BA Philosophy and History

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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

(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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What is History? How do we know about the past? What are causes? And what is it to explain events or changes or the decisions that altered the course of history? Many historical questions turn on issues that have important philosophical ramifications. If you love to enquire, not just into the past but into the ideas with which we approach the past, then this degree will allow you to do both and to bring the two together.

With a rich choice of modules in both subjects, our degree offers stimulating opportunities for you to develop as a historian and as a philosopher, exploring how these subjects interact with each other. In your philosophy modules, you will examine how philosophical thought and debate has developed over time, and how contemporary questions have emerged from a history of intellectual exchange. In your history modules, you will discover how philosophical ideas about politics, religion, ethics and science have changed the course of history in concrete ways.

Overview

Questions about the human condition, and how we came into our current predicament, are among the puzzles you’ll try to unravel in a Philosophy and History degree. Study with us and you’ll pursue your enquiries in a rigorous and stimulating intellectual environment, where you’ll discover the distinct and complementary contributions that philosophy and history make to our understanding of human life and experience.

Throughout your degree you’ll be invited to examine how history and philosophy interact with each other. In year two you’ll take our keystone module, Philosophy of History and Politics for Second Years. Here you will draw on the skills, methods and concepts that you have learnt as both a philosopher and an historian. 

In addition to any compulsory modules, you’ll be able to choose from our full range of History and Philosophy modules in your second and third years. All are designed to develop your skills as a thinker, as an historian, as an acute critic and writer, and simply as a person with views and a voice of your own.

During your time with us you’ll work with leading lecturers and professors in philosophy and history, whose work is discussed the world over. You’ll be listening to them as they develop new ideas, and helping them to identify new ways forward.

Course Structure

Year 1

In your first year you’ll study a balanced mix of philosophy and history modules. You will take two modules on the history of philosophy: Classic Readings in Philosophy, and Modern Readings in Philosophy. In history, you’ll take Introduction to Medieval History, and Introduction to Early Modern Studies.

In the Spring semester you’ll choose one philosophy and one history module.

Year 2

By the time you enter your second year, you will have discovered where your best talents lie and you’ll be equipped to choose from the wide range of philosophy and history modules on offer.

You will choose six modules, at least two but not more than four of them from each of history and philosophy, allowing you to shift the balance a little towards one subject or the other, according to your interests.

Many of our second year modules, covering topics such as existential philosophies and reformation to revolution, will allow you to explore the connections between philosophy and history. You will also take our keystone module, Philosophy of History and Politics for Second Years, in which you will explore these connections in more depth.

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 two advanced modules from history (or one larger special subject module) and two from philosophy. The modules will involve more independent study, allowing you to take the subject to a greater depth.

In addition to the main modules we offer across the spectrum of philosophy and history, your final year will give you the option to undertake either a dissertation with one-to-one supervision, or a special subject, in which you and a few fellow students will work with a tutor on an area of mutual interest. If you choose the dissertation route, your subject can be philosophical or historical in focus, or a question that combines the two.

Teaching and Learning

We place great emphasis on working ideas through 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.

Each of your lecturers will also hold open hours, through which you’ll be able to gain one-to-one guidance. You will also be assigned an academic adviser who will support you throughout your studies, providing academic and career guidance.

Reading – and really thinking about what you are reading – will be an important part of your studies. You will have dedicated sessions to help you master UEA’s state-of-the-art library facilities, and you’ll learn how to read and think actively and to produce your own written work in dialogue with the ideas of those you are reading. And as you progress you’ll develop into a self-motivated researcher and independent creative thinker.

Your own writing – and improving your written work in response to advice – will also be central to your degree. In Philosophy 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. Our aim is to help you learn from your mistakes and to take on board the advice, so you can achieve the best possible final mark.

During your time at UEA, you will be taught by academics working at the forefront of their academic fields, who are widely published in the key issues that have shaped the development of philosophy and history study across the world. You can find out more about their research and teaching specialisms.

Assessment

We use diverse methods of assessment to suit diverse learning styles.  Each module has its own designated assessment method. Assessment methods used on some of our modules include group work, essays, logbooks, exercises, projects, presentations, conversations, tests, exams. 

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

Our Philosophy and History graduates go on to do great things in a wide range of professions. The reasoning and research skills you’ll develop will prepare you for all kind of roles in the professional sphere. They include:

  • Precise and effective communication skills
  • The ability to analyse data and information, and to correct faulty reasoning
  • Listening carefully to others, with empathy and rigorous attention to detail
  • Innovative and original ideas supported by reason
  • Detailed and precise research and interpretation

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 80 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

INTRODUCTION TO EARLY MODERN HISTORY

An introduction to key themes in early modern history, such as: gender, rebellion, religious conflict, the reformation, warfare, state formation, and other key aspects of the period 1500-1750.

HIS-4002A

20

INTRODUCTION TO MEDIEVAL HISTORY

This module is designed to provide an introduction to medieval history. We survey the history of medieval Europe, including England, from c.1000 to c.1300, and also examine some archaeology, literature, art, and architecture from the period. We also aim to introduce you to a range of primary sources, including some of the physical remains which can be found in East Anglia.

HIS-4001A

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

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

Name Code Credits

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:

Name Code Credits

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

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

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

Students will select 0 - 20 credits from the following modules:

Name Code Credits

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' 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' 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

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 IDENTITIES (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

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

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

BIODIVERSITY AND SUSTAINABILITY

This module focuses on exploring and understanding the evolving relationships between human development and the natural environment from ecological perspectives with some context from social sciences. The module is intended to give you a flavour of the issues, themes and considerations relating to biodiversity at different scales of biological organization, ecosystem services and sustainable development. The module (1) examines practical and theoretical considerations of sustainable development; (2) explores the options advanced for establishing a sustainable balance between human needs and those of natural systems and ecosystems; (3) investigates how the growing human enterprise and human resource use has affected biodiversity and the biosphere and (4) considers the scales of biodiversity loss, from the biosphere to biomes, ecosystems, ecological communities, populations, individuals, and genes. The module comprises 12 weeks of lectures and practicals. You will attend two lectures and one practical session in most weeks. The lectures introduce, review and critique particular concepts and perspectives. The practicals provide opportunities to examine in more detail some of the issues raised during the lectures, accompanied by practical exercises. Identical practical sessions will be run each week, on Tuesday and Thursday mornings. You will be notified in which group and on which day you are expected to take part in the practical. The beginning of the module revolves around sustainable development, the human footprint and examine sustainable development in relation to human resource use and ecosystem services. Lectures consider interactions between human societies and the composition and structure of natural (terrestrial, freshwater and marine) ecosystems, anthropocentric impacts on biomes, ecosystems, communities, populations, and the genetic diversity of individuals. They introduce some approaches and ideas fundamental to modern quantitative conservation ecology. The practicals will introduce ecological communities, there will be some elementary statistical analysis and if Government advice at the time allows, there will be a field trip to a nature reserve. The slides of the lectures will be posted every week on the Blackboard pages of this module. You can download or print them off for yourself as and when required. These are not a substitute for taking part in the lectures. For each lecture and practical, you will be pointed to additional readings to explore some of the issues raised in more depth. These are found on the module Talis reading list and reading lists at the end of each lecture. These will be useful for your assignments.

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

Students must study the following modules for 20 credits:

Name Code Credits

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

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

Unless you are taking a semester abroad, you MUST take at least one module from this Option Range. If you are taking a semester abroad, you must take modules in consultation with the Course Director to ensure a good spread of History and Philosophy modules across the year.

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

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 20 - 80 credits from the following modules:

Unless you are taking a semester abroad you MUST take at least two modules from this range. If you are taking a semester abroad, you must take modules in consultation with the Course Director to ensure a good spread of History and Philosophy modules across the year.

Name Code Credits

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

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

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

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

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

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

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

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

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

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

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

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 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

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

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

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

Students who are not going on a semester abroad will choose any remaining credits from this Option Range. Students can only take 20 credits of level 4 modules from this range.

Name Code Credits

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

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

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' 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' 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

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

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

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

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

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

GLOBALISATION AND FRENCH CULTURAL IDENTITIES (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

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 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

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

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

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 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

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

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

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

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 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

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

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

VISUALISING RACE IN THE USA

Using still photographs, this module will explore how representations of race are produced and circulate in the USA. The main focus will be on Indigenous Americans and African Americans, along with other racialized groups. The module aims to introduce students to strategies and techniques for exploring and analysing photographs and, more specifically, using the visual record to study and illuminate the racial history of the USA. Viewed here as sites of historical evidence, photographic portraits, family albums, monuments, anthropological illustrations, lynching postcards, advertisements, food packaging, fashion photos, are just some of the images that we will "read" and evaluate. We will explore how visual texts can contribute to our understanding of race (often inseparable from nationhood, class, sexuality, identity) in the USA. The invention of photography changed ways of looking and seeing, from the nineteenth century up to the present day. Opening sessions will focus on ways of "reading" visual texts. Students will gain skills and techniques to enable them to recruit photographs as evidence, for work in this and future modules. Most of the semester will be devoted to analysing how photographic images both reflect and contribute to constructions of race in the USA. [No previous experience of working with images is necessary. A grounding in American history would be beneficial.

AMAH5057B

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

Students will select 30 - 90 credits from the following modules:

Students should take an even balance of credits across both semesters.

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

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 30 - 90 credits from the following modules:

Students should take an even balance of credits across both semesters.

Name Code Credits

APPEASEMENT AND WAR: BRITAIN AND THE DICTATORS, 1935-1945

The decade from 1935 to 1945 was one of the most tumultuous in global history. In this module, you'll examine Britain's peacetime diplomacy and wartime strategy, as it responded to three totalitarian powers: Germany, Italy and Japan. The policy of 'appeasement' adopted by the Baldwin and Chamberlain governments remains hugely controversial, and the subject of vigorous debate. Britain's role in the global war that erupted in 1939 has, similarly, fascinated historians ever since. In the autumn semester, you'll explore the foreign policies adopted by Britain's 'National' Government, from Baldwin's victory in the 1935 election to the outbreak of war in September 1939. You'll consider why and how these policies were adopted, the wider political and economic context within which policy was made, and the national and international consequences. In the spring semester, you'll examine Britain's wartime role in the context of grand strategy and international politics. In addition to considering topics such as Churchill's 'finest hour', we'll spend some time examining the operation of the Grand Alliance and the series of wartime conferences between Britain and its allies. Throughout, you will explore the rich historiography of the period, and examine its complexities. We'll draw upon a wide range of primary documentation, which will provide the basis of debate and discussion.

HIS-6072Y

60

COMMUNISM AND NATIONALISM IN YUGOSLAVIA

You will begin with a search for the origins of the Yugoslav idea, before turning to the Kingdom's formation in 1918. The turbulent interwar years provide the indispensable backdrop to the second, communist, Yugoslavia. You shall explore the course of the Second World War and the bitter fighting between fascists, nationalists and communists which resulted in victory for Tito's partisans. After 1945, they built a state which took an independent path to communism and survived until 1991. Yugoslavia then fragmented into ethnically homogenous states. In some cases this transition was largely peaceful, but wars in Croatia, Bosnia and Kosovo witnessed bloody fighting and ethnic cleansing. You will look at the role of individuals, such as Slobodan Milosevic, and end by assessing the international community's response to the crimes committed in the former Yugoslavia.

HIS-6032Y

60

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

DISSERTATION IN HISTORY

This module offers you the opportunity to submit a dissertation of 10,000 words on a topic approved by the School. For you to be considered for this module you will have achieved an aggregate of 68% across the Level 5 Autumn semester modules.

HIS-6022Y

30

FIELDWORK IN LANDSCAPE HISTORY

Fieldwork is a key part of landscape history and this module will give you hands-on practical experience of a range of landscape survey methods. Our fieldwork week takes place during the summer and will provide you with training in various survey techniques that can be applied to earthworks and buildings. Your surveys will form the basis for site drawings and a research project on the site we have surveyed. Seminars and field trips take place in the autumn semester and will cover topics such as drawing earthwork plans and carrying out original research using archive maps and documents. By the end of the module you will be able to recognise and interpret historic landscape features in the field and use a combination of survey work and original research to understand them.

HIS-6017A

30

FRENCH REVOLUTION, , 1789-1804

The French Revolution destroyed age-old cultural, institutional and social structures in France and beyond. Yet, in their attempt to regenerate humanity, the revolutionaries were creative as well as destructive, creating a new political culture with far-reaching implications. This special subject will provide an opportunity to study different aspects of the Revolution in depth. You will become familiar with the Revolution's key political turning points and personalities from Maximilien Robespierre to Napoleon Bonaparte. But a great part of this special subject will be devoted to exploring the artistic, cultural and intellectual dimensions of this eventful period. In doing so, you will master the art of interpreting and contextualizing a variety of different kinds of primary sources, such as caricatures, constitutions, legislative decrees, philosophical tracts, artisan memoirs and private letters.

HIS-6089Y

60

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

HENRY VIII: THE MAKING OF A TYRANT?

The reign of Henry VIII was a major turning point in English history, and 'bluff King Hal' continues to horrify and fascinate us in equal measure. We use the preoccupations, ambitions, and character of Henry VIII as a route into the political, religious and cultural changes of this tumultuous period. Starting with the acclaimed young king, his Spanish bride, Katherine of Aragon, and his consummate minister, Cardinal Thomas Wolsey, the module works chronologically and thematically through to the declining years of Henry VIII's reign, when a paranoid, obese and cruel monarch presided over an irrevocably changed religious and political landscape. It examines in detail the divorce crisis, the establishment of the Church of England, the Henrician Reformation, the politics and factionalism of the Court, war and foreign policy, magnificence, and opposition to the king, and engages with the intense historiographical debates on all of these issues. The module considers some of the most colourful personalities in English history - Wolsey, More, Boleyn, Cromwell, and Cranmer - as well as structures, and the falls of Anne Boleyn and Thomas Cromwell are given particular attention. Finally, the module draws on material culture, art history, literature, film, and even dress, as well as relying on the more usual documentary sources, such as the State Papers.

HIS-6035Y

60

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

JAPAN'S FIRST MODERN CENTURY, 1868-1968

In 1968, Japan astonished the world by overtaking West Germany as the world's second largest capitalist economy. It was easy to forget that two decades earlier the nation lay in ruins, defeated by the Allies in WWII. And a mere century before, in 1868, Japan had been a samurai-ruled feudal backwater, forced open by western gunboat diplomacy and under threat of colonisation. How did this East Asian nation attain its impressive position in the modern world in such a short time? In this module, we will explore Japan's modern history through its formative exchanges with the outside world. By looking at a wide variety of primary sources - media reports, government documents, memoirs, autobiographies, travelogues, and others - we will explore the transnational encounters that shaped Japan's modern society, economy, culture and ideas. We will retrace the nation's often bumpy transition from tradition to modernity in the late nineteenth century; the humiliations and anxieties vis-a-vis the "great powers"; the appeal of foreign "dangerous thoughts" to home-grown dissidents; the impact of imperialist ideologies following the European "Age of Empire"; the militarist revolt against party politics in the 1930s; the harsh reality of war both at home and overseas; the post-WWII recovery and alliance with the United States; and the subsequent refashioning of Japan's place in the world. By examining Japan's links with North America, Western Europe, Russia and the Soviet Union, and East and South East Asia, we will analyse how flows of ideas, people and goods helped shape the nation as we know it today.

HIS-6088Y

60

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

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

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

TEACHING HISTORY

This module will help you prepare for a career in History teaching. Through a blend of vocational and academic delivery, you will develop appropriate specialist, technical, and transferable skills. You will learn about different pedagogical approaches to teaching History and an understanding of the requirements for a career in teaching. You will be offered support to arrange teaching observations; a necessary precondition for a PGCE application. Teaching History will also enable you to design learning activities and accompanying materials and to deliver these to your peers in a friendly environment.

HIS-6097Y

30

THE DEVIL'S BROOD: THE ANGEVIN KINGS OF ENGLAND (1154-1225)

This Special Subject focuses on the lives and actions of three of the most charismatic rulers in twelfth- and early thirteenth-century Western Europe. We begin by an examination of the creator of the Angevin dynasty, Henry fitz Empress, who, by the time he was twenty-one, dominated more than half of the kingdom that was to become France as well as being king of the English. Henry was a successful military commander; in England, he was the creator of the English common law and a centralising administration. And it was of him that St Bernard is supposed to have declared 'he came from the Devil and he will go to the Devil'. His son and successor, Richard the Lionheart, was one of the greatest knights of his age as well as being a crusader and successful military commander who seemingly placed the Angevin dynasty on a solid footing. After these two great makers of aristocratic empire, the third ruler of the dynasty almost brought the whole edifice crashing down. King John lost the continental lands, and by the time of his death, his lands were being ravaged by a foreign prince, his barons were in revolt having gathered themselves behind a document we know as Magna Carta, and his dynasty on the verge of extinction. This Special Subject has at its core the story of the creation and near destruction of this dynasty; and seeks further to examine the politics, culture, and society of the lands over which the Angevin dynasty held sway. This was an age of profound intellectual, religious, and political change, and studies will be set within this wider context. You will be expected to become familiar with the primary sources in translation and to be aware of current historiographical debates.

HIS-6027Y

60

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 sought to attain the status of literature, and, along with its 'sister arts', sculpture and architecture, grappled with the competing urges to emulate antiquity and imitate nature. Scholars and even priests aimed 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 subjects, as the Italian peninsula became the battlefield of Europe at the same time as it influenced the culture of an 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. 1330 - c. 1550) through the treatises and histories of Machiavelli, Guicciardini, and Vasari, the verses of Petrarch, and the letters of Catherine of Siena. They will encounter Ideal Cities, courtly sprezzatura (effortless nonchalance), and the works of such artists as Leonardo, Raphael, Michelangelo, and Titian. A visit to the National Gallery in London is sure to be a highlight of this module.

HIS-6098B

30

THE MAKING OF THE ENGLISH LANDSCAPE 1450 TO 1950

On this module you'll explore how 500 years of change shaped the modern landscape. You'll study the development of rural and urban landscapes in the post-medieval period and see how a landscape approach can shed light on wider social, political and economic changes. In seminars you'll use a wide range of contemporary documents, including maps and paintings alongside written sources, to examine key aspects of landscape change in the period c.1450-1950 and to identify shifts in the way the landscape was represented and perceived. Each week you'll explore a different topic relating to key themes such as the development of country house architecture and garden design, the evolution of urban landscapes and the transformation of the working countryside. A number of field trips will take place throughout the year to give you first-hand experience of relevant sites and landscapes.

HIS-6026Y

60

THE THIRD REICH

In this module you'll study the history of the Third Reich from an international and comparative perspective through the extensive use of primary sources. You'll examine the origins and the rise of National Socialism, the seizure and consolidation of power, the nature and political structure of the dictatorship, and the transformation of German society under Nazi rule, but you'll focus in particular on foreign policy and the impact of the regime's policies on Europe and the world. You'll explore Nazi Germany's relationship with other autocracies and right-wing forces in Europe, German geopolitical thought and the role of the Foreign Office, the formation and administration of the Nazi empire, issues of collaboration and resistance in occupied territories, combat motivation and war crimes of ordinary soldiers, the importance of non-German perpetrators of the Holocaust, the German home front and the effects of Allied aerial bombings, the various plans for a post-war Europe and the problem of ethnic cleansing both before and after 1945.

HIS-6028Y

60

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

WE ARE NOT AMUSED: THE LIFE AND TIMES OF QUEEN VICTORIA

This special subject focuses on the life and times of Queen Victoria. You will start by exploring Queen Victoria's public and private life. You will examine in detail her political and diplomatic influence, and her experiences as a wife and mother. Drawing on a wide and expansive range of primary sources, including Queen Victoria's own journals and letters, you will seek to piece together the personality and ideology of the woman who ruled Britain for 63 years. Using Queen Victoria's reign as a backdrop, you will also consider a number of the key political, social and cultural changes Britain witnessed in the 19th century. Seminar topics will include: Queenship; Constitutional Monarch; Imperialism; Religion; Womanhood; Patriotism; and Republicanism. You will conclude by examining the perceptions of Queen Victoria and her reign in the 20th and 21st century.

HIS-6070Y

60

WORKING IN HERITAGE

You will be provided the opportunity to undertake a work placement with an employer in the historic environment sector. You will be responsible for arranging your own placement, with assistance from the module organisers where required. During the Spring semester, you will build on the experience of your placement through practical seminars, field trips and sessions with external speakers currently working in the sector. These will provide you with an understanding of the career paths available in this field and an opportunity to reflect on how the skills and knowledge you have gained during your degree can be transferred to a range of historic environment and heritage roles.

HIS-6013Y

30

Students will select 10 credits from the following modules:

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 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

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

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?' 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

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

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

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

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

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

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

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

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

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

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

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 you to important themes in international relations within the Asia Pacific, at a time when the region has assumed great importance. There will be a particular focus on the important historical periods in the relations between the USA, 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 you will address the knowledge of history, and of long-term themes, in the latter part of the module you will consider contemporary political issues. This will require you to develop an understanding of the interaction of the United States with Asia, particularly China and Japan.

PPLI6069A

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.

PPLM6037A

30

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

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

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

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

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.

LDCL6015A

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.

PPLM6045B

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

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

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 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

Important Information

The University makes every effort to ensure that the information within its course finder is accurate and up-to-date. Occasionally it can be necessary to make changes, for example to courses, facilities or fees. Examples of such reasons might include a change of law or regulatory requirements, industrial action, lack of demand, departure of key personnel, change in government policy, or withdrawal/reduction of funding. Changes may for example consist of variations to the content and method of delivery of programmes, courses and other services, to discontinue programmes, courses and other services and to merge or combine programmes or courses. The University will endeavour to keep such changes to a minimum, informing students and will also keep prospective students informed appropriately by updating our course information within our course finder.

In light of the current situation relating to Covid-19, we are in the process of reviewing all courses for 2020 entry with adjustments to course information being made where required to ensure the safety of students and staff, and to meet government guidance.

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 ABB or BBB including History or BBC including History with an A in the Extended Project
  • International Baccalaureate 32 points including HL 5 History
  • Scottish Highers AAABB including History
  • Scottish Advanced Highers CCC including History
  • Irish Leaving Certificate 3 subjects at H2, 3 subjects at H3 including History
  • Access Course Access to Humanities & Social Sciences pathway preferred. Pass the Access to HE Diploma with Distinction in 30 credits at Level 3 and Merit in 15 credits at Level 3 including 12 credits in History.
  • BTEC DDM, alongside grade B in History A-Level (or equivalent qualification). Excludes BTEC Public Services, BTEC Uniformed Services and BTEC Business Administration.
  • European Baccalaureate 75% overall including 7 in History

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 (with no less than 5.5 in any component)

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

INTO University of East Anglia

If you do not meet the academic and or English requirements for direct entry our partner, INTO University of East Anglia offers guaranteed progression on to this undergraduate degree upon successful completion of a preparation programme. Depending on your interests, and your qualifications you can take a variety of routes to this degree:

International Foundation in Business, Economics, Society and Culture
International Foundation in Humanities and Law

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.

  • A Level BBB or ABC including a History related subject or BBC including a History related subject with an A in the Extended Project
  • International Baccalaureate 31 points including HL5 in History
  • Scottish Highers AABBB including a History related subject
  • Scottish Advanced Highers CCC including a History related subject
  • Irish Leaving Certificate 2 subjects at H2, 4 subjects at H3 including a History related subject
  • Access Course Pass the Access to HE Diploma with Merit in 45 credits at Level 3 including a History module. Humanities or Social Sciences pathway preferred.
  • BTEC DDM alongside grade B in History related subject A-level (or equivalent qualification). Excludes BTEC Public Services, BTEC Uniformed Services and BTEC Business Administration.
  • European Baccalaureate 70% including 70% in a History related subject

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 requirements for direct entry our partner, INTO University of East Anglia offers guaranteed progression on to this undergraduate degree upon successful completion of a preparation 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

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