tensions in society erupted. However, the historical study of youth is still a relatively young discipline. This module uses 'youth' as a prism to study key themes in 20th century European history, such as the experience of war, life under dictatorship and the longue duree of social change. We shall examine the diverse experience of youth in Western and Eastern Europe during war and peace times, including the Communist and Nazi state-sponsored youth systems, and also the way in which generational experience and conflicts became underlying forces for social and political change. The module employs a strong comparative approach and countries studied include France, Britain, the Soviet Union, West and East Germany, Poland, Hungary and Czechoslovakia. The seminars will be accompanied by several film screenings.

HIS-6023A

30

Disclaimer

Whilst the University will make every effort to offer the modules listed, changes may sometimes be made arising from the annual monitoring, review and update of modules and regular (five-yearly) review of course programmes. Where this activity leads to significant (but not minor) changes to programmes and their constituent modules, there will normally be prior consultation of students and others. It is also possible that the University may not be able to offer a module for reasons outside of its control, such as the illness of a member of staff or sabbatical leave. In some cases optional modules can have limited places available and so you may be asked to make additional module choices in the event you do not gain a place on your first choice. Where this is the case, the University will endeavour to inform students.

Further Reading

  • Are Some Risks Too Big To Take?

    As human capability reaches the point where we think we can remould the fundamentals of nature itself, what's guiding us – and how can we avoid becoming the architects of our own extinction?

    Read it Are Some Risks Too Big To Take?
  • The Precautionary Principle

    Brexit could kill the precautionary principle – here’s why it matters so much for our environment.

    Read it The Precautionary Principle
  • UEA Award

    Develop your skills, build a strong CV and focus your extra-curricular activities while studying with our employer-valued UEA award.

    Read it UEA Award
  • ASK A STUDENT

    This is your chance to ask UEA's students about UEA, university life, Norwich and anything else you would like an answer to.

    Read it ASK A STUDENT

Entry Requirements

  • A Level BBB or ABC or BBC with an A in the Extended Project
  • International Baccalaureate 31 points
  • Scottish Highers AABBB
  • Scottish Advanced Highers CCC
  • Irish Leaving Certificate 2 subjects at H2, 4 subjects at H3
  • Access Course Pass the Access to HE Diploma with Merit in 45 credits at Level 3. Humanities or Social Sciences pathway preferred.
  • BTEC DDM.Excludes BTEC Public Services, BTEC Uniformed Services and BTEC Business Administration.
  • European Baccalaureate 70%

Entry Requirement

If you do not meet the academic requirements for direct entry, you may be interested in one of our Foundation Year programmes.

Students for whom English is a Foreign language

Applications from students whose first language is not English are welcome. We require evidence of proficiency in English (including writing, speaking, listening and reading):

  • IELTS: 6.5 overall (minimum 5.5 in any component)

We also accept a number of other English language tests. Please click here to see our full list.

If you do not yet meet the English language requirements for this course, INTO UEA offer a variety of English language programmes which are designed to help you develop the English skills necessary for successful undergraduate study:

INTO UNIVERSITY OF EAST ANGLIA

If you do not meet the academic and/or English language requirements for this course, our partner INTO UEA offers guaranteed progression on to this undergraduate degree upon successful completion of a foundation programme. Depending on your interests and your qualifications you can take a variety of routes to this degree:

Interviews

Most applicants will not be called for an interview and a decision will be made via UCAS Track. However, for some applicants an interview will be requested. Where an interview is required the Admissions Service will contact you directly to arrange a time.

Gap Year

We welcome applications from students who have already taken or intend to take a gap year.  We believe that a year between school and university can be of substantial benefit. You are advised to indicate your reason for wishing to defer entry on your UCAS application.

Intakes

The annual intake is in September each year.

Alternative Qualifications

UEA recognises that some students take a mixture of International Baccalaureate IB or International Baccalaureate Career-related Programme IBCP study rather than the full diploma, taking Higher levels in addition to A levels and/or BTEC qualifications. At UEA we do consider a combination of qualifications for entry, provided a minimum of three qualifications are taken at a higher Level. In addition some degree programmes require specific subjects at a higher level.

GCSE Offer

You are required to have Mathematics and English Language at a minimum of Grade C or Grade 4 or above at GCSE.

Course Open To

UK and overseas applicants.

Fees and Funding

Undergraduate University Fees and Financial Support

Tuition Fees

Information on tuition fees can be found here:

UK students

EU Students 

Overseas Students

Scholarships and Bursaries

We are committed to ensuring that costs do not act as a barrier to those aspiring to come to a world leading university and have developed a funding package to reward those with excellent qualifications and assist those from lower income backgrounds. 

The University of East Anglia offers a range of Scholarships; please click the link for eligibility, details of how to apply and closing dates.

How to Apply

Applications need to be made via the Universities Colleges and Admissions Services (UCAS), using the UCAS Apply option.

UCAS Apply is a secure online application system that allows you to apply for full-time Undergraduate courses at universities and colleges in the United Kingdom. It is made up of different sections that you need to complete. Your application does not have to be completed all at once. The application allows you to leave a section partially completed so you can return to it later and add to or edit any information you have entered. Once your application is complete, it is sent to UCAS so that they can process it and send it to your chosen universities and colleges.

The Institution code for the University of East Anglia is E14.

FURTHER INFORMATION 

Please complete our Online Enquiry Form to request a prospectus and to be kept up to date with news and events at the University. 

Tel: +44 (0)1603 591515

Email: admissions@uea.ac.uk

    Next Steps

    We can’t wait to hear from you. Just pop any questions about this course into the form below and our enquiries team will answer as soon as they can.

    Admissions enquiries:
    admissions@uea.ac.uk or
    telephone +44 (0)1603 591515