Behavioural Science

Module Code : SO0713A
Module Title  : Globalisation and Society

Principal Domain : School of Social and Health Sciences
Principal Division : Sociology      Weighting : 100%

Level : 7
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 2     Academic Session : 2012/3
Last Updated : 11/03/13 By Andrew Panay

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : Andrew Samuel (A510853)

Brief Description
This module will introduce to students to a sociological perspective of globalisation.

Aim
The aim of this module is to provide the student with a sociological introduction to the origins, impacts and major debates surrounding globalisation. It will also provide students with opportunities to develop critical reading, descriptive and analytical skills; written and oral communication skills, basic IT and library skills.

Learning Outcomes
By the end of this module the student should be able to :
1. Demonstrate an awareness of major themes and concepts in the historical emergence of globalization.
2. Demonstrate an awareness of some of the theoretical positions taken by sociology to understand and account for globalisation.
3. Demonstrate an awarness of several of the pressing contemporary issues and debates surrounding globalisation.
4. Demonstrate a basic awareness of key political, cultural, social and economic shifts and tendencies of a globalising world.
5. Demonstrate an awareness of possible global futures including the future of work.

Indicative Content

1. The roots of globalization
This content theme examines the historical and intellectual roots of globalization in European modernity.
2. Gobalization: issues and meanings
This content theme examines the impacts on the contemporary world of global forms of colonialism and imperialism, global cultural and social relations, media cultures, economics and politics.
3. Globalization, uncertainty and conflict
This content theme examines debates surrounding contemporary global issues including global conflicts, the geo-politics of scarce resources, the global economic outlook and local and national identities in a globalising world.

Statement on Teaching, Learning and Assessment
In this session students taking this module will undertake an essay and an exam for purposes of assessment. Workbooks are distributed in week one that will provide support for tutorial activities. The teaching is through a mix of lectures and seminars. The seminars are based on group based discussion tasks that will require students to engage with issues and topics within the subject area. Students will engage with technologies that support their development of enquiry-based and collaborative engagement. Students are encouraged to think critically about globalisation and the contemporary world which they inhabit to facilitate development of the Sociological Imagination – which brings history, reflection and personal biography together – and as an aid to the development of their PDP profile and the development of the university's graduate attributes. This module helps to facilitate the following graduate attributes: Confident Thinkers, Flexible Collaborators and Ambitious Enquirers.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 12 hours
Tutorial/Seminar : 12 hours
Unsupervised Practical Activities : 6 hours
Assessment : 20 hours
Independent : 100 hours

Assessment

Seen Examination 1 Seen Exam
Weighting             : 100%
Workload              : 20 hrs
Issue Week          : 22
Submission Week : EP
Return Week        : EP
Associated Learning Outcomes :
Assessment Tutor : Andrew Panay (A510815)


 
 
 


Additional Assessment Information


Additional Tutors :
Andrew Panay (A510815)
Jan Law (J513913)
Roderick Lonie (R513547)
Stuart Waiton (S513892)

Supportive Reading
Cohen R & Kennedy P (2000) Global Sociology Oxford: Blackwell
Waters, M (2000) Globalization Manchester University Press: Manchester
O' Rourke et al (2001) Globalization and History Routledge: London

Specialist Resources


Teachability Issues for this module are :
Oral,Visual,Aural,Reading,Writing

Key Transferable Skills for this module are :
Communication,Team Work,Problem Solving,Research,Planning,Interpersonal

Module Code : SO0701A
Module Title  : History and Social Change

Principal Domain : School of Social and Health Sciences
Principal Division : Sociology      Weighting : 100%

Level : 7
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 2     Academic Session : 2012/3
Last Updated : 22/05/12 By Andrew Panay

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : Wallace McNeish (W511010)

Brief Description
This module will introduce students to a sociological understanding of European historical change by tracing the dynamic interplay of politics, science, technology, culture and ideas that have defined the epochs of antiquity, the middle ages, early modernity and late modernity.

Aim
The aim of this Module is to provide the student with : a broad introduction to the sociological understanding of European history and the processes of social change and development.

Learning Outcomes
By the end of this module the student should be able to :
1. Outline the key social, economic, cultural and ideological characteristics of the epochs (antiquity, middle ages/feudalism, early modernity, late modernity) that have defined European history.
2. Explain how different conceptualisations of what it is to be a person in society have changed over time.
3. Describe the sociological perspective toward understanding historical change.
4. Identify key moments of historical transition and the processes and movements that were significant in bringing about such change.
5. Demonstrate a foundational understanding of inter-relationships between politics, science, technology, culture and ideas which led to the social formations that define European history.
6. Illustrate a basic knowledge of the historical basis of contemporary culture and society.

Indicative Content

1. Lectures
Lectures will be divided into four distinct sections that cover the following historical epochs: classical antiquity, middle ages/feudalism, early modernity and modernity. Lectures will cover the society and politics, science and technology, and ideas and culture of the historical epoch concerned and the processes of historical change.
2. Tutorials
Tutorials will be enquiry based around a mixture of readings from the core texts, discusison of related videos and library exercises - they will also offer guidance regarding the assessment requirements.

Statement on Teaching, Learning and Assessment
Teaching is delivered through an integrated multi-faceted organisational framework of fifteen traditional lectures, two interactive lectorial supervised practical activites (for the Introduction and Conclusion Revision sessions) and weekly enquiry based tutorials centred on a mixture of task oriented group work and student led discussions of key readings and related videos that are facilitated by the class tutor. Students will use information technology to access module information and lecture powerpoint slides which are placed on the Blackboard intranet interface after each block of lectures. Graduate attributes are facilitated and evidenced through the assessment process, student feedback and classroom discussions with tutors.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 15 hours
Tutorial/Seminar : 12 hours
Supervised Practical Activity : 2 hours
Assessment : 20 hours
Independent : 101 hours

Assessment

Essay 1 1500
Weighting             : 50%
Workload              : 10 hrs
Issue Week          : 19
Submission Week : 35
Return Week        : 39
Associated Learning Outcomes : 1,2,3,4,5,6
Assessment Tutor : Wallace McNeish (W511010)

2 Examination 2 2hrs
Weighting             : 50%
Workload              : 10 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : EP
Associated Learning Outcomes : 1,2,3,4,5,6
Assessment Tutor : Wallace McNeish (W511010)

 
 
 


Additional Assessment Information
The essay question centres on the first half of the module while the exam is designed to assess all of the topics covered.

Additional Tutors :
Roderick Lonie (R513547)

Supportive Reading
Harman, C. (2002) A Peoples History of the World Bookmarks: London
Habsbawm, E. J. (2001) Age of Extremes: the Short 20th Century Abacus: London
Osborne, R. (2007) Civilisation: a New History of the Western World Pimlico: London

Specialist Resources
Powerpoint for Lectures. Large lecture theatre.

Teachability Issues for this module are :
Oral,Reading,Writing,Collaboration

Key Transferable Skills for this module are :
Communication,Problem Solving,Research,Planning,Interpersonal

Module Code : SO0711A
Module Title  : Individual In Society

Principal Domain : School of Social and Health Sciences
Principal Division : Sociology      Weighting : 80%
Additional Divisions : IS     Weighting : 20%

Level : 7
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 1     Academic Session : 2012/3
Last Updated : 22/05/12 By Andrew Panay

Pre-requisites :  
Co-requisites :  
Replaced Modules : SO111A 
Prohibited Combinations :  


Module Tutor : James Moir (J510621)

Brief Description
To introduce students to key sociological ideas such as the 'self', 'gender', 'socialisation', 'stratification' and 'ethnicity'.

Aim
The aim of this module is to provide the student with a good understanding of key sociological terms.

Learning Outcomes
By the end of this module the student should be able to :
1. Demonstrate an understanding of the sociological development of the self.
2. Demonstrate an understanding of the relationship between self and interaction in society.
3. Demonstrate an awareness of the different ways in which society is stratified.
4. Demonstrate an understanding of the sociological debates on inequality and stratification.
5. Demonstrate an ability to express the main sociological concepts in an appropriate academic writing style.

Indicative Content

1. Socialisation & The Self
Mead & the Self: socialisation and the development of the self. Stages in the development of the social self. Agents of socialisation: the family, peer group, school, mass media
2. Social Interaction & The Self
The Action Perspective: meanings in action, the labelling approach; Goffman & Dramaturgy: Impression management, roles, rules and rituals.
3. The Stratified Society
Introduces the student to the concept of stratification and explores with them the different ways in which society has been stratified and its social ramifications. The forms of stratification examined will include slavery, the feudal system, caste, class, gender, sexuality and ethnicity.

Statement on Teaching, Learning and Assessment
The teaching is through a mix of lectures, seminars and library exercises. Lectures are, in part, interactive through the inclusion of a series of activity breaks (typically 10 mins), that require students to respond (i.e. discuss and/or write) to learning prompts following a short stretch of teaching (e.g. 20-30 mins). This sequential 'listen-respond' mode of lecturing helps to engage students and develop their understanding of key sociological concepts and theories. Seminars involve groupwork exercises that have been constructed around the portfolio booklet readings and questions. Library slots involve practical exercises designed to assist students with their information literacy skills in this area. The learning outcomes are assessed through the completion of the portfolio booklet and an examination. This module contributes to PDP through the inclusion of reflective 'prompt' questions within the portfolio booklet. These questions are mainly aimed at encouraging students to develop a 'sociological imagination' (Mills, 1959) in terms of linking a sense of personal agency or constraint with wider issues related to civil society and citizenship. The module therefore encourages the early development of this kind of thinking that is central to the discipline and which differentiates it from other social sciences. It also encourages a consideration of complexity through a consideration of the self in terms of being a process rather than an entity, and that this in turn is related to the changing nature of social categories and relations (e.g. gender, ethnicity, social class). The module contributes to the development of graduate attributes, mainly through the development of skills that encourage reflexivity (e.g.via an understanding of the self as a social production) through guided tutorial discussions and through workbook short-answer questions. This process of being able to challenge complexity is further developed in the second part of the module in terms of the study of sociological factors that delimit life chances. The aim is therefore to encourage students to grapple with the nature of agency in terms of the self as well as the limits imposed by social structural factors. Students are encouraged to engage with technologies that support EBL through accessing materials, exercises and reading via Blackboard, as well as via e- library resources. The module has approximately 60% EBL

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 20 hours
Tutorial/Seminar : 12 hours
Supervised Practical Activity : 2 hours
Assessment : 20 hours
Independent : 96 hours

Assessment

Portfolio 1 booklet ( approx.1500 wor
Weighting             : 50%
Workload              : 10 hrs
Issue Week          : 1
Submission Week : 7
Return Week        : 11
Associated Learning Outcomes : 1,2,5
Assessment Tutor : James Moir (J510621)

2 Examination 2 (approx. 1500 words)
Weighting             : 50%
Workload              : 10 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : 18
Associated Learning Outcomes : 3,4,5
Assessment Tutor : OONA BROOKS (O515255)

 
 
 


Additional Assessment Information
Week 12 is a whole class revision and session (as per the lecture slots) involving a series of short exercises on how to revise for the examination and how to learn from the coursework feedback.

Additional Tutors :
Andrew Samuel (A510853)
OONA BROOKS (O515255)
Roderick Lonie (R513547)

Supportive Reading
Scott, S. (2009) Making Sense of Everyday Life Cambridge: Polity
Plummer, K. (2010) Sociology: The Basics Routledge: Oxon.,UK
Platt, L. (2011) Understanding Inequalities: Stratification and Difference Cambridge: Polity

Specialist Resources
Main Lecture Theatre Tutorial Rooms Libary facilties

Teachability Issues for this module are :
Oral,Visual,Aural,Reading,Writing

Key Transferable Skills for this module are :
Communication,Research,Self Evaluation,Planning,Interpersonal

Module Code : PS0711A
Module Title  : Introduction to Research Methods in Psychology 1

Principal Domain : School of Social and Health Sciences
Principal Division : Psychology      Weighting : 100%

Level : 7
SCQF Credits : 30
Status : Approved School Executive
Semester : Semester 1 through 2     Academic Session : 2012/3
Last Updated : 06/09/12 By Andrew Panay

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : ANNE SCRIMGEOUR (A514009)

Brief Description
The module introduces students to the core principles and practical skills of psychological research. The knowledge base includes an introduction to the scientific process (and its limitations), benefits and disadvantages of key research designs (quantitative and qualitative), the rationale and practical application of statistical analysis and ethical considerations. Practical activities facilitate understanding of the link between knowledge in psychology and empirical research.

Aim
The aim of the module is to facilitate development of a basic understanding of psychology as a science and the skills necessary to work and think like a psychologist. These include the ability to critically evaluate research, to employ a systematic approach to problem solving, use of statistical software, the confidence and creativity to evaluate research projects and to assimilate and communicate information effectively. This provides an understanding of research methods which enables students to fully appreciate the material covered across Social and Health Science

Learning Outcomes
By the end of this module the student should be able to :
1. Demonstrate knowledge of the different methods that are used in psychological research and the difference between these methods through active participation in class and via assessment.
2. Evaluate experimental designs and formulate solutions to routine design problems through active participation in class and assessment.
3. Develop understanding of the rationale for statistical analysis in psychology research, and show competence in descriptive & inferential analysis using SPSS via active participation and assessment
4. Demonstrate knowledge and understanding of the British Psychological Society Code of Conduct, Ethical Principles and Guidelines through active participation and assessment.
5. Explain the difference between theories that are based in evidence obtained from scientific research and other forms of explanations through active participation in class and assessment
6. Show evidence of independent research and write up a psychology investigation in standard American Psychological Association format via active participation and assessment

Indicative Content

1. The Role of Research in Psychology
Introduction to scientific enquiry and the role of research in psychology.
2. Introducing Methods of Research
Introduction to: the core research designs of correlation and experimentation; the potential problems and solutions of each research design; levels of measurement.
3. The Experimental Method
Defining experimental variables. Experimental design. Bias and control.
4. Descriptive Statistics
Measures of central tendency and dispersion. Graphical and tabular presentation of data. Properties of the normal distribution curve. Standard error of the mean and confidence intervals.
5. Inferential Statistics
Introduction to hypothesis formation and testing. The role of probability in statistical inference. Test selection for parametric and non-parametric data. Data analysis using inferential statistical tests. Type I and Type II errors.
6. Introduction to SPSS
Introduction to: data entry in SPSS; use of SPSS to summarise data in tables and graphs; use of SPSS to perform descriptive and inferential statistical analysis.
7. Introduction to Qualitative Research in Psychology
Introduction to: the key differences between quantitative and qualitative research methods; the key data collection and analytic techniques for qualitative data.
8. Ethics
Introduction to ethical considerations and implications with reference to the British Psychological Spciety Guidelines.
9. Library Skills
Identify, locate and evaluate appropriate academic sources for a set academic task using key library and information skills, and acknowledge their use.
10. Report Writing
Conveying information from investigations using the appropriate APA standard. Conduct and report a literature review using appropriate academic sources.

Statement on Teaching, Learning and Assessment
PS0711a classes comprise lectures, practicals and help classes focussed around practical work with a mix of independent and small group working (80%). In practical classes, students conduct experiments or participate in demonstrations to apply and consolidate the theoretical work covered in lectures. We seek to enable students to reach conclusions on their own, based on their experience in practical classes, that support the principles of research methods. Examples include small group work to develop a research project in which students must consider: design issues, practical issues, theoretical issues and data analysis. We encourage debate and critical and creative problem solving. Over the course of the semester we demonstrate how each of the points students considered are part of the formal research process. By so doing, we seek to encourage students to collaborate with others (e.g. in small group work), and with tutors by engaging in discussion and debate. Training in research methods, especially practical training, naturally encourages critical and creative thinking but we try to ensure this further by asking students to solve problems using critical and creative techniques in small groups during the first weeks of semester. Dealing with primary scientific literature and learning to manage datasets enables students to challenge complexity. The module is delivered in collaboration with Introductory Psychology modules such that the weekly practicals reflect the material delivered in each. This supports the understanding of the relationship between knowledge of psychology and empirical research. It is a primary aim of the module to encourage confident thinking by enabling students to develop the skills needed to evaluate their own work, as well as other research, to think independently and to have faith in their own opinions and ideas. 80% of the learning activities involve enquiry-based learning (e.g. group work, pratical work, independent learning exercises) and students are expected to source approximately 50 - 60% of material (e.g. journal articles) independently.

Teaching and Learning Workloads :

Total : 300 hours
Lecture : 24 hours
Tutorial/Seminar : 24 hours
Supervised Practical Activity : 24 hours
Assessment : 40 hours
Independent : 188 hours

Assessment

Practical 1 Practical (S1)
Weighting             : 25%
Workload              : 10 hrs
Issue Week          : 7
Submission Week : 11
Return Week        : 19
Associated Learning Outcomes : 1,2,3,5,6
Assessment Tutor : Fhionna Moore (F514243)

2 Practical 2 Practical (S2)
Weighting             : 25%
Workload              : 10 hrs
Issue Week          : 25
Submission Week : 29
Return Week        : 35
Associated Learning Outcomes : 1,2,3,5,6
Assessment Tutor : Fhionna Moore (F514243)

Portfolio 3 Portfolio
Weighting             : 10%
Workload              : 8 hrs
Issue Week          : 1
Submission Week : 27
Return Week        : 32
Associated Learning Outcomes : 1,2,4,5
Assessment Tutor : Fhionna Moore (F514243)
Examination 4 Examination
Weighting             : 40%
Workload              : 12 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : EP
Associated Learning Outcomes : 1,2,3,4,5
Assessment Tutor : Fhionna Moore (F514243)
 
 
 


Additional Assessment Information
Unit 1: Practical Report of research conducted in class in Semester 1, with 10 hours for completion outside of class Unit 2: Practical Report of research conducted in class in Semester 2, with 10 hours for completion outside of class Unit 3: Portfolio of participation in research projects (4 proformas to be completed by the student on participation in 4 separate research projects) Unit 4: An exam that is taken during the exam diet To pass this module students must demonstrate competency in lab report writing by achieving at least a grade D9 in one of the two research reports.

Additional Tutors :
ANNE SCRIMGEOUR (A514009)
Part-time Staff

Supportive Reading
Coolican, H. 2009 Research Methods and Statistics in Psychology Hodder Arnold
Coolican, H. 2009 Introduction to Research Methods in Psychology Hodder Arnold
Brace, N., Kemp, R., and Snelgar, R. 2009 SPSS for Psychologists Palgrave Macmillan

Specialist Resources
SPSS (version 20), Software for statistical analysis of numerical data

Teachability Issues for this module are :
Oral,Visual,Symbolic,Aural,Diagrammatic,Computer Based,Reading,Writing,Collaboration,Professional,Other

Key Transferable Skills for this module are :
Communication,Team Work,Problem Solving,Research,ICT Skills,Self Evaluation,Planning,Interpersonal,Quantitative,Professionalism

Module Code : PS0701A
Module Title  : Introductory Psychology 1

Principal Domain : School of Social and Health Sciences
Principal Division : Psychology      Weighting : 100%

Level : 7
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 1     Academic Session : 2012/3
Last Updated : 06/03/13 By Andrew Panay

Pre-requisites :  
Co-requisites :  
Replaced Modules : PS101A 
Prohibited Combinations :  


Module Tutor : Siobhan MacAndrew (S510836)

Brief Description
This module introduces students to three key areas within Psychology, namely: Social Psychology, Cognitive Psychology and Historical and Conceptual issues in Psychology

Aim
This module introduces the conceptual framework of psychology through the medium of research in social psychology and cognitive psychology. The module places emphasis on appreciating the link between scientific study in psychology and understanding issues in the 'real world'.

Learning Outcomes
By the end of this module the student should be able to :
1. Demonstrate their knowledge and understanding of psychological theory in Social Psychology and Cognitive Psychology and appreciate the historical and conceptual background of these theories
2. Demonstrate their knowledge and understanding of empirical research in the areas of Social Psychology and Cognitive Psychology.
3. Appreciate the contribution of social psychology and cognitive psychology to the understanding of 'real life' issues
4. Articulate a particular interest in a specific topic in social or cognitive psychology, and to identify, locate, and describe, key research papers relevant to that interest
5. Understand and define key terminology in social and cognitive psychology
6. Have an insight into their own behaviour based on their knowledge of social and cognitive psychology

Indicative Content

1. Social Psychology: Introduction to social psychology
Evaluating the social world: attitudes and attitude change. Person perception: attribution, impression formation, schemas and stereotypes
2. Social Psychology: Interacting with another person
Attraction and altruism. Social influence: social facilitation, conformity and obedience
3. Social psychology: Social influence in groups
Social loafing, de-individuation, groupthink, leadership, prejudice and stereotyping
4. Cognitive Psychology: Using your head
How cognitive psychology experiments help us to understand the way we our minds work
5. Cognitive psychology: The mind plays tricks
Are you in touch with 'reality'? is seeing believing? can you trust your own judgment? How cognitive psychology helps us to understand mistakes and misunderstandings
6. Cognitive psychology: How well do you think?
How cognitive psychology helps us to understand the way thinking and remembering works. Why is thinking hard?
7. Conceptual Issues: Why psychology is a science
What makes psychology special? what makes a good psychologist? the philosophical underpinning of psychology
8. Conceptual Issues: Psychology's contribution to knowledge
Headline theoretical notions in psychology Headline thinkers in psychology
9. Conceptual Issues: Psychology and You
Making connections - how to apply your knowledge to real life issues

Statement on Teaching, Learning and Assessment
This is the first experience of core Psychology that students receive and as such introduces students to the development and history of psychology as a discipline, and introduces them to cognitive and social psychology. We assume no prior knowledge. The learning outcomes must be achieved while at the same time building confidence in independent learning. The student must develop metacognitive skill, the ability to reflect on their own mental processes, identify academic strengths, and address areas requiring further effort. The strategy for facilitating these skills is detailed below. The material is delivered as a combination of lecturers supplying subject content followed by students in groups exploring consequences, and students independently reflecting upon what they have learned from the module. Evaluation of personal development is provided by online discussion, quizzes, and the opportunity to produce movies based on their learning experiences. Assessment of subject content is provided by the multiple choice tests which require range of knowledge. Assessment of deeper conceptual understanding and independent research is carried out by the assessment of material discovered during the EBL sessions. Over the course of the module students will spend approximately 50% of their time engaged in, or preparing for, active enquiry sessions.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 18 hours
Supervised Practical Activity : 10 hours
Unsupervised Practical Activities : 6 hours
Assessment : 12 hours
Independent : 104 hours

Assessment

Portfolio 1 5 X online 20 item MC
Weighting             : 100%
Workload              : 12 hrs
Issue Week          : 1
Submission Week : 4
Return Week        : 5
Associated Learning Outcomes : 1,2,3,4,5,6
Assessment Tutor : Siobhan MacAndrew (S510836)


 
 
 


Additional Assessment Information
Unit 1 - Portfolio- five 20 item multiple choice class tests. Each test is available for 7 days. There are 40 questions in total on cognitive psychology, 40 questions in total on social psychology and 20 questions on conceptual and historical psychology. Feedback of scores for MC tests is immediate and conversion table from scores to UAD grade is in module handbook. Universal feedback on work for the whole module available in week 18.

Additional Tutors :
Lloyd Carson (L510905)

Supportive Reading
Schacter, D., Gilbert, D, Wegner, D., 2012 Psychology, (European Edition), Palgrave/MacMillan
Myers, D. G. Abell, J., Kolstad, A., & Sani, F. 2010 Social Psychology (8th edition) McGraw Hill: Boston


Specialist Resources
Some of the material may be delivered using Turning Point. All teaching rooms including practical classrooms will require data projector and audio and movie playback facilities.

Teachability Issues for this module are :
Oral,Visual,Symbolic,Aural,Diagrammatic,Reading,Writing,Collaboration

Key Transferable Skills for this module are :
Communication,Problem Solving,Research,ICT Skills,Planning,Interpersonal,Quantitative

Module Code : PS0702A
Module Title  : Introductory Psychology 2

Principal Domain : School of Social and Health Sciences
Principal Division : Psychology      Weighting : 100%

Level : 7
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 2     Academic Session : 2012/3
Last Updated : 21/05/12 By Andrew Panay

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : TAMSIN SAXTON (T515260)

Brief Description
Introduction to Psychology: Biological Psychology, Individual Differences and Developmental Psychology.

Aim
The aim of this module is to provide the students with an introduction to biological psychology, developmental psychology, and the psychology of individual differences. Key issues within each of these areas of psychology will be introduced.

Learning Outcomes
By the end of this module the student should be able to :
1. Understand theoretical debates and evaluate competing theories within the domains of personality, developmental, and biological psychology.
2. Demonstrate a knowledge of empirical evidence related to these three areas of psychology.
3. Understand how these areas of psychology relate to other domains in psychology (e.g cognitive & social) and how research within them has developed historically and theoretically.

Indicative Content

1. Individual Differences
Introduction to theories of personality, including psychodynamic theory, trait and type approaches, humanism, and social learning theories.
2. Developmental
Pre-natal development, cognitive development, perceptual development, sex and gender and socialisation.
3. Biological
Structure & organisation of the CNS, basic neurochemistry and neurophysiology of nerve transmission, cortical localisation of function, psychopharmacology (drug action), reward.

Statement on Teaching, Learning and Assessment
This module continues on from PS0701A in introducing students to the core areas of individual differences, biological psychology and developmental psychology. During the lecture series, students are introduced to the seminal findings, theories and a brief history of each of these 3 areas. In addition, there are 5 x 2 hour enquiry based learning sessions in which students will be expected to work independently and in groups when engaging with complementary topics from each of the 3 fields of study. Although this module stands alone, it does add to the students' exposure to psychology following their previous engagement with PS0701. The subject content is assessed by 5 fortnightly multiple choice class tests, each worth 20% of the overall module grade. The assessment criteria for each of these tests are aligned to the teaching and learning outcomes. Students should spend at least 60% of their time engaged in enquiry based activities (including the enquiry based learning sessions, homework for enquiry based learning sessions, and own research and discovery for the assessments).

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 20 hours
Supervised Practical Activity : 10 hours
Assessment : 20 hours
Independent : 100 hours

Assessment

Portfolio 1 5 fortnightly class tests
Weighting             : 100%
Workload              : 20 hrs
Issue Week          : 19
Submission Week : 22
Return Week        : 23
Associated Learning Outcomes : 1,2,3
Assessment Tutor : TAMSIN SAXTON (T515260)


 
 
 


Additional Assessment Information
Please note that due to the distribution of assessment units across the semester, ALL components (Developmental Psychology, Individual Differences; Biological Psychology) will be assessed. Online tests will be made available on weeks, 22, 24, 26, 28 and 30.

Additional Tutors :
Scott Hardie (S510828)

Supportive Reading
Davey, G., Albery, I.P., Chandler, C., Field, A., Jones, D., Sterling, C., Messer, D.J. & Moore, S. 2008 Complete Psychology, 2nd edition Hodder Education
Carlson N.R., Martin, G.N., Buskist, W. 2004 Psychology, 2nd edition Allyn & Bacon
Passer, M.W., Smith, R.E., Holt, N., Bremner, A., Sutherland, E. & Vliek, M. 2008 Psychology: The science of mind & behavior. McGraw-Hill Higher Education

Specialist Resources
Lecture rooms and practical/tutorial rooms will require laptop access to data projector, internet access, and audio and movie playback facilities.

Teachability Issues for this module are :
Oral,Visual,Symbolic,Aural,Diagrammatic,Computer Based,Reading,Writing

Key Transferable Skills for this module are :
Communication,Problem Solving,Research,ICT Skills

Module Code : SO0777A
Module Title  : The Thinking Module

Principal Domain : School of Social and Health Sciences
Principal Division : Sociology      Weighting : 70%
Additional Divisions : Psychology     Weighting : 10%
                      Sport and Leisure     Weighting : 10%
                      Tayside Institute of Health Studies     Weighting : 10%

Level : 7
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 1     Academic Session : 2012/3
Last Updated : 22/05/12 By Andrew Panay

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : Wallace McNeish (W511010)

Brief Description
This inter-disciplinary module aims to inculcate the critical thinking skills that form the basis for successful study across the academic disciplines and degree programmes offered by the School of Health and Social Sciences. This module aims to provide a common learning experience in the first semester of Year One for almost all Level 7 SHS students.

Aim
The aim of this Module is to provide the student with : critical thinking skills that form the basis for successful progression through higher education. Through challenging module content and innovative classroom practice, graduate attributes such as the ability to collaborate flexibly, create in a determined manner and inquire with ambition will be inculated amongst first year students.

Learning Outcomes
By the end of this module the student should be able to :
1. Exhibit an ability to analyse, evaluate, debate, and communicate knowledge from competing itellectual perspectives.
2. Demonstrate organisation, self-management and scholarship skills by using information technology to access relevant sources.
3. Show evidence of collaboration and discursive review of written work with student peers.

Indicative Content

1. Potential 'Timeless' Debates
Debates chosen from Programme specific lists and led by internal and external experts on: eg, Existence of god; privacy and civil society; private property; money as source of 'evil'; nature/nurture; free speech; pornography; capital punishment; prostitution; animal experimentation; euthanasia; abortion; affirmative action; just war; trade union power; good life/good political community; human nature; monarchy; value of democracy; meaning of equality; etc.
2. Potential 'Timely' Debates
Debates chosen from Programme specific lists led by internal and external experts on: eg, academic freedom; drug legalisation; drug use in sport; immigration; free health care; war on terror; euthanasia; progressive taxation; race and gender discrimination; Olympic Games; Human Rights; politics/sport; global warming; internet censorship; nuclear power; education league tables; nuclear weapons; GM agriculture; religion; cloning; fair trade; value of contemporary culture; etc.
3. Thinking Seminars
Follow-up discursive discipline specific seminar sessions led by teaching staff on topics covered in formal debates. Students are tutored to identify types of argument presented, evaluate perspectives and to reflect upon their own reasoning processes and value assumptions. The debates and seminars facilitate a foundation for the acquisition of graduate attributes.
4. WEB CT Discussion Forum
Students will be required to write a short 300 word indicative 'Thinking Summary' of the arguments presented in each debate. These summaries will be peer reviewed by group work partners before an exemplar is constructed and posted for further discussion on the moderated WEB CT discussion forum.

Statement on Teaching, Learning and Assessment
The Thinking Module will combine innovative modes of delivery (issue centred debates, Thinking seminars, WEB CT discussion forum) and assessment (partner peer review, Thinking Summaries, Thinking Reports), to contribute strongly to the 'group work', 'independent inquiry', 'enquiry based learning', 'problem solving' and 'contemporary issues' aspects of the School Strategic Plan while also facilitating the attainment of the graduate attributes included in the University Plan. This module also contains an implicit orientation towards PDP in the way that it encourages students to think critically about themselves, their educational institution, their employment experiences as well as wider contemporary social, economic and and political issues.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 13 hours
Tutorial/Seminar : 6 hours
Supervised Practical Activity : 6 hours
Assessment : 20 hours
Independent : 105 hours

Assessment

Groupwork 1 3 x 300 word Summaries
Weighting             : 40%
Workload              : 8 hrs
Issue Week          : 1
Submission Week : 13
Return Week        : 18
Associated Learning Outcomes : 1,2,3
Assessment Tutor : Wallace McNeish (W511010)

2 Report 2 1000 words
Weighting             : 60%
Workload              : 12 hrs
Issue Week          : 1
Submission Week : 18
Return Week        : 22
Associated Learning Outcomes : 1,2,3
Assessment Tutor : Wallace McNeish (W511010)

 
 
 


Additional Assessment Information
Assessment will be supported by the creation of an online Information Resource Bank. Assessments = three 300 word 'Thinking Summaries', one 1000 word 'Thinking Report'.

Additional Tutors :
David Holland-Smith (D513457)
Mark Haith (M515591)
Roderick Lonie (R513547)

Supportive Reading
N Sherratt et al 2004 DD100 Course: An Introduction to the Social Sciences Open University Press: Milton Keynes
S Cottrell 2005 Critical Thinking Skills Palgrave MacMillan: London
R van den Brink-Budgen 2004 Critical Thinking for Students How to Books: Oxford

Specialist Resources
Room 1516 is essential for debates. IT Services and Library Services Support.

Teachability Issues for this module are :
Oral,Aural,Computer Based,Reading,Writing,Collaboration

Key Transferable Skills for this module are :
Communication,Team Work,Problem Solving,Research,ICT Skills,Self Evaluation,Planning,Interpersonal

Module Code : PS0801A
Module Title  : Biological Psychology

Principal Domain : School of Social and Health Sciences
Principal Division : Psychology      Weighting : 100%

Level : 8
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 2     Academic Session : 2012/3
Last Updated : 21/05/12 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : CLARE CUNNINGHAM (C514271)

Brief Description
This module examines the links between biology and psychology. It will introduce students to the biological processes that underpin observable behaviour, looking at systems that exert direct control over behavioural responses and those that play a modulatory role in human psychology.

Aim
The aim of this module is to provide knowledge of the structure and function of the nervous and endocrine systems, and their role in the production of behaviour. Also, it will introduce the evolutionary mechanisms that shape the complex physiological and psychological processes seen in modern humans.

Learning Outcomes
By the end of this module the student should be able to :
1. Demonstrate a basic understanding of the structure and function of the nervous and endocrine systems, and their contributions to the production of human behaviour.
2. Provide explanations of how biological processes influence specific behavioural responses.
3. Appreciate biological and psychological mechanisms seen in modern humans are a product of their evolutionary history, and evidence an understanding of the evolutionary processes that shape them.
4. Demonstrate an understanding of how biological theories relating to individual differences contribute to the production of human behaviour.
5. Incorporate information gained through self-study into own knowledge base and disseminate this information to peer group in disscussion- based learning.
6. Use knowledge gained about how biological factors contribute to human behaviour to scaffold knowledge gained in future learning, both within biological psychology and across psychological disciplines.

Indicative Content

1. Foundations of biopsychology
Historical views of the brain, mind and behaviour; consideration of dichotomies such as whether behaviour is physiological or psychological, innate or learned; introduction to an evolutionary approach in the study of behaviour including basics of inheritence and methods of research such as twin and adoption studies, and comparative psychology.
2. Structure and function of the central nervous system
Structure of the brain, neurons and neuronal networks; neuronal communication within and between neurons, and brain.
3. Biology of motivation
Looking at how the brain stimulates motivational behaviour in terms of movement and ingestion.
4. The neuroendocrine system and reproductive behaviour
Examining how hormones influence mate choice, mating behaviour and sexual orientation.
5. The brain and emotion
Emotions and emotional valence and components of the emotional response, the amygdala and limbic systems involvement in emotional arousal.
6. Neuropsychology
Looking at the physiological and behavioural effects of brain degeneration and implications for everyday life.

Statement on Teaching, Learning and Assessment
This module builds upon the biological psychology component offered in the first year introductory module PS0702A affording the opportunity for students to develop a more critical approach to this material. The module incorporates lecture-based delivery, lectorials and small-group teaching where discussions will be based on guided independent learning brought to the sessions by students. The core information will be delivered through lectures (14hrs = 42%). As second year students, it is important that the relevant knowledge base is developed so that discussions and own learning can be based on informed reasoning. To supplement lecture and lectorial material, there will be a series of web-based discussion activities (3hrs) where students can discuss topics with lecturing staff and peers. Activities within lectorials (10hrs) are aimed at improving understanding of how research drives knowledge and so teaching. Tutorial (6hrs) sessions will also focus on psychology research to stimulate student interest in the science that underpins the information presented. Thus, enquiry-based learning will contribute 58% of the course delivery. Small-group sessions allow the students to build on material disseminated in lectures and lectorials both through questioning information given, allowing them to become independent thinkers, and by broadening their understanding. There will also be a computer-based tutorial session that will develop the use of technology in learning and also strengthen teaching-research linkages. Learning outcomes will be assessed through a combination of examinations, aimed at assessing the accuracy of their knowledge, and participation in discussions to monitor their development as individuals and psychologists.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 24 hours
Tutorial/Seminar : 9 hours
Assessment : 20 hours
Independent : 97 hours

Assessment

Class Test 1 45 minutes short answer
Weighting             : 20%
Workload              : 4 hrs
Issue Week          : 23
Submission Week : 23
Return Week        : 26
Associated Learning Outcomes : 1,2,3
Assessment Tutor : CLARE CUNNINGHAM (C514271)

2 Examination 2 2 hr examination
Weighting             : 80%
Workload              : 16 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : 36
Associated Learning Outcomes : 1,2,3,4,5
Assessment Tutor : CLARE CUNNINGHAM (C514271)

 
 
 


Additional Assessment Information
Class test will take place in normal lecture slot and will cover lecture material from weeks 18-20. Final exam will cover rest of lecture material and tutorials.

Additional Tutors :
Fiona McConnochie (F510904)
Scott Hardie (S510828)
Siobhan MacAndrew (S510836)

Supportive Reading
Pinel, J.P.J. 2011. Biopsychology, 8th Edition. Pearson Education Inc.
Carlson, N.R. 2011. Foundations of Behavioral Neuroscience, 8th Edition. Pearson Education Inc.
Kolb, B. & Whishaw, I.Q 2008. Fundamentals of Human Neuropsychology 6th Edition. London: Worth

Specialist Resources
Books available on EBRAY: Rodgers, L.J.(Ed). 2002. Comparative Vertebrate Lateralization, Cambridge University Press. Kay I. 1998. Introduction to Animal Physiology, BIOS Scientific Publishers

Teachability Issues for this module are :
Oral,Visual,Symbolic,Aural,Reading,Writing

Key Transferable Skills for this module are :
Communication,Problem Solving,Research,ICT Skills,Planning,Interpersonal,Quantitative

Module Code : SO0813A
Module Title  : Classical Sociological Theory

Principal Domain : School of Social and Health Sciences
Principal Division : Sociology      Weighting : 100%

Level : 8
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 1     Academic Session : 2012/3
Last Updated : 22/05/12 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : Hazel Work (H510827)

Brief Description
This module will introduce students to the foundational thinkers of modern sociological theory: Karl Marx, Max Weber and Emile Durkheim.

Aim
The aim of this Module is to provide the student with : working knowledge of the principle ideas of the key contributors to the foundations of sociological thought.

Learning Outcomes
By the end of this module the student should be able to :
1. Demonstrate an understanding of the philosophical influences upon the key contributors to the foundation of sociological thought.
2. Illustrate an understanding of how each thinker interpreted the impact of modern capitalist society upon the 'human condition'.
3. Articulate an understanding of how each thinker used different methodologies to analyse and explain the nature of social cohesion and social conflict.
4. Display an ability to effectively communicate the similarities and differences between the key classical sociological thinkers.
5. Critically assess the significance of the classical thinkers' social theory in the analysis of contemporary society.
6. Recognise the influence of each classical sociological thinker upon subsequent sociological theory and practice.

Indicative Content

1. Lectures
The lecture programme is divided into three sections which focus upon the origins, development and application of the thought of Karl Marx, Max Weber and Emile Durkheim.
2. Tutorials
Tutorials are structured around the discussion of core readings from primary sources and student answers to independent inquiry questions as set in the core text.

Statement on Teaching, Learning and Assessment
Teaching and learning for this module is delivered through the traditional format of lectures and tutorials. Two one hour lectures per week are required to properly introduce key topics and direct further independent study. Weekly turorials centred upon readings from the core text give students the opportunity to discuss core concepts, ask questions and gain guidance for the assessments. This module contains a strong PDP element at its core in that it encourages students to reflect upon themselves and their relationships towards family, work, education and wider contemporary social, economic and political issues through the prism of critical social theory. Graduate attributes are framed through encouragement of the sociological imagination that operates as a form of master framing narrative for the said attributes.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 24 hours
Tutorial/Seminar : 12 hours
Assessment : 20 hours
Independent : 94 hours

Assessment

Essay 1 2000 words
Weighting             : 50%
Workload              : 8 hrs
Issue Week          : 01
Submission Week : 10
Return Week        : 14
Associated Learning Outcomes :
Assessment Tutor : Hazel Work (H510827)

2 Examination 2 2hrs, unseen
Weighting             : 50%
Workload              : 12 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : EP
Associated Learning Outcomes :
Assessment Tutor : Hazel Work (H510827)

 
 
 


Additional Assessment Information


Additional Tutors :
Alex Law (A510842)
Jan Law (J513913)
PART-TIME STAFF (PARTTIME)
Wallace McNeish (W511010)
PARTTIME

Supportive Reading
Calhoun, C. et al (eds) 2002 Classical Sociological Theory Blackwell:Oxford
Callinicos, A. 2000 Social Theory: a Historical Introduction Polity: Cambridge
Appelrouth, S. & Edles, L. D. 2008 Classical and Contemporary Sociological Theory (Text and Readings) Sage: London

Specialist Resources
Powerpoint availability for lectures. Large lecture theatre.

Teachability Issues for this module are :
Oral,Visual,Reading,Writing

Key Transferable Skills for this module are :
Communication,Problem Solving,Research,Planning,Interpersonal

Module Code : PS0802A
Module Title  : Cognitive Psychology

Principal Domain : School of Social and Health Sciences
Principal Division : Psychology      Weighting : 100%

Level : 8
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 1     Academic Session : 2012/3
Last Updated : 21/05/12 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : Kenneth Scott-Brown (K511040)

Brief Description
An introduction to the related fields of learning theory, cognition and human perception.

Aim
The aim of this Module is to provide the student with: an understanding of behaviourism, cognition and perception.

Learning Outcomes
By the end of this module the student should be able to :
1. Describe and evaluate Classical and Operant Conditioning experiments and comment on their usefulness in explaining human and animal behaviour.
2. Comment on the use of experimental paradigms in the field of cognitive psychology when attempting to understand specific aspects of human performance.
3. Know the pathways involved in the appropriate sensory systems.
4. Appreciate the similarities and differences in the coding and processing of information in the sensory pathways.
5. Understand the use of knowledge of sensory and cognitive systems in psychology.

Indicative Content

1. Cognition
Visual Imagery; Object Recognition; Change Blindness; Introduction to theories of attention; Problem solving; Decision making; Cognition and Emotion; Preconscious Processing.
2. Perception
Overview of visual system; Perception of events; Stereo; Spatial Vision and form perception; The perceptual aspects of reading; hearing and listening.
3. Learning Theory
Habituation; Classical conditioning; Operant Conditioning; Applications of Learning Theory.
4. Memory
Levels of Processing, Working Memory, Models of Long- term Memory.

Statement on Teaching, Learning and Assessment
Cognitive psychology is a pervasive subject in life and work and is presented in a variety of formats to engage students from different programmes. The module comprises a blend of lectures (65% of contact), supervised practicals (35% of contact), and independent study (69% of total module time). The lectures serve to delineate the breadth and depth of the syllabus and each lecture has key and supplementary readings associated with. Students directly experience the key concepts themselves in the practicals, and then develop their awareness of the critical issues surrounding these concepts in the lectures and in their own study. Students will be required to work in small groups in some of these practicals. Learning is enhanced by reflection on the relevance of the content of the module to the student’s programme of study. The coursework allows the students to engage with a sustained piece of intellectual research on a topic related to the module. Suggested readings, advice and activity based on creating appropriate written work is provided in the practicals. The coursework allows the students to develop an independent thread of investigation within the syllabus and to practice their skills in synthesis and effective communication in written form. The exam format ensures a breadth of coverage across the module content. The assessments address topics covered exclusively in the practicals as well as topics from the lectures. The successful students in this module will have taken responsibility for the selection of their coursework topic and planned a systematic review of the available literature. They will have constructed a review of the relevant subset of cognitive psychology according to a pre-defined professionally recognised presentation and referencing format. This will have been done according to published deadlines and guidelines. Successful students will have undertaken a programme of study and revision leading to completion of the assessments requiring exhibition of knowledge and understanding of seminal concepts in Cognitive Psychology assessed by the appropriate Learning Outcomes.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 18 hours
Supervised Practical Activity : 10 hours
Assessment : 20 hours
Independent : 102 hours

Assessment

Coursework 1 Review (1000 words)
Weighting             : 50%
Workload              : 10 hrs
Issue Week          : 1
Submission Week : 9
Return Week        : 13
Associated Learning Outcomes : 1,2,3,4
Assessment Tutor : Kenneth Scott-Brown (K511040)

2 Examination 2 One hour written exam
Weighting             : 50%
Workload              : 10 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : 19
Associated Learning Outcomes : 1,2,3,4
Assessment Tutor : Kenneth Scott-Brown (K511040)

 
 
 


Additional Assessment Information


Additional Tutors :
Andrea Szymkowiak (A511207)
Malcolm Cook (M510676)

Supportive Reading
Goldstein, E. Bruce 2009 Sensation and Perception. 6th Edition Wadsworth Publishing Co. Inc.
Eysenk, M.& Keane, M. 2010 Cognitive Psychology, 6th Edition Psychology Press: Hove
Braisby, N & Gellatly, A 2005 Cognitive Psychology OU Press: Oxford

Specialist Resources
Practical activity involves PCs that must have QuickTime(TM) sofware in lecture room PCs and both Quicktime and E-Prime software installed in labs.

Teachability Issues for this module are :
Oral,Visual,Symbolic,Aural,Diagrammatic,Computer Based,Reading,Writing,Collaboration

Key Transferable Skills for this module are :
Communication,Team Work,Problem Solving,Research,ICT Skills,Interpersonal,Quantitative

Module Code : SO0854A
Module Title  : Crime Deviance and Society

Principal Domain : School of Social and Health Sciences
Principal Division : Sociology      Weighting : 100%

Level : 8
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 2     Academic Session : 2012/3
Last Updated : 22/05/12 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : Stuart Waiton (S513892)

Brief Description
This module focuses on aspects of the relationship between crime, deviance and the social and political structure of modern societies

Aim
The aim of this Module is to provide the student with : the ability to analyse and explore the relationship between crime, deviance and specific social, political, economic and cultural divisions in society.

Learning Outcomes
By the end of this module the student should be able to :
1. Assess and evaluate the relationship between inequality and crime.
2. Assess the relationship between power, crime and market-forces
3. Evaluate the relationship between political violence, terrorism, the state and crime

Indicative Content

1. Inequality and Crime
How does the structure of a society affect crime and attitudes towards crime, criminals and deviant behaviour? How do social and cultural phenomena shape and influence crime?
2. Power and Crime
Crimes of the powerful and their regulation; characteristics of white-collar and corporate crime.
3. Political crime
The relationship between the state and violence; terrorism; representation of and regulation of these crimes.

Statement on Teaching, Learning and Assessment
The module is lecture and tutorial based to give students the opportunity to assess and evaluate relationships between crime and social structure through discussion. Lectures will be supplemented by research based group work discussions in seminars. Online Chatroom discussions for students encourages enquiry based learning and is additional to seminars. This supports group learning and collaroration between students - also developing critical reasoning and enhancing the potential for confident learners to flourish. The first essay - with feedback and discussion is to facilitate a reflexive approach to learning. Students work collaboratively in seminars, manage their learning and addressing complex and ambiguous subject matter throughout.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 10 hours
Tutorial/Seminar : 6 hours
Supervised Practical Activity : 2 hours
Assessment : 20 hours
Independent : 112 hours

Assessment

Essay 1 1500
Weighting             : 50%
Workload              : 8 hrs
Issue Week          : 19
Submission Week : 27
Return Week        : 31
Associated Learning Outcomes :
Assessment Tutor : Stuart Waiton (S513892)

2 Examination 2 2 hours
Weighting             : 50%
Workload              : 12 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : EP
Associated Learning Outcomes :
Assessment Tutor : Stuart Waiton (S513892)

 
 
 


Additional Assessment Information


Additional Tutors :

Supportive Reading
Croall, H. (1998) Crime and Society in Britain Pearson Longman
Waiton, S. (2008) Scared of the kids Abertay Press
Jenkins, P. (2003) Images of Terror Aldine de Gruyter

Specialist Resources


Teachability Issues for this module are :
Oral,Reading,Writing

Key Transferable Skills for this module are :
Communication,Team Work,Problem Solving,Self Evaluation,Interpersonal

Module Code : PS0811A
Module Title  : Research Methods 2

Principal Domain : School of Social and Health Sciences
Principal Division : Psychology      Weighting : 100%

Level : 8
SCQF Credits : 30
Status : Approved School Executive
Semester : Semester 1 through 2     Academic Session : 2012/3
Last Updated : 21/05/12 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : Noelle McAra (N511192)

Brief Description
This is the second year core research methods module and builds upon the skills introduced in the first year research methods module. Theoretical, historical and statistical concepts are taught in lectures with hands on practical lab sessions using both quantitative and qualitative techniques that allow students to put theory into practice. Students will learn how to develop their own research from taking a basic idea, creating the materials to test their theory, to producing a report in APA format that presents the findings appropriately and professionally.

Aim
The aim of this Module is to provide the student with the opportunity to further develop the knowledge and skills required to design, conduct, analyse and report quantitative and qualitative psychological research in APA format

Learning Outcomes
By the end of this module the student should be able to :
1. Report, design and conduct ethically acceptable psychological research using techniques taught on the module. This requires active participation.
2. Report, evaluate psychological research and present this in APA format.This requires active participation.
3. Use SPSS to analyse empirical data utilising a variety of statistical techniques.This requires active participation.
4. Identify and locate, using a variety of resources, suitable reference material for practical work.This requires active participation.
5. Demonstrate, a good understanding of the key principles of psychological research design and data analysis.

Indicative Content

1. Methods of Research
Main quantitative and qualitative research methods available to psychologists; Use in applied settings; advantages and disadvantages
2. The Experimental Method
Variables and levels; hypotheses; design - basic and advanced; control techniques; validity and reliability in experimentation; ethics in experimentation
3. Data Analysis - Descriptive Statistics
Data types; measures of central tendency; measures of dispersion; normal distribution; graphing data; confidence intervals; effect size; power
4. Data Analysis - Inferential Statistics
Test selection; parametric and nonparametric 2-sample test of difference; Within and Between one-way ANOVA; correlation; Tests of both internal and external reliability; inter rater reliability
5. Qualitative Methods
Main types of qualitative research techniques; questionnaire design, narrative enquiry, interviewing - types, advantages, disadvantages; analysing interview material.
6. Quantitative Methods
Experimental method, two variable tests of difference (parametric and non-parametric), tests of relationships (parametric and non-parametric); multilevel testing, post hoc and a priori testing using Tukey HSD, Tanhame's T2 and Bonferonni. Reliability analysis using Cronbach's alpha, quantitatve content analysis, item analysis
7. Reporting Research
Sections and content of an APA formatted psychology lab report; APA referencing
8. Information Searching
Structured and unstructured search; Search using the Internet and locating electronic journals using the university library system and appropriate data bases
9. I.T.Skills
Designing a lab report template using Word for Windows; using SPSS for data analysis; Excel for data sorting

Statement on Teaching, Learning and Assessment
This module aims to build upon and enhance skills gained in PS0711a Research Methods 1 and is designed to map on to the core modules PS0801 (Cognitive psychology) and PS0802a (biological psychology) providing an opportunity to put theory covered in the core modules in to practice and to prepare students for PS0911a Research Methods 3. One third of the module is delivered as lectures while the reminder is covered in lab sessions that build on the material presented in the lectures. Active participation in small group settings (labs) is essential for successful engagement with the material (60% of the module requires active enquiry). This promotes strong links between teaching and research and develops confident, enquiring and reflective thinkers. The module provides the strong foundation required for applying knowledge gained in other psychology modules. The dynamic and evolving nature of psychological research is reflected in the module's learning outcomes, structure and assessment, providing an inspiring learning environment that enables students to build confidence and to apply their knowledge to real life problems.

Teaching and Learning Workloads :

Total : 300 hours
Lecture : 24 hours
Tutorial/Seminar : 24 hours
Supervised Practical Activity : 48 hours
Unsupervised Practical Activities : 2 hours
Assessment : 40 hours
Independent : 162 hours

Assessment

Portfolio 1 Coursework
Weighting             : 15%
Workload              : 5 hrs
Issue Week          : 6
Submission Week : 12
Return Week        : 19
Associated Learning Outcomes : 2,3,4,5
Assessment Tutor : Noelle McAra (N511192)

2 Practical 2 Report
Weighting             : 20%
Workload              : 10 hrs
Issue Week          : 21
Submission Week : 25
Return Week        : 29
Associated Learning Outcomes : 1,2,3,4,5
Assessment Tutor : Noelle McAra (N511192)

Portfolio 3 Coursework
Weighting             : 15%
Workload              : 5 hrs
Issue Week          : 23
Submission Week : 28
Return Week        : 35
Associated Learning Outcomes : 2,3,4
Assessment Tutor : Noelle McAra (N511192)
Examination 4 Examination
Weighting             : 50%
Workload              : 20 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : 40
Associated Learning Outcomes : 4
Assessment Tutor : Noelle McAra (N511192)
 
 
 


Additional Assessment Information
*EP denotes the Final Examination Period To pass this module students must demonstrate competency in carrying out and reporting statistical analyses. This will be evidenced in acheiving at least a pass grade for unit 1 (Portfolio 1) or unit 2 (Report)

Additional Tutors :
ANNE SCRIMGEOUR (A514009)

Supportive Reading
Field. A (2009) Discovering Statistics Using SPSS London Sage
Brace, N., Kemp, R., &Snelgar, R (2009) SPSS for Psychologists Palgrave: Basingstoke
American Psychological Association (2009) Publication manual of the APA APA : London

Specialist Resources
SPSS; Microsoft Excel, Superlab Pro V2, Micorsoft Word

Teachability Issues for this module are :
Oral,Visual,Symbolic,Diagrammatic,Computer Based,Reading,Writing

Key Transferable Skills for this module are :
Communication,Team Work,Problem Solving,Research,ICT Skills,Self Evaluation,Planning,Interpersonal,Quantitative,Professionalism

Module Code : SO0827A
Module Title  : Self And Society

Principal Domain : School of Social and Health Sciences
Principal Division : Sociology      Weighting : 100%

Level : 8
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 1     Academic Session : 2012/3
Last Updated : 28/06/12 By

Pre-requisites :  
Co-requisites :  
Replaced Modules : SO297A 
Prohibited Combinations :  


Module Tutor : James Moir (J510621)

Brief Description
This Level 2 module considers the way in which our understanding of ourselves as independent agents in the world (i.e. as independent selves) is rooted in our culture and has implications for power differences in social relations.

Aim
The aims of this module are to provide: (i) an introduction to a broadly sociological social psychology; (ii) an understanding of the socio- historical basis of social relations; (iii) an understanding of the above themes which connect self and society.

Learning Outcomes
By the end of this module the student should be able to :
1. Explain the conceptual basis of traditional and critical approaches to thought, emotion and action.
2. Demonstrate an understanding of the relationship between culture, reasoning and social relations.
3. Assess the sociological basis of explanation in relation to social psychological topics (e.g. cognition, attitudes, the self, attribution, conformity, aggression, altruism).

Indicative Content

1. Self & Society in Social Science
The self and 'mind' as objects of study.
2. Introduction to Social Constructionism
Varieties, overlaps and principles. traditional social psychology, social constructionism and discourse analysis.
3. Reasoning and Social Relations
Reasoning as a property of culture. Beyond the 'inner mind' and mental world. Attitudes and action. Attributions, blamings and justifications.
4. Images of the Self
Self knowledge and self concept. Selves in action. Gender, self & society.
5. Social Influence & Social Relations
Conformity and obedience - beyond the individual. Altruism and aggression in social context.

Statement on Teaching, Learning and Assessment
The teaching is through a mix of lectures and seminars. Seminar classes offer students the opportunity to learn via portfolio booklet questions that involve groupwork exercises. The course is assessed through the submission of a reflective report and a portfolio assignment. This module contributes to PDP through the inclusion of reflective report as well as 'prompt' questions within the portfolio booklet. These questions are mainly aimed at encouraging students to develop a critical awareness of the self-society dualism through a reconsideration of socio-psychological themes, and in particular how issues are framed as 'social problems'. The module therefore builds upon the early development of this kind of challenging thinking in module SO0711A. This is further developed through a consideration and critique of the way in which this dualism is operationalised (e.g. in terms of 'attitudes', 'attributions or 'social influence'). The module therefore encourages the early development of this kind of thinking that is central to the discipline and which differentiates it from other social sciences. It also encourages a consideration of complexity through a consideration of the self in terms of being a process and social production rather than an entity, and that this in turn is related to the changing nature of social categories and relations. The module contributes to the development of graduate attributes, mainly through the development of skills that enhance reflexivity (e.g.via an understanding of the self as a social production) through guided tutorial discussions and through workbook short-answer questions. This process of being able to challenge complexity is further developed through in-class exercises designed to stimulate debate. The aim is therefore to enable students to grapple and reflect upon the self as a discourse and the way in which this is related to power. Students are encouraged to engage with technologies that support EBL through accessing materials, exercises and reading via Blackboard, as well as via e-library resources. The module has approximately 60% EBL.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 10 hours
Tutorial/Seminar : 12 hours
Supervised Practical Activity : 1 hours
Assessment : 20 hours
Independent : 107 hours

Assessment

Report 1 Reflective rep. 750 words
Weighting             : 30%
Workload              : 6 hrs
Issue Week          : 1
Submission Week : 7
Return Week        : 11
Associated Learning Outcomes : 2
Assessment Tutor : James Moir (J510621)

2 Portfolio 2 approx. 2250 words
Weighting             : 70%
Workload              : 14 hrs
Issue Week          : 1
Submission Week : 18
Return Week        : 22
Associated Learning Outcomes : 1,2,3
Assessment Tutor : James Moir (J510621)

 
 
 


Additional Assessment Information


Additional Tutors :

Supportive Reading
Dickerson, P. (2012) Social Psychology: Traditional and Critical Perspectives Pearson: Harlow, Essex, UK.
Stainton Rogers, W. (2011) Social Psychology (2nd Edn.) OU Press/McGraw Hill: Maidenhead Berks, UK.
Callaghan, J. & Lazard, L. (2011) Social Psychology Learning Matters: Exeter, UK.

Specialist Resources
Data projection Tutorial rooms

Teachability Issues for this module are :
Oral,Visual,Aural,Reading,Writing

Key Transferable Skills for this module are :
Communication,Research,Self Evaluation,Planning,Interpersonal

Module Code : SO0822A
Module Title  : Social Research Methods

Principal Domain : School of Social and Health Sciences
Principal Division : Sociology      Weighting : 100%

Level : 8
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 2     Academic Session : 2012/3
Last Updated : 28/06/12 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : Aaron Winter (A514466)

Brief Description
This module introduces students to social research methods, methodological approaches, debates and critical issues, and the relationship between sociological theory, methods and research.

Aim
The aim of this module is to provide students with: an introduction to social research methods; an understanding of methodological approaches, debates and critical issues; and an understanding of the relationship between theory, methods, data and research. This module will also prepare students for the third year Sociological Methods course in which they will apply this knowledge of research methods in the development of their own research project proposal.

Learning Outcomes
By the end of this module the student should be able to :
1. Have a foundational and critically informed understanding of social research methods, methodological approaches, issues and debates.
2. Understand the relationship between sociological theory, methods, data and research.
3. Understand and make basic use of a diverse array of social research methods.
4. Understand how methods and methodological issues relate to the sociological research they are reading in their studies, their own research interests and possible future research pursuits.
5. Have a knowledge of methods that will prepare them for the third year Sociological Methods course in which they will develop their honours research proposal, and choose a method for that research.
6. Work in both group and individual settings, and develop critical, collaborative, written and presentation skills.

Indicative Content

1. Sociological Research
Introduction to and overview of sociological research, its history, concerns, approaches and debates.
2. Social Research Methods
Introduction to and overview of social research methods, types, approaches, debates(e.g. quantitative vs. qualitative methods).
3. Quantitative Methods
Statistics, surveys and questionnaires.
4. Qualitative Methods
Interviewing, ethnography, documentary and historical research, and discourse analysis.
5. Critical Issues in Social Research Methods
Ethics and critiques of social research methods (e.g. postmodernism and poststructuralism, feminism, post- colonial theory and critical race theory).

Statement on Teaching, Learning and Assessment
The module helps students to acquire knowledge and understanding of social research methods. The module is lecture and tutorial based. Tutorials will consist of group-based discussions, presentations and collaborative practical activities that will apply what the students learn from lectures and readings. The tutorials will also help students to develop their understanding and critical engagement with the course subject matter and related issues. Assessment will be based on a portfolio consisting of multiple pieces, including a reflective/reflexive statement. This will help develop and assess students’ planning, research and writing skills, their knowledge and understanding of, and critical engagement with, the course subject matter and material, as well as consider their own beliefs, assumptions and development. In terms of T&L, this module and reflective/reflexive assignment will help in the development of the students' existing knowledge, research interests, practical research skills, collaborative enquiry-based learning, preparation for their honours year research project and hence is development-focused teaching and learning. This module engages with technologies that support the development of enquiry-based and collaborative learning and engagement. This is done through the independant library-based research and in-class collaborative group discussions, activities and presentations. Students will reflect on this method of learning in a select number of the activities themselves, an end of semester discussion and de-briefing and their course evaluations. This module, its subject matter, activities, assessments, combination of independant and groupwork activities, as well as demand for reflection and reflexivity, will ensure that the the students develop and reflect on graduate attributes (e.g. becoming flexible collaborators, determined creators, challenging complexity and driving change, and confident thinkers). thinkers).

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 11 hours
Tutorial/Seminar : 10 hours
Unsupervised Practical Activities : 1 hours
Assessment : 20 hours
Independent : 108 hours

Assessment

Coursework 1 3000 words
Weighting             : 100%
Workload              : 20 hrs
Issue Week          : 19
Submission Week : 35
Return Week        : 39
Associated Learning Outcomes : 1,2,3,4,5,6
Assessment Tutor : Aaron Winter (A514466)


 
 
 


Additional Assessment Information
Three Piece Portfolio.

Additional Tutors :
Jan Law (J513913)
Karen Lumsden (K515737)
OONA BROOKS (O515255)

Supportive Reading
Gilbert, N. 2008 Researching Social Life Sage
Seale, C. 2004 Social Research Methods: A Reader Routledge
Seale, C. 1998 Researching Society and Culture Sage

Specialist Resources


Teachability Issues for this module are :
Oral,Visual,Aural,Reading,Writing,Collaboration

Key Transferable Skills for this module are :
Communication,Team Work,Problem Solving,Research,ICT Skills,Planning,Interpersonal,Quantitative

Module Code : SO0999A
Module Title  : Contemporary Social Theory

Principal Domain : School of Social and Health Sciences
Principal Division : Sociology      Weighting : 100%

Level : 9
SCQF Credits : 30
Status : Approved School Executive
Semester : Semester 1 through 2     Academic Session : 2012/3
Last Updated : 21/11/12 By Alex Law

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : Alex Law (A510842)

Brief Description
This module involves the study of social theory over the past century or so. It introduces the main debates and issues in social theory as intellectual problems of competing ways to conceive society, groups, relations and processes.

Aim
The aim of this Module is to provide the student with : evaluative skills by making explicit the evidential and analytical grounds for contemporary theory.

Learning Outcomes
By the end of this module the student should be able to :
1. understand theoretical debates
2. evaluate competing theories
3. relate theory to specific themes of power, inequality, structure,. agency, determinism, causation, theoretical cohesion and explanatory adequacy

Indicative Content

1. Capital Ideas
Bourdieu and the classic synthesis
2. Critical Theory
Adorno and One-Dimensional Marcuse
3. Post-Structuralism
Foucualt and post-structuralism
4. Elias and the civilising process
Socio-historical development Holocaust and de-civilising spurts
5. Postmodernism/Postmodernity
Lyotard in a time of flux and fragments
6. Phenomenology
Symbolic interactionism Goffman

Statement on Teaching, Learning and Assessment
This is a self-directed, reading-centred module, exploring competing schools of social theory. Tutorials discuss topics in small groups to understand complex ideas and their development. Ideas are abstracted, defined, evaluated through close reading, study and discussion.

Teaching and Learning Workloads :

Total : 300 hours
Lecture : 38 hours
Tutorial/Seminar : 22 hours
Assessment : 70 hours
Independent : 170 hours

Assessment

Coursework 1 2000 words
Weighting             : 25%
Workload              : 20 hrs
Issue Week          : 1
Submission Week : 17
Return Week        : 20
Associated Learning Outcomes : 1,2,3,4,5,6
Assessment Tutor : Alex Law (A510842)

2 Coursework 2 2000 words
Weighting             : 25%
Workload              : 20 hrs
Issue Week          : 1
Submission Week : 35
Return Week        : 38
Associated Learning Outcomes : 1,2,3,4,5,6
Assessment Tutor : Alex Law (A510842)

Examination 3 3 hours
Weighting             : 50%
Workload              : 30 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : EP
Associated Learning Outcomes : 1,2,3,4,5,6
Assessment Tutor : Alex Law (A510842)
 
 
 


Additional Assessment Information


Additional Tutors :
Andrew Samuel (A510853)
Hazel Work (H510827)
James Moir (J510621)
Jason Annetts (J510903)
Nuala Killeen (N513558)

Supportive Reading
CALLINICOS, A 2007 SOCIAL THEORY POLITY
CALHOUN, C 2012 CONTEMPORARY SOCIAL THEORY BLACKWELL
SCOTT, J 2012 SOCIAL THEORY SAGE

Specialist Resources


Teachability Issues for this module are :
Oral,Aural,Reading,Writing,Collaboration

Key Transferable Skills for this module are :
Communication,Problem Solving,Research,Planning,Interpersonal

Module Code : PS0901A
Module Title  : Development and Individual Differences (BPS Core)

Principal Domain : School of Social and Health Sciences
Principal Division : Psychology      Weighting : 100%

Level : 9
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 1     Academic Session : 2012/3
Last Updated : 21/05/12 By Alex Law

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : Vera Kempe (V514248)

Brief Description
This module examines theories and data relevant to psychological development from infancy to adolescence as well as individual differences in cognition, emotion and learning.

Aim
The aim of this Module is to provide the student with knowledge and understanding of theories, methods and empirical data in the core areas of developmental psychology and individual differences.

Learning Outcomes
By the end of this module the student should be able to :
1. Critically appreciate theories in the area of development and to be able to interpret empirical data in light of theoretical debates
2. Demonstrate knowledge of developmental progress in cognition, emotion, socialisation and physical development, including major developmental milestones.
3. Demonstrate a detailed understanding of a designated area in developmental psychology.
4. Demonstrate an understanding of individual differences in the areas of cognition, emotion, and learning.
5. Critically evaluate theories of measurement of individual differences in the area of cognition with emphasis of theories of intelligence.
6. Demonstrate an understanding of the nature-nurture debate and the interplay of genes and environment with respect to individual differences.

Indicative Content

1. Theories and Methods of Developmental Psychology
Major historical and theoretical perspectives on development (including constructivist, information processing and socio-cultural theories). Themes in developmental psychology (including the nature- nurture debate, continuity vs. discontinuity, critical periods, cultural diversity). Methods for the study of development.
2. Attachment and Emotional Development
Theories of attachment and their critical appraisal, Ainsworth's Strange Situation Paradigm, Emotional Development
3. Brain development
Neurophysiological underpinnings of learning and development before and after birth.
4. Development of self, theory of mind and autism
Understanding of the self, understanding of other people, and psychological theories of autism, including the theory that autism is associated with a lack of Theory of Mind.
5. Development of cognition and representational abilities
Acquisition of language, development of a concept of number.
6. Social and moral development
Major theories in moral development (including Kohlberg's), social development, and aggression.
7. Adolescent development
Physical changes and brain development in adolescence, adolescent behaviour (e.g. issues with body image, risk taking).
8. Psychometric and cognitive approaches to intelligence
Factor analytic approaches to intelligence. Spearman's g vs multiple intelligences. Cognitive pre-requisites for intelligence. The basics of behavioural genetics: Heritability of intelligence. Individual differences in intelligence: Generational, social, ethnic and gender differences in intelligence and critical appraisal of the research.
9. Cognitive and learning styles. Gender and Ethnicity
Critical appraisal of theories and approaches to individual differences in cognitive and learning styles. Social, gender, ethnic and cultural differences in psychometric intelligence and cognitive styles
10. Individual differences in emotion,
Emotion, mood, affect. Appraisal theories of emotion. Universal and culture specific aspects of emotion expression.

Statement on Teaching, Learning and Assessment
Teaching and learning activities will comprise a combination of lectures and lectorials. The teaching strategy will be enquiry-based in that students are expected to approach each topic with a set of questions which then will be discussed and critically evaluated during lectorials thereby facilitating critical thinking abilities. These enquiry-based discussions will occupy about 25% of contact time. Students will also engage in independent research to address specific questions not covered during lectures thereby accessing about 20% of content in independent study. Assessment unit 1 will cover the students' applied knowledge, critical thinking and creative writing abilities. Unit 2 will cover general and specialist knowledge, critical thinking abilities and the ability to tackle complex problems. In addition, frequent quizzes and question-answer sessions will provide continuous non- evaluative formative feedback to help students to build a firm general and applied knowledge base.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 24 hours
Assessment : 20 hours
Independent : 106 hours

Assessment

Essay 1 essay
Weighting             : 50%
Workload              : 10 hrs
Issue Week          : 2
Submission Week : 18
Return Week        : 22
Associated Learning Outcomes : 1,3
Assessment Tutor : Vera Kempe (V514248)

2 Examination 2 MC and short answer
Weighting             : 50%
Workload              : 10 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : 20
Associated Learning Outcomes : 2,4,5,6
Assessment Tutor : Vera Kempe (V514248)

 
 
 


Additional Assessment Information
Note: The essay will give students a choice to select a topic either from developmental psychology or from intelligence and individual differences.

Additional Tutors :

Supportive Reading
Smith, P.K., Cowie, H. and Blades, M. 2011 Understanding Children's Development Wiley & Sons
Siegler, R.; DeLoache, J. S.; Eisenberg, N. 2010 How Children Develop Worth Publishers Inc.
Chamorro-Premuzic, T. 2007 Personality and Individual Differences Wiley & Sons

Specialist Resources


Teachability Issues for this module are :
Oral,Visual,Symbolic,Aural,Diagrammatic,Computer Based,Reading,Writing

Key Transferable Skills for this module are :
Communication,Problem Solving,Research,Planning,Quantitative

Module Code : PS0902A
Module Title  : Personality & Social Psychology (BPS Core)

Principal Domain : School of Social and Health Sciences
Principal Division : Psychology      Weighting : 100%

Level : 9
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 2     Academic Session : 2012/3
Last Updated : 12/03/13 By Alex Law

Pre-requisites :  
Co-requisites :  
Replaced Modules : PS348A 
Prohibited Combinations :  


Module Tutor : Elena Rusconi (E515961)

Brief Description
This module has 2 parts: In the first part, major theoretical approaches to the assessment and measurement of personality are covered and applied. In the second part, the module examines social cognition: the part of social psychology which deals with how we process information about other people and ourselves, and the relationship between thinking and behaviour. The subject is considered from various theoretical perspectives ranging from cognitivist through social identity to social constructionist viewpoints.

Aim
The aim of this Module is twofold. First, to provide students with an understanding of the major theoretical approaches of Personality Psychology, also within a historical context. Second, to provide the student with a critical awareness of the major topic areas, empirical research and theoretical approaches in the field of social thought.

Learning Outcomes
By the end of this module the student should be able to :
1. Demonstrate an understanding of the major topic areas, empirical research and theoretical approaches within the domain of social cognition.
2. Evaluate the various theoretical approaches to socio - cognitive phenomena and have some understanding of their adequacy in terms of making sense of people's thoughts and behaviour.
3. Understand some of the ideological issues involved in theorising socio - cognitive experience.
4. Discuss the major controversies in theories of human personality.
5. Discuss and evaluate the theoretical assumptions underpinning the major areas of personality theories.
6. Apply personality theories to human behaviour.

Indicative Content

1. Introduction to Personality/Psychoanalytic Approach
What is Personality? How is it assessed? What are the differences between approaches? What 'drives' us? Psychoanalytic and Post-Freudian psychoanalytic approaches to personality and discussion of assessment methods and limitations.
2. Dispositional Approach
Do we have dispositions that guide our behaviour; trait approaches (e.g., Eysenck, Costa & McCrae; Cattell); assessment methods and limitations of trait approach.
3. Environmental and representational approaches
How does the environment influence our behaviour; classical and operant conditioning; social learning; assessment methods and limitations of environmental strategy.Do we want to be the best we can be? Phenomenological and social-cognitive approaches; assessment methods and limitationsof representational strategy.
4. Mental Health
Humanistic and Social cognitive perspectives regarding mental health and assessment.
5. Introduction to social cognition/Evaluating the social world
The scope and nature of social cognition; the widely differing theoretical perspectives in the area - from cognitive to discursive accounts. Attitudes, attitude change and how attitudes relate to behaviour: what are the different theoretical 'takes' on these topics?
6. Explaining the social world
How and why do we make causal attributions (explanations) about our own and other people's behaviour? What are the different theoretical 'takes' on these topics?
7. Perceiving and organising the social world
Schemas, categories and prototypes; the building blocks of social perception.
8. Group approaches in social cognition
From field studies of group behaviour to social identity theory; are group level accounts the key to understanding socio-cognitive experience?
9. Judging the social world
Stereotyping and prejudice; what is their relationship? What have the various theoretical 'takes' in social cognition to say about prejudice and discrimination reduction? Can social psychological theorising adequately explain racism?
10. Conceptual and historical issues
In addition to examining the development of theory in the domains of personality and social psychology: ethical issues in the development of personality theories; appropriateness of experimental paradigms for the study of the human subject in social cognition.

Statement on Teaching, Learning and Assessment
Alignment of teaching, learning and assessment is achieved by matching teaching and learning activities with the type of assessment, using lectures and lectorials. The lectorials will engage the students in practical exercises and group work to facilitate engagment with a particular topic. The students should be able to demonstrate an awareness of different approaches and methods used for different Personality and Social Psychology theories, and also be able to apply the theories to explain human behaviour. 50% of the teaching and learning activities represent enquiry based activities, and students will independently research source material to complement the curriculum. The students can also apply the content and outcomes of the teaching and learning activities for assessment preparation.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 22 hours
Tutorial/Seminar : 18 hours
Assessment : 20 hours
Independent : 90 hours

Assessment

Essay 1 1,500 word essay
Weighting             : 50%
Workload              : 10 hrs
Issue Week          : 27
Submission Week : 35
Return Week        : 39
Associated Learning Outcomes : 4,5,6
Assessment Tutor : Elena Rusconi (E515961)

2 Examination 2 2 hours
Weighting             : 50%
Workload              : 10 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : 37
Associated Learning Outcomes : 1,2,3
Assessment Tutor : Lloyd Carson (L510905)

 
 
 


Additional Assessment Information


Additional Tutors :
Lloyd Carson (L510905)

Supportive Reading
Hewstone, M., Stroebe, W. & Jonas, K. (Eds) 2012 Introduction to Social Psychology (5th Ed) BPS Blackwell-Wiley
Augoustinos, M., Walker, I. & Donaghue, N. 2006 Social Cognition: An Integrated Introduction (2nd Ed) Sage
Burger, Jerry M. 2010 Introduction to Personality (8th Edition) Wadsworth

Specialist Resources


Teachability Issues for this module are :
Oral,Visual,Symbolic,Aural,Diagrammatic,Computer Based,Reading,Writing

Key Transferable Skills for this module are :
Communication,Problem Solving,Research,ICT Skills,Planning,Quantitative,Professionalism

Module Code : SO0926A
Module Title  : Understanding Collective Behaviour

Principal Domain : School of Social and Health Sciences
Principal Division : Sociology      Weighting : 100%

Level : 9
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 2     Academic Session : 2012/3
Last Updated : 08/02/13 By Alex Law

Pre-requisites :  
Co-requisites :  
Replaced Modules : SO336A 
Prohibited Combinations :  


Module Tutor : Jason Annetts (J510903)

Brief Description
This module examines sociological perspectives on collective action, social movements activity and political protest.

Aim
The aim of this Module is to provide the student with historical and contemporary examples of collective protest. The module explores social movement activity and critically assesses the usefulness of European and North American theories in understanding their emergence, operation and impact.

Learning Outcomes
By the end of this module the student should be able to :
1. Demonstrate a good knowledge of the major social movement theories and be able to critically evaluate these perspectives
2. Show an in-depth knowledge of a particular social movement or social movement organisation of their choice.
3. Demonstrate an ability to apply social movement theory.

Indicative Content

1. Classical Approaches to Understanding Collective Action
Considers the early attempts to make sense of collective action and social movement theory including Le Bon's description of the madness of the crowd, Gusfield's theory of status discontent and symbolic politics & the collective behaviour approach of Blumer & Smelser.
2. Rational Choice & Resource Mobilisation Theory
Discusses Resource Mobilisation theory's use of rational choice theory to explain social movement participation, the free rider problem and the re- theorising of resource mobilisation theory during the 1980s.
3. New Social Movement Theory
Critically evaluates the concept of 'New Social Movements' and traces the development of the creative dialogue with Marxism which informs the highly contested terrain of new social movement theory.
4. Understanding Contemporary Movements
Examines the recent developments in social movement theory and explores the way in which they help us to understand contemporary social movements.

Statement on Teaching, Learning and Assessment
Students are taught through a mixture of lectures, seminars and a supervised practical revision session at the end of the module. Seminar classes are based around the completion of group work exercises that encourage students to develop important collaborative skills. Before the seminar class, all students must complete the requisite readings for that class and be ready to fully participate in small group discussions and then to feedback to the whole class. While lectures provide an important overview of the key concepts and theories that have been used to make sense of social movement activity they also facilitate and structure the students’ own reading on the subject. The seminars seek to develop students’ critical reasoning, problem solving, group work and communication skills. Key skills necessary for promoting the development of UAD's graduate attributed: of being flexible collaborators, determined creators and confident thinkers with the ability to challenge complexity and drive change. The module is mainly assessed through a 3000 word case study that requires students to research a social movement of their choice, applying an aspect of social movement theory to their chosen movement. There is also a class test that seeks to assess their knowledge and comprehension of key concepts discussed during the module. As detailed in the University's Teaching and Learning Strategy, enquiry based learning (EBL) has a major role in this module, comprising roughly 55% of class contact time. All seminars are solely based around the use of enquiry based learning and EBL is also occasionally used during the lecture slot, for example, using a team-based quiz for revision.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 12 hours
Tutorial/Seminar : 12 hours
Assessment : 20 hours
Independent : 106 hours

Assessment

Case Study 2 3000 words
Weighting             : 80%
Workload              : 18 hrs
Issue Week          : 19
Submission Week : 35
Return Week        : 39
Associated Learning Outcomes :
Assessment Tutor : Jason Annetts (J510903)

2 Class Test 1 1 hour
Weighting             : 20%
Workload              : 2 hrs
Issue Week          : 29
Submission Week : 29
Return Week        : 32
Associated Learning Outcomes :
Assessment Tutor : Jason Annetts (J510903)

 
 
 


Additional Assessment Information
The main assessment is a case study and offers students the opportunity to research a movement of their choice and review the social movement literature on that movement.

Additional Tutors :
Wallace McNeish (W511010)

Supportive Reading
Nick Crossley (2002) Making Sense of Social Movements Open University: Buckingham
Paul Byrne 1997 Social Movement in Britain Routledge: London
J. Jasper 1997 The Art of Moral Protest University of Chicago Press: Chicago

Specialist Resources


Teachability Issues for this module are :
Oral,Symbolic,Aural,Reading,Writing,Collaboration

Key Transferable Skills for this module are :
Communication,Team Work,Problem Solving,Research,Planning,Interpersonal

Module Code : PS0924A
Module Title  : Applied Psychology

Principal Domain : School of Social and Health Sciences
Principal Division : Psychology      Weighting : 100%

Level : 9
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 1     Academic Session : 2012/3
Last Updated : 10/12/12 By Alex Law

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : Siobhan MacAndrew (S510836)

Brief Description
The focus of this module is to relate various psychological theories or models to an applied context, also addressing historical and conceptual issues. Major psychological topic areas will be related to "real-life" situations. This module shall demonstrate how psychology can be practiced in environments such as industry, law, academia, performance, and the health system.

Aim
The aim of this Module is to provide the student with: abilities to relate psychological models, theories and methods to "real-life" applications

Learning Outcomes
By the end of this module the student should be able to :
1. Describe psychological theories and models in applied contexts
2. Evaluate the usefulness and limitations of theories within applied contexts
3. Evaluate the appropriateness of psychological methods within applied contexts

Indicative Content

1. Human Performance
What does affect human performance? What factors are relevant in job interviews?
2. Perception
What factors affect what we see and perceive? How do we decide what to look at?
3. Psychology & Physiology
How can we enhance performance in sports? Why do we sleep and dream?
4. Forensics
What are the issues in eyewitness testimony? What psychological factors are involved in hostage taking situations?
5. Social Psychology
Student evaluations of teaching: what exactly do they measure? How far are ratings influenced by social psychological factors such as students' stereotypes?
6. Language
How do we learn a second language?
7. Positive Psychology
What makes us happy?

Statement on Teaching, Learning and Assessment
Alignment of teaching, learning and assessment is achieved by matching teaching and learning activities with the type of assessment. The students should be able to demonstrate awareness of how theoretical concepts relate to practice and transfer their knowledge to applied contexts. Due to the multi-faceted nature of the subjects covered in this module, students should recognise and appreciate the different approaches and methods used across disciplines. This requires them to be proficient in their subject knowledge. The students will engage 50% of their teaching and learning experience in enquiry based activities, achieved through interactive lectures in which students are engaged in discussions and practical ativities. Students are also asked to research assessment topics independently.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 12 hours
Tutorial/Seminar : 10 hours
Assessment : 20 hours
Independent : 108 hours

Assessment

Coursework 1 Applied Report
Weighting             : 40%
Workload              : 10 hrs
Issue Week          : 1
Submission Week : 9
Return Week        : 13
Associated Learning Outcomes : 1,2,3
Assessment Tutor : Andrea Szymkowiak (A511207)

2 Examination 2 2 hours
Weighting             : 60%
Workload              : 10 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : 20
Associated Learning Outcomes : 1,2,3
Assessment Tutor : Andrea Szymkowiak (A511207)

 
 
 


Additional Assessment Information
All learning outcomes will be assessed in each of the two assessments. The first assessment (applied report, 2000 words) will allow students to independently research a topic of their choice, thereby analytically utilising course material with the aim to apply it in a real-life contxt. The second assessment (exam) will cover module content.

Additional Tutors :

Supportive Reading




Specialist Resources
In addition to listed references, selected readings will be collected and provided in the resources folder in the library, or using links on the intranet.

Teachability Issues for this module are :
Oral,Visual,Symbolic,Diagrammatic,Reading,Writing,Professional

Key Transferable Skills for this module are :
Communication,Enterprise,Problem Solving,Research,ICT Skills,Planning,Interpersonal,Quantitative,Professionalism

Module Code : PS0927A
Module Title  : Asymmetries of Brain and Behaviour

Principal Domain : School of Social and Health Sciences
Principal Division : Psychology      Weighting : 100%

Level : 9
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 1     Academic Session : 2012/3
Last Updated : 21/05/12 By Alex Law

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : Scott Hardie (S510828)

Brief Description
This module will discuss the idea of asymmetry of brain and behaviour. This will enable a detailed understanding of asymmetry in the organisation of the brain and how this influences expressed behaviour.

Aim
The aim of this Module is to provide the student with : an understanding of the role and influence of asymmetry in terms of physical structures, brain structures and behaviour in both humans and animals. This will be achieved through lectorials and practical sessions, as well as independent enquiry.

Learning Outcomes
By the end of this module the student should be able to :
1. Critically evaluate the extent that evidence supports the idea of brain asymmetry.
2. Evaluate the methodologies used to determine asymmetry
3. Demonstrate a critical awareness of how asymmetries might influence behaviour.

Indicative Content

1. Historical and Conceptual Issues
Introduction to asymmetry in brain and behaviour, functional localisation and comparative asymmetry. Historical figures and theories
2. Lateral Asymmetries in Emotion and Cognition
Emotional processing, right-hemisphere & valence hypothesis, dichotic listening, asymmetry in memory, visuospatial asymmetry, visual fields and attention
3. Lateral Asymmetries in Language and Behaviour
Language lateralisation, contributions of Broca, Wernicke & Geschwind. Language areas in non-human primates, mirror neurons. Behavioural indices of asymmetry (e.g. footedness, earedness).
4. Brain Structural Lateralisation
Cerebral asymmetries, asymmetries of structure, asymmetries of function, and asymmetries of activation.
5. Handedness
Evolution of handedness, genetics, pathology and environmental influences. Measurement of handedness. Handedness and behaviour. Handedness and Developmental Disorders. The creative left-hander?
6. Personality and lateralisation
Approach and avoidance, reinforcement sensitivity theory, 2D:4D, asymmetries as predictors of behaviour.
7. Comparative Lateralisation
Evolutionary and comparative evidence. What can animal studies tell us?
8. Practical Work
Practical sessions, covering areas such as: issues in measurement of asymmetries (Handedness, eyedness, footedness, earedness), links between preferences and behaviour/performance, lateral preference and personality

Statement on Teaching, Learning and Assessment
This module will consist of 24 contact hours, with fourteen hours of lectorials and ten hours of practical activity. The assessment is equally split between a 3000 word portfolio (50%) and a 2 hour exam (50%) consisting of 3 questions including one seen question. The main theoretical and empirical content will be delivered during the first hour of the lectorials (29%) and for the second hour there will be opportunities for discussion, debate and group-work (29%). These topics will form the core content of the exam, and to succeed in this, students will be expected to independently conduct follow-up work after these classes. The practical component (42%) is designed to expose the student to some of the types of psychological methods that have been used to study asymmetries. Through their active engagement in this part of the module, students will learn through experience. However, they will also be required to independently access research content related to these sessions, and to reflect on and evaluate both the theoretical and empirical aspects of this material. This will be assessed through a portfolio that will cover a brief description and critique of the practical activities, as well as a summary of their own research on that topic. Students will be expected to access independently 60% of all the relevant subject content for this module.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 7 hours
Tutorial/Seminar : 7 hours
Supervised Practical Activity : 10 hours
Assessment : 20 hours
Independent : 106 hours

Assessment

Portfolio 1 3000 words
Weighting             : 50%
Workload              : 10 hrs
Issue Week          : 1
Submission Week : 11
Return Week        : 17
Associated Learning Outcomes : 1,2,3
Assessment Tutor : Lynn Wright (L510990)

2 Examination 2 2 hours
Weighting             : 50%
Workload              : 10 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : EP
Associated Learning Outcomes : 1,2,3
Assessment Tutor : Scott Hardie (S510828)

 
 
 


Additional Assessment Information


Additional Tutors :
Lynn Wright (L510990)

Supportive Reading
Hugdahl, K. & Westerhausen, R. 2010 The Two Halves of the Brain. London: MIT Press
Rogers, L.J. & Andrew, R.J. 2002 Comparative Vertebrate Lateralization. Cambridge: CUP
Hugdahl, K. & Davidson, R.J. 2002 Asymmetrical Brain. Cambridge Mass.: MIT Press

Specialist Resources
PCs with Superlab, headphones

Teachability Issues for this module are :
Oral,Visual,Symbolic,Aural,Diagrammatic,Computer Based,Reading,Writing,Collaboration,Physical,Professional

Key Transferable Skills for this module are :
Communication,Enterprise,Team Work,Problem Solving,Research,ICT Skills,Self Evaluation,Interpersonal,Quantitative,Professionalism

Module Code : PS0903A
Module Title  : Biological and Cognitive Psychology (BPS Core)

Principal Domain : School of Social and Health Sciences
Principal Division : Psychology      Weighting : 100%

Level : 9
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 2     Academic Session : 2012/3
Last Updated : 21/05/12 By Alex Law

Pre-requisites :  
Co-requisites : None 
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : Fiona Gabbert (F513576)

Brief Description
This module examines cognitive and neural systems, and encourages students to link the two explicitly. It explores cognitive processes such as memory, attention, and mental representation in healthy individuals. It also examines the biological processes that underpin these capacities such as neural communication and brain structure and function as well as what happens to behaviour and cognition if the brain is damaged through injury or illness.

Aim
The aims of the module are to provide the student with (a) a working knowledge of the relationship between the brain and cognition, and (b) an understanding of how biological processes affect behaviour and cognition and (c) the ability to critically evaluate the methods used in empirical studies of cognition and the techniques used to obtain information on cognitive deficits.

Learning Outcomes
By the end of this module the student should be able to :
1. Appreciate the relationship between brain organisation and brain function and understand how these support normal cognition
2. Evaluate the techniques and models used in research in cognitive psychology, neuropsychology and neuroscience
3. Have an awareness of the applications of a range of neuropsychological assessment techniques
4. Demonstrate an understanding of how biological processes influence specific behavioural responses

Indicative Content

1. Historical and Conceptual issues
The historical and theoretical development of cognitive and biological psychology, including historical concepts, structure and function of the brain.
2. Biological Bases of Behaviour
How the central nervous system interacts with the environment to produce observable behaviours including evidence from neuroimaging and neuropsychology.
3. Hormones and Behaviour
Interactions between the nervous and endocrine systems that influence observable behaviour.
4. Behavioural Genetics
Influences of genetic inheritance and environment on human behaviour.
5. Socio-biology
Influences of evolutionary history and environmental pressures on production of social behaviour and decision making in humans and non-human animals.
6. Evolutionary Psychology
Introducing natural and sexual selection and considering how these evolutionary processing impact on human cognition and behaviour.
7. Perception and Attention
Depth Perception, Colour Vision, Motion Perception, Visual Attention, Eye Movements and Active Vision. Focused and Divided Attention; Auditory and Visual Attention
8. Short and Long-Term Memory
A critical evaluation of Baddeley's model of working memory. Explicit and Implicit Long Term Memory; Semantic and Episodic Long Term Memory
9. Learning
Application of learning theory to applied contexts; Gambling, Educational Games, etc.
10. Cognitive Neuropsychology
An examination of what we can learn about normal cognition by studying cognition in brain damaged people, focusing on neuropsychological conditions such as amnesia, aphasia, agnosia, and dementia.

Statement on Teaching, Learning and Assessment
This module is designed to help students understand and evaluate theoretical and empirical research on a range of topics within Biological and Cognitive Psychology. The module comprises lecture-based delivery (20 hours), lectorials (4 hours), and supervised practical activity (4 hours). During the 20 hours of formal lecture-based teaching, core material will be delivered. During the lectorials, students will develop their understanding of the core material by discussing it in light of real-world application, etc. The module also relies, in part, on supervised practical activity designed to facilitate active learning. This includes demonstrations and mini experiments based on the indicative content. Students will be expected (and encouraged) to actively engage with the material presented in this module. They will also be expected (and supported) to independently source their own relevant reading material to use as evidence to support the arguments they present in the class tests and the exam. The assessments take the form of two class tests (both 20% of final grade) based upon the Biological content of the module. These will be taken in lectorial sessions scheduled for weeks 3 and 5. There will also be a single exam (60% of final grade) based upon the cognitive (including cognitive neuropsychology) content of the module. These assessments facilitate an appreciation of the place of academic knowledge in society and prepares the student for more profound investigations in final year.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 20 hours
Tutorial/Seminar : 4 hours
Supervised Practical Activity : 4 hours
Assessment : 24 hours
Independent : 98 hours

Assessment

Class Test 1 one hour
Weighting             : 20%
Workload              : 4 hrs
Issue Week          : 21
Submission Week : 21
Return Week        : 24
Associated Learning Outcomes : 1,4
Assessment Tutor : Fiona Gabbert (F513576)

2 Class Test 2 one hour
Weighting             : 20%
Workload              : 4 hrs
Issue Week          : 23
Submission Week : 23
Return Week        : 26
Associated Learning Outcomes : 1,4
Assessment Tutor : Fiona Gabbert (F513576)

Examination 3 two hours
Weighting             : 60%
Workload              : 16 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : 37
Associated Learning Outcomes : 1,2,3
Assessment Tutor : Fiona Gabbert (F513576)
 
 
 


Additional Assessment Information
Class tests will take place in lectorial slots. Both will assess the biological psychology component of the module. The first class test will assess material covered in weeks 1 to 3. The second class test will assess material covered in weeks 4 to 5. The final exam will take place in the exam week, and will assess the cognitive psychology (including neuropsychology) component of the module. Students will be required to answer two questions within the two hour exam.

Additional Tutors :
CLARE CUNNINGHAM (C514271)
Kenneth Scott-Brown (K511040)
Siobhan MacAndrew (S510836)

Supportive Reading
Carlson, N. R. 2011 Foundations of Behavioural Neuroscience (8th Edition) Pearson.
Eysenck M. W. & Keane M. T. 2010 Cognitive psychology: A student's handbook Psychology Press
Kolb, B. & Whishaw, I. Q. 2009 Fundamentals of human neuropsychology (6th Edition) Ner York: Worth.

Specialist Resources
All lecture rooms require data projector, Turning Point loaded to PC and AV for movies and audio

Teachability Issues for this module are :
Oral,Visual,Symbolic,Aural,Diagrammatic,Reading,Writing,Professional

Key Transferable Skills for this module are :
Communication,Enterprise,Problem Solving,Research,ICT Skills,Self Evaluation,Planning,Quantitative,Professionalism

Module Code : PS0926A
Module Title  : Evolution of Mind: Origins of Human Intelligence

Principal Domain : School of Social and Health Sciences
Principal Division : Psychology      Weighting : 100%

Level : 9
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 2     Academic Session : 2012/3
Last Updated : 21/05/12 By Alex Law

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : CLARE CUNNINGHAM (C514271)

Brief Description
This module will do two things; firstly, it will take an anthropocentric stance, asking whether we can see human-like mental abilities (or their precursors) in any non-human species. Secondly, it will attempt to remove the anthropocentric spectacles and consider how animals think on their own terms: what cognitive processes are essential to their everyday lives and what do they need to know to function effectively? We will also assess how they acquire and act upon their knowledge and will begin to consider the influence of environment and innate processes on cognition.

Aim
The aim of this module is to introduce students to the minds of non-human animals and how taking a comparative approach can aid in the understanding of human behaviour.

Learning Outcomes
By the end of this module the student should be able to :
1. Demonstrate an appreciation of how the study of non-human animal behaviour can aid in understanding the evolution of the human mind.
2. Evidence knowledge of the cognitive capacities of non-human animals.
3. Understand the main theories that have been proposed to underpin the evolution of the human mind.
4. Critically evaluate relevant literature on animal cognition and present this information orally to peer groups, and in written work.
5. Develop their own opinions on the validity of published animal cognition research based on informed reasoning.

Indicative Content

1. Intelligence and brain evolution
Looking at how brain size has increased throughout evolutionary history and how this impacts species' learning abilities. We will also look at individual differences in brain size and the relationship to intelligence in humans and animals.
2. Mastering the environment
Considering the cognitive capacites that allow individuals to successfully exploit their physical surroundings: object approach and manipulation, tool-use and causal understanding and innovation. Looking at how evolutionary pressures shape bevhaiour in these domains.
3. Evolution of sociality
Looking at evolution of the cognitive processes that underpin the ability to live successfully in a social group: Self-awareness and social relations, intentionality and deception, and understanding other minds.
4. Learning from others
Assessing the evidence that suggests non-human animals are capable of learning from other individuals: social learning and imitation, teaching, behavioural traditions and cultural evolution.
5. Evolution of language
Verbal language is a distinguishing feature of human society, but is there any evidence for a human-like language system in any non-human animal communication system, and asking whether non-human animals have the cognitive capacities necessary to learn 'language'.
6. Biological Markets Theory
Assessing the evidence for 'trade' relationships in non-humans and evaluating the cognitive mechanisms necessary to maintain such reciprocal arrangements.
7. Cognitive bias and emotional effects on cognition
Looking at the perfomance biases observed in humans and animals on cognitive tasks and how these relate to underlying negative state, relevance to welfare and hypotheses testing.

Statement on Teaching, Learning and Assessment
The necessary knowledge base to allow students to develop sound reasoning and critical evaluation in this area will be delivered through 24hrs of lectorial allowing discussion and active participation by students. Thus apporximately 50% of module delivery will be driven by student enquiry-based learning requiring students to independently source approximately half the material. Demonstration of skills in critical thinking will be asssessed in coursework and exam where evidence of individual learning and interpretation of published literature will be required. Students will also be given the opportunity to participate in oral debate based on acquired knowledge, facilitating peer- learning and skills in presenting a structured, evidence-based arguement.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 24 hours
Assessment : 20 hours
Independent : 106 hours

Assessment

Coursework 1 Report
Weighting             : 50%
Workload              : 10 hrs
Issue Week          : 19
Submission Week : 28
Return Week        : 32
Associated Learning Outcomes : 1,2,3,4,5
Assessment Tutor : CLARE CUNNINGHAM (C514271)

2 Examination 2 2hr
Weighting             : 50%
Workload              : 10 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : 37
Associated Learning Outcomes : 1,2,3,4,5
Assessment Tutor : CLARE CUNNINGHAM (C514271)

 
 
 


Additional Assessment Information
Coursework will be a 1000 word report aimed at a popular science audience based on an empirical article chosen from three. Exam will require two essay answers from a choice of six questions.

Additional Tutors :

Supportive Reading
Shettleworth, S. 2010. Cognition, Evolution and Behaviour. Oxford University Press Inc.
Pearce, J.M. 2008. Animal Learning and Cognition: An introduction, 3rd Edition Psychology Press.
Cheney, D.L. & Seyfarth, R.M. 2007. Baboon Metaphysics. University of Chicago Press Ltd.

Specialist Resources
Books on Ebray: Russon, A. & Begun, D.R. 2004. Evolution of Thought: Origins of Great Ape Intelligence. Dehaene, C. et al. 2005. From monkey brain to human brain: A Fyssen Foundation Symposium

Teachability Issues for this module are :
Oral,Visual,Aural,Reading,Writing

Key Transferable Skills for this module are :
Communication,Problem Solving,Research,Planning,Interpersonal,Quantitative

Module Code : SO0939A
Module Title  : Media Texts and Audiences

Principal Domain : School of Social and Health Sciences
Principal Division : Sociology      Weighting : 100%

Level : 9
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 1     Academic Session : 2012/3
Last Updated : 28/06/12 By Alex Law

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : Nuala Killeen (N513558)

Brief Description
This module analyses two critical moments of media: texts and audiences.

Aim
The aim of this Module is to provide the student with : an understanding of key debates in audience and textual studies understanding of the relationship between media publics and textual forms

Learning Outcomes
By the end of this module the student should be able to :
1. explicate the role of media texts and audiences
2. understand the central importance of audience to the sociology of media
3. understand the relationships between media power and society

Indicative Content

1. Media Audiences
The politics of representation
2. Perception and media
Methods of textual analysis
3. Media public and democracy
Political ideas of the public sphere
4. Audience ethnographies
Idea of the active audience
5. New audiences
What are the effects on audiences of new media and new formats
6. Analysing media texts
Representation, pleasure, narrative

Statement on Teaching, Learning and Assessment
The course is assessed by an exam and a project which is done in small groups or pairs. The coursework requires students to compare and contrast two or more methods of textual analysis as applied to a text of their choice. This encourages students to think critically and reflexively about the kinds of knowledge produced, to be creative in their choice of text and method, and to work collaboratively - often bringing interdisciplinary perspectives from the different courses they are taking. The teaching is all interactive with students encouraged to question and discuss the material presented to them and formal lectures take up less than 40% of contact time. Tutorials are collaborative working sessions where groups are required to answer questions, apply theories, and to come up with their own suggestions for topics.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 10 hours
Tutorial/Seminar : 14 hours
Assessment : 20 hours
Independent : 106 hours

Assessment

Project 1 In groups of 2 or 3
Weighting             : 40%
Workload              : 18.00 hrs
Issue Week          : 1
Submission Week : 8
Return Week        : 12
Associated Learning Outcomes :
Assessment Tutor : Nuala Killeen (N513558)

2 Examination 2 2 hours
Weighting             : 60%
Workload              : 2.00 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : 52
Associated Learning Outcomes :
Assessment Tutor : Nuala Killeen (N513558)

 
 
 


Additional Assessment Information


Additional Tutors :

Supportive Reading
Gillspie, M 2006 Media Audiences Open University Press
Gillespie, M and Toynbee, J 2006 Analysing Media Texts Open University Press
Brooker, W, and Jermyn, D 2003 The Audience Studies Reader Routledge

Specialist Resources


Teachability Issues for this module are :
Oral,Visual,Symbolic,Aural,Diagrammatic,Computer Based,Reading,Writing

Key Transferable Skills for this module are :
Communication,Problem Solving,Research,ICT Skills,Self Evaluation,Planning,Interpersonal

Module Code : SO0966A
Module Title  : Penal Institutions

Principal Domain : School of Social and Health Sciences
Principal Division : Sociology      Weighting : 100%

Level : 9
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 2     Academic Session : 2012/3
Last Updated : 22/05/12 By Alex Law

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : Anne Wilson (A510902)

Brief Description
This module provides knowledge and understanding of the prison system, the experience of imprisonment and penal policy and practice in the UK

Aim
The aim of this Module is to provide the student with: the opportunity to explore developments in penal policy and practice, enhance awareness of the diversity of the prison population and the lived experience of imprisonment and considers alternatives to imprisonment as a form of punishment.

Learning Outcomes
By the end of this module the student should be able to :
1. Collaborate with other students in discussion and presentation to critically assess and evaluate penal policy in modern British society.
2. Critically assess the effect of imprisonment as a form of punishment on prisoners and their families through detailed enquiry- based learning on the challenges that confront them.
3. Identify and assess the effectiveness of alternatives to custody through confidently using and evaluating statistical evidence on alternative disposals.
4. Critically examine the complex nature of attitudes to imprisonment and challenge thinking on penal abolition and punitive discourses.

Indicative Content

1. Contemporary developments in Penal Theory, Policy & Practice
Penal institutions in contemporary society.The crises of legitimacy in penal institutions. Reorganisation and reform. Privatisation of the prison system.
2. Prison Life - The Reality
'Doing time' - the actuality of prison life, the 'total institution'? Strategies for survival, regime activities, 'banged up' -prisoners, prison staff and civilian staff. Dealing with social exclusion. The diversity of the prison population. Stratification and power within prisons.
3. Alternatives to Imprisonment - The Way Forward?
Reducing risk or protecting the public? Reducing fear of crime? Human or humane containment and warehousing. Therapeutic prisons. Electronic tagging, community service orders, mediation/reparation.
4. Attitudes to imprisonment
Why do we have prisons? Why are they at the centre of penal policy? Are they culturally 'acceptable'? Abolitionism

Statement on Teaching, Learning and Assessment
The module is taught by lecture and seminar with students being encouraged to challenge through debate, the complexity and problems of social, cultural and political attitudes to imprisonment as a form of punishment in contemporary society.Students will be encouraged to critically assess and evaluate penal policy and practice through reading accounts of the 'lived' experience of imprisonment from prisoner autobiographies and prison research.This material will be accessed independently to form the basis of enquiry-based learning for discussion and debate in tutorial groups that focus on the contested nature of imprisonment as a form of punishment. This ambitious enquiry allows students to share understandings of controversial and contentious views on the use of imprisonment in the 21st century. Students will be encouraged to comment on representations of the penal system and direct their enquiries towards challenging accepted views on the prison through searching and using internet sources and evaluating information gained from visits to penal institutions when they can be arranged.Approximately 60% of the module is devoted to self- directed learning with students being encouraged to use government websites on penal policy and practice with confidence. Assessment is by essay focusing on learning outcomes 1,2,3 and 4 to demonstrate confidence in analytical approaches to evaluating penal policy and practice. Seminar work is collaborative and reflexive, encouraging confidence in thinking about and evaluating the role and functions of prisons in line with graduate attributes at this level of study and as decsribed in learning outcomes.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 12 hours
Tutorial/Seminar : 12 hours
Assessment : 20 hours
Independent : 106 hours

Assessment

Essay 1 3500 words
Weighting             : 100%
Workload              : 20 hrs
Issue Week          : 19
Submission Week : 35
Return Week        : 39
Associated Learning Outcomes : 1,2,3,4
Assessment Tutor : Anne Wilson (A510902)


 
 
 


Additional Assessment Information


Additional Tutors :

Supportive Reading
Cavadino, M.; Dignan, J. 2002 The Penal System: an Introduction Sage: London
Scott, D., Codd, H. 2010 Controversial Issues in Prisons OUP
Coyle, A. 2005 Understanding Prisons OUP

Specialist Resources


Teachability Issues for this module are :
Oral,Aural,Reading,Writing,Collaboration

Key Transferable Skills for this module are :
Communication,Team Work,Problem Solving,ICT Skills,Planning,Interpersonal

Module Code : SO0930A
Module Title  : Propaganda, PR and Misinformation

Principal Domain : School of Social and Health Sciences
Principal Division : Sociology      Weighting : 100%

Level : 9
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 2     Academic Session : 2012/3
Last Updated : 28/06/12 By Alex Law

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : Andrew Panay (A510815)

Brief Description
This module examines the processes of framing and production of the mass mediation of propaganda.

Aim
Analyse the propaganda text as socio-cultural narratives rooted in the political histories of nation states Give critical reflection to propaganda effects on target populations, audiences and consumers

Learning Outcomes
By the end of this module the student should be able to :
1. Understand and critique the processes of production, representation and reception of propaganda forms
2. Critically analyse and reflect on the propaganda text as narrative tropes bound in social, cultural and political histories
3. Understand and critically evaluate the relationships between propaganda and its mediation, mediation and audiences, and propaganda, media and corporate and state power

Indicative Content

1. The Historical Emergence of Modern Propaganda Forms
The historical development of propaganda forms, rhetorics, tropes and ideology.
2. The Analysis of Propaganda
Frameworks and models for analysing and researching propaganda including textual analysis, semiotics, historical archaeology
3. Propaganda and Mass Media
Mass media as means of the organisation, production and circulation of propaganda, focussing on the propaganda techniques of the Third Reich.
4. Propaganda, Narrative and Myth
Structural analysis of narrative and myth/ideological systems and their representation as propaganda.
5. Propaganda as Public Relations
Examining the processes, practices and techniques of corporate systems of propaganda and disinformation.
6. Anti Propaganda/Counter Propaganda
Strategies and campaigns of counter propaganda.

Statement on Teaching, Learning and Assessment
In this session students taking this module will undertake an essay for purposes of assessment. A course handbook is distributed in week one that will provide essential course information. The teaching is through a mix of lectures and seminars. The seminars are based on group-based discussion tasks that will require students to engage with issues and topics within the subject area. Students will engage with technologies that support their development of enquiry-based and collaborative engagement. Students are encouraged to think critically about the creation, production and circulation of Propaganda and reflect on knowledge of events in the world they inhabit to facilitate development of the Sociological Imagination – which brings history, reflection and personal biography together – and as an aid to the development of their PDP profile and the development of the university's graduate attributes. This module helps to facilitate the following graduate attributes: Confident Thinkers, Flexible Collaborators and Ambitious Enquirers.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 24 hours
Assessment : 20 hours
Independent : 106 hours

Assessment

Essay 1 3000 words
Weighting             : 100%
Workload              : 20 hrs
Issue Week          : 19
Submission Week : 35
Return Week        : 39
Associated Learning Outcomes :
Assessment Tutor : Andrew Panay (A510815)


 
 
 


Additional Assessment Information


Additional Tutors :

Supportive Reading
Herman, ES (1992) Beyond Hypocrisy: Decoding the News in an Age of Propaganda
Reeves, N (1999) The Power of Film Propaganda Cassell
Lincoln, B (1999) Theorising Myth: Narrative, Ideology and Scholarship.

Specialist Resources
DVD player; screening room and facilities

Teachability Issues for this module are :
Oral,Visual,Symbolic,Reading,Writing

Key Transferable Skills for this module are :
Communication,Problem Solving,Research

Module Code : PS0911A
Module Title  : Research Methods in Psychology 3

Principal Domain : School of Social and Health Sciences
Principal Division : Psychology      Weighting : 100%

Level : 9
SCQF Credits : 30
Status : Approved School Executive
Semester : Semester 1 through 2     Academic Session : 2012/3
Last Updated : 21/05/12 By Alex Law

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : Lynn Wright (L510990)

Brief Description
This is the 3rd year core Psychological Research Methods module. This module builds upon the introductory Psychological Research Methods given in years 1 and 2.

Aim
The aim of this Module is to provide the student with the ability to design and analyse projects at honours level using the appropriate research method(s).

Learning Outcomes
By the end of this module the student should be able to :
1. Via active participation in class, demonstrate a broad knowledge and understanding of the research process (both qualitative and quantitative) and designated issues in experimental design.
2. Via active participation in class run, analyse and interpret results from a class experiment using Analysis of Variance (ANOVA) and use this information to write up an assessed report.
3. Via active participation in class run, analyse, interpret and present results qualitatively and write this up as an assessed piece of work
4. Apply knowledge and understanding of the research process (qualitative &/or quantitative) and designated issues in experimental design to their own research proposal (with appropriate staff guidance).
5. Demonstrate, via examination, a good understanding of the key principles of psychological research design and data analysis

Indicative Content

1. Analysis of Variance
ANOVA concepts (variance / difference ratios), compares ANOVA to t-tests. One-way vs. factorial ANOVA, ANOVA table; within, between and mixed designs. Main effects and interactions; Exploring interactions; Multiple comparisons (a priori and post- hoc).
2. ANOVA practical
Throughout the ANOVA labs and lectures, students will participate in the design, implementation and data gathering of a study suitable for analysis with ANOVA and will write this up as an assessed piece of coursework.
3. Correlation, Regression & Multiple Regression
Progresses from simple linear regression models to multiple predictors of a criterion variable (multiple linear regression). Explains statistical tests for multiple regression models and contributions of coefficients. Throughout the Regression labs and lectures, students will participate in the design, implementation and data gathering of a study suitable for analysis with Regression.
4. Experimental design
Methodological issues in design, evaluating statistical techniques, identifying limitations of designs.How to evaluate the quality of experiments and the data they produce, how to define a research question, how to operationalise variables. Type I - II errors; Statistical Power.
5. Personal Development Planning (PDP)
Students will be asked to reflect on their own learning development and approach to the module
6. Factor Analysis
The purpose of Factor Analysis and when to use it. Explains the 2 main types of Factor Analysis - 1. Principal Components Analysis (PCA) and 2. Factor Analysis (Principal Axis Factoring) and how to perform PCA on SPSS. Explains the Factor Analysis output and how to interpret and report the results.
7. Qualitative methods of data collection & analysis
The theoretical underpinning of qualitative methods, the design of research questions, fieldwork and negotiating access to research settings. How to code data from visual and textual formats, the application of techniques such content and thematic analysis. Interview schedules, transcription and analysis. Students will be assessed via a qualitative methods coursework.
8. Research Skills: Writing & work management
Communicating effectively in oral and written form using research literature effectively. Reporting and interpreting. Writing using American Psychological Association editorial style. Developing a meeting agenda, goal setting and evaluating progress, communicating effectively in supervision, identifying responsibilities. Sustaining research work in laboratory classes.
9. Laboratory Skills
Students are given extensive training in the advanced use of SPSS for analyses. Regular laboratory attendance is essential in order to build up research skills.
10. Project proposals and ethics
Students write a project proposal with some guidance from their appointed supervisor. Research design and analysis skills are employed to design a suitable experiment. Ethical issues are also central to this process.

Statement on Teaching, Learning and Assessment
The aim of this module is to build upon knowledge and skills acquired in research methods years 1 and 2. Active participation in small group settings (labs) is essential for successful engagement with the material. Approximately 70% of the module content involves active enquiry and students are expected to source approximately 60% of material (such as journal articles) independently. This promotes strong links between teaching and research and develops confident, enquiring and reflective thinkers. The module provides the strong foundation required for applying knowledge gained in other Psychology modules and prepares students to carry out independent research projects. The dynamic and evolving nature of psychological research is reflected in the module's learning outcomes, structure and assessment, providing an inspiring learning environment that enables students to build confidence and to apply their knowledge to real life problems. As well as data collection and data analysis there will be an emphasis on communicating the results in a format appropriate for the audience.

Teaching and Learning Workloads :

Total : 300 hours
Lecture : 20 hours
Tutorial/Seminar : 4 hours
Supervised Practical Activity : 46 hours
Assessment : 40 hours
Independent : 190 hours

Assessment

Report 1 ANOVA report
Weighting             : 20%
Workload              : 9 hrs
Issue Week          : 6
Submission Week : 10
Return Week        : 13
Associated Learning Outcomes : 1,2
Assessment Tutor : Lynn Wright (L510990)

2 Coursework 2 Qualitative coursework
Weighting             : 20%
Workload              : 9 hrs
Issue Week          : 20
Submission Week : 24
Return Week        : 27
Associated Learning Outcomes : 1,3
Assessment Tutor : Sheila Cunningham (S515474)

Coursework 3 Project proposal
Weighting             : 20%
Workload              : 9 hrs
Issue Week          : 4
Submission Week : 28
Return Week        : 31
Associated Learning Outcomes : 4
Assessment Tutor : Lynn Wright (L510990)
Examination 4 Exam - 2 hours
Weighting             : 40%
Workload              : 13 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : 41
Associated Learning Outcomes : 5
Assessment Tutor : Lynn Wright (L510990)
 
 
 


Additional Assessment Information


Additional Tutors :
Kenneth Scott-Brown (K511040)
Sheila Cunningham (S515474)

Supportive Reading
Brace, N., Kemp, R., & Snelgar, R. (2009). SPSS for Psychologists (4th Edition) Palgrave Macmillan, Hampshire.
Coolican, H. (2009). Research Methods and Statistics in Psychology (5th Edition) Hodder and Stoughton, London.
Field, A. (2010). Discovering statistics using SPSS Sage publications, London.

Specialist Resources
SPSS; G*Power;

Teachability Issues for this module are :
Oral,Visual,Symbolic,Aural,Diagrammatic,Computer Based,Reading,Writing,Collaboration,Professional,Other

Key Transferable Skills for this module are :
Communication,Team Work,Problem Solving,Research,ICT Skills,Self Evaluation,Planning,Interpersonal,Quantitative,Professionalism

Module Code : SO0903A
Module Title  : Science and Society

Principal Domain : School of Social and Health Sciences
Principal Division : Sociology      Weighting : 100%

Level : 9
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 2     Academic Session : 2012/3
Last Updated : 28/06/12 By Alex Law

Pre-requisites :  
Co-requisites :  
Replaced Modules : SO1002A 
Prohibited Combinations :  


Module Tutor : Alex Law (A510842)

Brief Description
This module is designed to give students a critical awareness of the historical development of scientific knowledge, its philosophical underpinning and sociological preconditions, especially for the social sciences, and an analytical understanding of science as a social practice.

Aim
The aim of this Module is to provide the student with: an analytical appreciation of philosophical, sociological and ethical concerns in doing science; a critical introduction to influential theories, issues and debates in the sociology of scientific knowledge; a reflexive understanding of science as a field of competition and power.

Learning Outcomes
By the end of this module the student should be able to :
1. Critically assess influential theories in the sociology of scientific knowledge.
2. Analytically engage with important philosophical and ethical debates as regards (social) scientific practice.
3. Demonstrate a critical understanding of the social contexts in which scientific inquiry is conducted.
4. Demonstrate a critical awareness of the complex connections between science and power.

Indicative Content

1. The Sociology of Scientific Knowledge
Drawing upon recent work in the sociology of scientific knowledge, this section will introduce students to influential theories in the sociology of scientific knowledge, the philosophy of (social) scientific practuice and examine the norms and values which underpin scientific work and explicate the context in which science is made.
2. Philosophy of (Social) Science
The philosophical assumptions, foundations, and implications of science, including the formal sciences, natural sciences, and especially the social sciences.
3. Science and Policy in Social Context
Public perceptions of Science. Regulation, risk and scientific innovation. Sociology of technological choice. Autonomous technology. Science as expertise. Institutional and social influences in scientific controversies. Science and social/environmental policy.

Statement on Teaching, Learning and Assessment
Graduate Attributes The module aims to embrace the graduate attributes through interaction (group- based discussion) at the tutorial level, and where appropriate through interaction in lectures. This interaction will be facilitated by introducing students to philosophical ideas on the development and use of 'science' as a human activity and its 'interdependence' on and with societal development. In so doing 'flexible collaboration' will be stimulated in tutorials and lectures while encouraging 'determined creators' and critical means tp develop further as 'confident thinkers'. While introducing students to various philosophical understandings of science, students will be expected (and facilitated) to build on this critical appreciation of science through self-reflexively thinking about their role as social scientists and embrace the idea of 'challenging complexity'.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 12 hours
Tutorial/Seminar : 12 hours
Assessment : 40 hours
Independent : 86 hours

Assessment

Essay 1 2000 words
Weighting             : 50%
Workload              : 20 hrs
Issue Week          : 19
Submission Week : 35
Return Week        : 39
Associated Learning Outcomes :
Assessment Tutor : Alex Law (A510842)

2 Examination 2 2 hour exam
Weighting             : 50%
Workload              : 20 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : EP
Associated Learning Outcomes :
Assessment Tutor : Alex Law (A510842)

 
 
 


Additional Assessment Information


Additional Tutors :

Supportive Reading
Hughes, J., & Sharrock, W. (1997) The Philosophy of the Social Sciences Longman
David, D. (2005) Science and Society Palgrave Macmillian
Irwin, A. (1995) Citizen Science: A Study of People, Expertise and Sustainable Development Routledge

Specialist Resources


Teachability Issues for this module are :
Oral,Visual,Aural,Reading,Writing,Collaboration

Key Transferable Skills for this module are :
Communication,Team Work,Problem Solving,Research,Planning

Module Code : PS0920A
Module Title  : Social Influences in Psychology and Law

Principal Domain : School of Social and Health Sciences
Principal Division : Psychology      Weighting : 100%

Level : 9
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 1     Academic Session : 2012/3
Last Updated : 21/05/12 By Alex Law

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : Fiona Gabbert (F513576)

Brief Description
The criminal justice system involves a variety of organisations and professionals, e.g. the police, the courts and offender services. This module will examine how psychological theories and investigation, in particular, the study of social influence, can inform procedures followed in these organisations.

Aim
The aim of this Module is to provide the student with an understanding of the ways research from cognitive and social psychology have addressed applied questions in the criminal justice system and especially how social influence can affect the procedures and decisions taken in this field.

Learning Outcomes
By the end of this module the student should be able to :
1. Describe and evaluate different types of research paradigms that have been used in applied settings.
2. Describe and evaluate the findings of applied psychological research.
3. Indicate ways in which such findings have impacted on the design of UK police procedures.
4. Demonstrate knowledge and understanding of different types of social influence and the underlying mechanisms.

Indicative Content

1. Introduction and Overview
An introduction to the importance of recognising how other people can influence our behaviour and cognitive processes, including an overview of both theory and application of social influence research.
2. Compliance
Covering issues such as power, authority, as well as goals of affiliation. Applications of this research to real life (e.g. false confessions in forensic interviews).
3. Social Influence
The role of perceived social consensus, presence of dissenters, etc. Applications of this research to real life (e.g. jury decision making).
4. The Effects of Social Influence on Memory
Memory conformity for episodic and autobiographical memories. Applications of this research to real life (e.g. accuracy of memory in a forensic investigation).
5. Identification
The role of human memory, face processing, communicative styles on the construction of facial composites. The appropriateness of the use of CCTV footage as evidence in courts of law
6. Interviewing Witnesses
An evaluation of the cognitive interview and alternative interview techniques.
7. Eyewitness Testimony.
How might stress affect the efficacy of a witness's testimony?
8. Expert Witnesses
What is/should be the role of the psychologist as an Expert Witness?
9. Child Witnesses
What can the study of child development tell us about the appropriateness of having children as witnesses in court? An evaluation of appropriate questioning techniques.
10. False and Recovered Memories
What can the study of human memory tell us about this interesting debate?

Statement on Teaching, Learning and Assessment
Students will be expected to actively engage with the material presented in this module. The lectorial sessions will include lecture material but students will also be expected to actively participate in relevant break out sessions. The student-led tutorials will require students to take responsibility for identifying relevant material and to lead discussions on topics that will be agreed between the module tutor and the class. The type of assessments in this module align with teaching and learning activities. Students will be expected to independently source their own relevant reading material to use as evidence to support the arguments they present in the written coursework and the exam. The exam will be based upon topics covered in the lectures. In total, approximately 50% of the time spent on this module will be preparation, for and engagement in, enquiry based activities.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 18 hours
Tutorial/Seminar : 8 hours
Unsupervised Practical Activities : 12 hours
Assessment : 20 hours
Independent : 92 hours

Assessment

Coursework 1 2000 word critical review
Weighting             : 50%
Workload              : 10 hrs
Issue Week          : 1
Submission Week : 10
Return Week        : 17
Associated Learning Outcomes : 1,2,3,4
Assessment Tutor : Fiona Gabbert (F513576)

2 Examination 2 Based on Content
Weighting             : 50%
Workload              : 10 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : 20
Associated Learning Outcomes : 1,2,3,4
Assessment Tutor : Fiona Gabbert (F513576)

 
 
 


Additional Assessment Information


Additional Tutors :
Derek Carson (D510862)

Supportive Reading
Memon, A., Vrij, A. and Bull, R 2003 Psychology and Law: Truthfulness, Accuracy and Credibility Wiley: Sussex
Brewer, N. and Williams, K. D. 2005 Psychology and Law Guilford Press
Pratkanis, A. R. (Ed.) 2007 The Science of Social influence: Advances and Future Progress Psychology Press: NY

Specialist Resources
N/A

Teachability Issues for this module are :
Oral,Reading,Writing,Collaboration

Key Transferable Skills for this module are :
Communication,Team Work,Research,Self Evaluation,Planning,Interpersonal,Professionalism

Module Code : SO0902A
Module Title  : Sociological Research

Principal Domain : School of Social and Health Sciences
Principal Division : Sociology      Weighting : 100%

Level : 9
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 1     Academic Session : 2012/3
Last Updated : 28/06/12 By Alex Law

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : Aaron Winter (A514466)

Brief Description
This module is a project preparation course, focusing on the relationship between sociological theory, methods and the research enterprise. It follows on from the second year introductory methods module, Researching Society, building on students' knowledge and engagement with sociological research methods and applying that knowledge in the development of a research proposal for the Honours level project.

Aim
The aim of this module is to provide students with: the ability to develop their knowledge of social research issues and methods and apply this knowledge to the research enterprise, develop a project topic, question and proposal, and choose a method for that research.

Learning Outcomes
By the end of this module the student should be able to :
1. Develop on and engage critically with existing knowledge of sociological theory and methods.
2. Apply understanding of sociological theory and methods to the research enterprise.
3. Develop a topic and question for research
4. Choose a method for their research (both data collection and analysis)
5. Produce a research proposal for their fourth year honours project which adheres to academic conventions.
6. Work in both group and individual settings, and develop critical, collaborative, written and oral presentation skills.

Indicative Content

1. Sociological Research
This section will examine and discuss sociological research, what it is, what its concerns are, how it can be conducted, etc.
2. Social Research Methods
This section will provide an overview of social research methods, different types and approaches, critical issues and their practical application or use.
3. Research Ethics and Ethical Issues
This section will examine research ethics and ethical issues in terms of research subject matter and methodology chosen, as well as formal ethical guidelines and requirements.
4. Developing a Research Project
This section will discuss and work through the development of a research topic and question, defining aims and objectives, conducting a literature review, choosing a methodology, addressing ethical issues, developing a timetable, etc.
5. Completing the Proposal
This section will provide guidence for students in the completion of their project proposal.

Statement on Teaching, Learning and Assessment
The module helps students to acquire knowledge and understanding of social research issues and methods and their application to the research enterprise, and develop a research project proposal through lectures followed by in-class groupwork activities and independent work. Knowledge, critical thinking skills and engagement will be demonstrated through oral and written work. Assessment will be based on one piece of coursework and the project proposal. PDP is incorporated and evidenced in the course through the project proposal, which brings together and develops upon the students' whole period of study and personal development, their personal research interests, reflection on their knowledge and its acquisition, past research experience and future plans. In terms of T&L strategy, as this course brings together students' past studies, personal research interests, methods, individual and collaborative groupwork and the development of their future honours project, it necessarily includes and supports not only student reflection on their personal, skill and knowledge-based development, but the development their discipline and the research enterprise. While the assessment will be based on individual/independant work, in-class learning will be enquiry and groupwork based. This module engages with technologies that support the development of enquiry-based and collaborative learning and engagement. This is done through the aforementioned independant library-based research and in- class collaborative group discussions, activities and presentations. Students will reflect on this method of learning in a select number of the activities themselves, an end of semester discussion and de-briefing and their course evaluations. This module, its subject matter, activities, assessments, combination of independant and groupwork activities, as well as demand for reflection and reflexivity, will ensure that the the students develop and reflect on graduate attributes (e.g. flexible collaborators through groupwork, determined creators in the development of their proposals, challenging complexity and driving change through their development as researchers and in their analysis of complex social issues, and confident thinkers in their learning, work and development).

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 12 hours
Supervised Practical Activity : 12 hours
Assessment : 20 hours
Independent : 106 hours

Assessment

Coursework 1 Project Proposal 2500 wds
Weighting             : 100%
Workload              : 20 hrs
Issue Week          : 1
Submission Week : 18
Return Week        : 22
Associated Learning Outcomes :
Assessment Tutor : Aaron Winter (A514466)


 
 
 


Additional Assessment Information


Additional Tutors :

Supportive Reading
Seale, C. 2004 Social Research Methods Routledge
Gilbert, N. 2008 Researching Social Life Sage
Walliman, N. 2008 Your Research Project Sage

Specialist Resources
Powerpoint

Teachability Issues for this module are :
Oral,Aural,Reading,Writing,Collaboration

Key Transferable Skills for this module are :
Communication,Enterprise,Team Work,Problem Solving,Research,Self Evaluation,Planning,Interpersonal,Leadership,Professionalism

Module Code : SO0910A
Module Title  : Sociology of Scotland

Principal Domain : School of Social and Health Sciences
Principal Division : Sociology      Weighting : 100%

Level : 9
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 2     Academic Session : 2012/3
Last Updated : 28/06/12 By Alex Law

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : Karen Lumsden (K515737)

Brief Description
Like all other nations Scotland is seen as possessing a distinctive culture and civil society. This module explores the kind of material that is put into the reproduction of social relations and national identity in Scotland.

Aim
The aim of this Module is to provide students with a critical understanding of the social, political, historical, discursive, media and cultural grounds of national identity in Scotland. Students will be encouraged to critically, reflexively and creatively engage with sociological debates concerning Scotland and in particular concepts such as the 'nation', 'nationhood', 'nationalism', and 'national identity'. Collaborative working is encouraged via group discussions and presentations in weekly seminars.

Learning Outcomes
By the end of this module the student should be able to :
1. Situate the historical development of national identity in Scotland in the political and cultural context;
2. Analyse the role of print and film media in Scottish identity;
3. Understand the everyday nature of national identity;
4. Identify the visual and oral markers of national identity in everyday life;
5. Assess competing explanations of national identity.

Indicative Content

1. British and Scottish?
Do Scots have a double national identity, at once British and Scottish, and how has this changed?
2. Bravehearts or Tartan bores?
Cinematic representations of 'Scottishness'.
3. Tabloid Nation
The Press and National Identity.
4. The Guid Scots Tongue?
Dialect, Language, Stereotypes and Cultural Inferiority/Authenticity.
5. Spinning the 'New' Scotland
Political journalism and the Parliament
6. Ethnicity and Religion
Representations of ethnic and religious groups
7. Fitba' Daft
Sport and Scottish Identity

Statement on Teaching, Learning and Assessment
This module is taught by lectures and tutorials with students being encouraged to challenge the academic literature on Scotland and the social, cultural, political, and economic dimensions of the nation and national identity. The lectures will be divided into three thematic sections which students will be encouraged to ambitiously enquire about: 1. Scotland the nation (including a history of Scotland, the concept of the nation, and Scotland as a 'stateless nation'); 2. Scotland as an egalitarian nation? (including examples such as gender, social class, ethnicity, race, religion, and sport in Scotland) and; 3. Images and Representations of Scotland (including Scotland in the media, sport, films, heritage and landscapes). These themes will subsequently be explored in weekly tutorials. In the tutorials, students are encouraged to develop collaborative and independent thinking skills, evidenced via their contribution to class discussions and delivery of group presentations. This will encourage confidence in how they approach and think about the sociology of Scotland. Students will be required to creatively engage with key academic debates concerning Scotland, while recognising the strengths and weaknesses of these. Students are also required to work with visual aids; synthesise and represent knowledge; and evaluate explanatory frameworks. In sum, a combination of lectures and tutorials, which are collaborative and reflexive, will instill confidence in students as they think about and evaluate Scotland, in line with graduate attributes at this level of study and as described in learning outcomes.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 11 hours
Tutorial/Seminar : 9 hours
Unsupervised Practical Activities : 10 hours
Assessment : 30 hours
Independent : 90 hours

Assessment

Examination 1 3 HOUR
Weighting             : 100%
Workload              : 30 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : EP
Associated Learning Outcomes :
Assessment Tutor : Karen Lumsden (K515737)


 
 
 


Additional Assessment Information


Additional Tutors :
Aaron Winter (A514466)

Supportive Reading
McCrone, David (2001) Understanding Scotland London: Routledge
Davidson, Neil et al. (2010) Neo-liberal Scotland Newcastle: Cambridge Scholars
Blain, Neil and Hutchison, David (2008) The Media in Scotland Edinburgh: EUP

Specialist Resources


Teachability Issues for this module are :
Oral,Visual,Aural,Reading,Writing,Collaboration

Key Transferable Skills for this module are :
Communication,Team Work,Problem Solving,Research,ICT Skills,Planning,Interpersonal

Module Code : PS0981A
Module Title  : Sport and Exercise Psychology

Principal Domain : School of Social and Health Sciences
Principal Division : Psychology      Weighting : 100%

Level : 9
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 1     Academic Session : 2012/3
Last Updated : 28/02/13 By Alex Law

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : Fiona McConnochie (F510904)

Brief Description
The module will introduce students to the fundamental aspects of psychological knowledge within the emerging field of sport and exercise psychology.

Aim
Aims: to facilitate an understanding of the topical areas of sport & exercise psychology and critically investigate the nature of the main treatment and intervention strategies applied whilst fostering an understanding of the main factors that enhance health and well-being.

Learning Outcomes
By the end of this module the student should be able to :
1. To demonstrate an understanding of the main psychological processes underpinning sport performance at the individual level.
2. To appreciate the ways in which a sport psychologist can apply the different theories of psychology to increase the likelihood of an athlete performing to his/her optimum.
3. To critically evaluate the different types of interventions a sport psychologist has at his/her disposal and the main factors that enhance health & well-being.

Indicative Content

1. The Individual in Sport and Exercise
The module will examine the individual characteristics of the athlete in terms of motivation, personality, attitudes and attributions for performance within sport and competition.
2. Enhancing Performance
The module will provide a comprehensive theoretical background to the main intervention strategies applied by sport psychologists, such as imagery, stress reduction/anxiety regulation and concentration techniques for improving performance within sport and competition.
3. Enhancing Health & Well-Being
The module will demonstrate an understanding of the main factors that enhance health and well-being and facilitate growth and development such as athletic injuries and rehabilitation, addiction and burnout and over-training.

Statement on Teaching, Learning and Assessment
Alignment of teaching, learning and assessment is achieved by matching teaching and learning activities with the type of assessment, using lectures, seminars and tutorials. The seminars and tutorials engage students in practical exercises and group work to facilitate engagement with a particular sport and exercise psychology related topic, whilst placing an emphasis on student appreciation and understanding of the link between scientific study and issues in the "real world". The students should be able to demonstrate independent learning, critical thinking and confidence in their awareness of new, provisional, and significant shifts in knowledge. In addition students should be able to differentiate concepts, theories and models and show a critical appreciation of paradigms applied. 66.7% of the teaching and learning activities represent enquiry based learning. The students can utilise the output from all the teaching and learning activities for examination preparation which encourages the demonstration of knowledge and critical understanding. The module is assessed through 100% examination.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 10 hours
Tutorial/Seminar : 20 hours
Assessment : 30 hours
Independent : 90 hours

Assessment

Examination 2 2 hour
Weighting             : 50%
Workload              : 15 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : 20
Associated Learning Outcomes : 1,2,3
Assessment Tutor : Fiona McConnochie (F510904)

2 Essay 1 3,000
Weighting             : 50%
Workload              : 15 hrs
Issue Week          : 1
Submission Week : 8
Return Week        : 12
Associated Learning Outcomes : 1,2,3
Assessment Tutor : Fiona McConnochie (F510904)

 
 
 


Additional Assessment Information


Additional Tutors :

Supportive Reading
Weinberg, R.S. & Gould, D. 2011 Foundations of Sport and Exercise Psychology (5th Ed.) Human Kinetics. Champaign, IL
Horn, T.S. 2008 Advances in Sport Psychology (3rd Ed.) Human Kinetics. Champaign, IL
Gilbourne, D., and Andersen, M.B. 2011 Critical essay in applied sport psychology. Human Kinetics. Champaign, IL

Specialist Resources
Power-point facilities.

Teachability Issues for this module are :
Oral,Visual,Symbolic,Aural,Diagrammatic,Computer Based,Reading,Writing

Key Transferable Skills for this module are :
Communication,Problem Solving,Research,ICT Skills,Planning,Interpersonal,Quantitative

Module Code : SO0967A
Module Title  : Surveillance Society

Principal Domain : School of Social and Health Sciences
Principal Division : Sociology      Weighting : 100%

Level : 9
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 1     Academic Session : 2012/3
Last Updated : 28/06/12 By Alex Law

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : Karen Lumsden (K515737)

Brief Description
This module introduces students to the study of surveillance society. Drawing on key sociological concepts such as crime, gender, ethnicity, the body, and globalization, it offers an analysis of the ways in which forms of surveillance pervade individuals’ everyday lives and how they are utilised by various agents of control.

Aim
The aim of this module is to provide students with a critical understanding of forms of surveillance in a globalised world and their impact on the lives of individuals. Through inter- disciplinary material presented in lectures and readings, students will be encouraged to reflexively challenge the disciplinary boundaries of criminology and sociology, applying confident and creative thinking to various academic debates. Group presentations encourage students to collaborate in creative ways, linking academic debates to everyday surveillance and related media and political discourses.

Learning Outcomes
By the end of this module the student should be able to :
1. Demonstrate an awareness of the relationship between surveillance and power.
2. Understand the ways in which surveillance is employed in relation to gender, ethnicity, the body, and on a global scale.
3. Critically assess how surveillance is used to regulate the deviant 'other'.
4. Demonstrate knowledge of the ways in which surveillance is used in both public and private spheres of social life.
5. Critically evaluate and reflect upon the ethics of surveillance and their implications for policy and practice.

Indicative Content

1. Foucault and the Panopticon
Power, discipline and the panopticon
2. 'Big Brother' is Watching
CCTV, crime and the city
3. Dataveillance
Citizenship, identity and consumer culture: ID cards and identity theft
4. Body Surveillance
Medicalization and the normative body
5. The 'Male Gaze'
Gender, sexuality and surveillance
6. Cyber-Surveillance
The Internet and the rise of social networking
7. 'You've Been Framed!'
Resistance to surveillance - when the 'watched' become the 'watchers'
8. The Globalization of Surveillance
'Control creep' and surveillance post 9/11
9. Who Watches the Watchers?
The ethics of surveillance, the privacy debate and the implications for policy and practice

Statement on Teaching, Learning and Assessment
This module is taught by lectures and tutorials with students being encouraged to challenge through debate, the complexity, problems and ethics of various forms of surveillance in contemporary society. In lectures, students are presented with the main sociological and criminological debates on surveillance. Students are encouraged to analyse the relationship between surveillance and power, and how this relates to concepts such as gender, class, ethnicity and the body. This ambitious form of enquiry will allow students to unpack the various issues, debates and problems which exist in relation to the use of forms of surveillance such as CCTV, electronic tagging, cyber- surveillance, and more implicit forms of surveillance such as the implementation of medical knowledge (and specifically how this relates to gender, sexuality and the body). Tutorial discussions will focus on the contested nature of these various forms of surveillance and their relationship to forms of power. In the tutorials, students are encouraged to develop collaborative and independent thinking skills, evidenced via the delivery of a group presentation and contributions to class discussions. Students are required to work with visual aids; synthesize and present knowledge; and evaluate explanatory frameworks. Students are assessed via an essay and an exam which in sum allow them to demonstrate their knowledge and understanding from across the course, and thus to reflexively and critically analyse key academic debates on surveillance. In sum, these will encourage confident thinking about surveillance in line with graduate attributes at this level of study and as described in the learning outcomes.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 11 hours
Tutorial/Seminar : 9 hours
Unsupervised Practical Activities : 10 hours
Assessment : 40 hours
Independent : 80 hours

Assessment

Essay 1 2000 WORDS
Weighting             : 40%
Workload              : 15 hrs
Issue Week          : 1
Submission Week : 9
Return Week        : 12
Associated Learning Outcomes : 1
Assessment Tutor : Karen Lumsden (K515737)

2 Examination 1 2 HOUR
Weighting             : 60%
Workload              : 25 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : EP
Associated Learning Outcomes :
Assessment Tutor : Karen Lumsden (K515737)

 
 
 


Additional Assessment Information


Additional Tutors :

Supportive Reading
Hier, S.P. and Greenberg, J. (eds) (2007) The Surveillance Studies Reader Open University Press: Buckingham
Lyon, D. (2007) Surveillance Studies: An Overview Polity Press: Cambridge
Lyon, D. (2006) Theorizing Surveillance: The Panopticon and Beyond Willan: Devon

Specialist Resources


Teachability Issues for this module are :
Oral,Visual,Aural,Reading,Writing,Collaboration

Key Transferable Skills for this module are :
Communication,Team Work,Problem Solving,Research,ICT Skills,Self Evaluation,Planning,Interpersonal,Professionalism

Module Code : SO0927A
Module Title  : The Politics of Race and Ethnicity

Principal Domain : School of Social and Health Sciences
Principal Division : Sociology      Weighting : 100%

Level : 9
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 1     Academic Session : 2012/3
Last Updated : 28/06/12 By Alex Law

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : Aaron Winter (A514466)

Brief Description
This module will examine the history of race and racism in 19th, 20th and 21st century Britain, from the 'Scramble for Africa' through the post- war/post-colonial period to the present. It will examine the various forces, processes and discourses through which race, ethnicity and the racialised subject have been constructed, shaped and changed. It will also examine theoretical approaches to and debates about race and ethnicity, racism, race relations and anti- racism, and how these have developed in response to both historical developments and social- political activism.

Aim
The aim of this module is to provide students with: a critically informed understanding of the history of race and racism in Britain; theories of race, ethnicity, racism and prejudice; and the relationship between theories and concepts of race and ethnicity, power, history and activism.

Learning Outcomes
By the end of this module the student should be able to :
1. Understand and critically engage with the history of race and racism in 20th century Britain.
2. Understand and critically engage with the history and development of the concepts of race and ethnicity.
3. Understand and critically engage with the relationship between the theorisation and conceptualisation of race and ethnicity, racism and anti-racism, power, history and activism.
4. Have knowledge of and critically engage with the diverse sociological (and wider) theories of race, ethnicity, racism and prejudice.
5. Understand and critically engage with theories and concepts of race, racism, ethnicity, colonialism, imperialism, nationalism, power, inequality, prejudice, difference, representation & identity.
6. Work in both an individual and group setting, and develop critical, collaborative, written and oral presentation skills.

Indicative Content

1. The Concept and Construction of Race and Ethnicity
This section will look at the concept and construction of race and ethnicity, and the production of racial knowledge from the colonial period to the present.
2. Race, Ethnicity and Nation
This section will examine the (re)construction and relationship between race, ethnicity and nation in Britain in light of post-war/post-colonial immigration and the end of empire.
3. Race, Ethnicity and Identity
This section will examine the the politics, construction and expression of racial and ethnic identities in post-colonial Britain in response to colonialism, migration, discrimination and racism.
4. Race and Class
This section will examine the relationship between race and class as sites of social-political identification, power, inequality, political struggle and analysis, as well as debates over which is the most effective framework for analysis and activism.
5. Race and Gender
This section will examine the relationship between race and gender as sites of social-political identification, power, inequality, political struggle and analysis, as well as debates over which is the most effective framework for analysis and activism.
6. Race, Crime, Civil Unrest and Political Protest
This section will examine the relationship (within analysis and representation) between race, the law, crime, civil unrest and political protest against socio-economic conditions, policing and state policy.
7. Anti-Racism, Race Relations and Multiculturalism
This section will examine the history and development of anti-racist and race relations discourses, activism, strategies and legislation, how they have attempted to combat forms of racism, discrimination and inequality, and debates surrounding them.
8. Race, Ethnicity and the Politics of Popular Culture
This section will examine popular culture (e.g. music, film or television) in terms of post-colonial cultural politics, multiculturalism, representation, identity and political activism.

Statement on Teaching, Learning and Assessment
The module will help students to acquire knowledge and understanding of the history and politics of, and theoretical approaches to, race and ethnicity. Students will have lectures each week and these will be followed by seminars/tutorials. These will involve groupwork, discussions and presentations that will apply what the students learn from lectures and readings. These will also help students to develop their understanding and critical engagement with the course subject matter and related issues. Assessment will be based on an essay and written exam. The essay will help develop and assess students’ planning, research and writing skills, as well as their knowledge and understanding of, and critical engagement with, the course subject matter and material. The exam will help develop students’ knowledge and understanding of, and critical engagement with, the course subject matter and material, as well as more practical time management skills. In terms of T&L, this module makes use of approaches and engages with technologies that support the development of enquiry-based and collaborative learning and engagement. This is done through in-class collaborative group discussions, smaller group activities and presentations. Students will reflect on this method of learning at an end of semester discussion and de- briefing and in their course evaluations. This module, its subject matter, emphasis on critical thinking and analysis, activities, assessments, combination of independant and groupwork activities, as well as demand for reflection and reflexivity about their existing knowledge and assumptions about race, racism, nationalism and national identity, in all their complexity, will ensure that the the students develop and reflect on graduate attributes (e.g. becoming flexible collaborators, determined creators, challenging complexity and driving change, and confident thinkers).

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 12 hours
Tutorial/Seminar : 12 hours
Assessment : 20 hours
Independent : 106 hours

Assessment

Essay 1 2000 words
Weighting             : 50%
Workload              : 12 hrs
Issue Week          : 1
Submission Week : 18
Return Week        : 22
Associated Learning Outcomes :
Assessment Tutor : Aaron Winter (A514466)

2 Examination 2 2 hours
Weighting             : 50%
Workload              : 8 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : EP
Associated Learning Outcomes :
Assessment Tutor : Aaron Winter (A514466)

 
 
 


Additional Assessment Information


Additional Tutors :

Supportive Reading
Back, L. and Solomos, J. 2000 Theories of Race and Racism: A Reader Routledge: London
Solomos, J. 2003 Race and Racism in Britain (Third Edition) Palgrave: Basingstoke
Gilroy, P. 2002 There Ain't No Black in the Union Jack Routledge: London

Specialist Resources
Powerpoint

Teachability Issues for this module are :
Oral,Aural,Computer Based,Reading,Writing

Key Transferable Skills for this module are :
Communication,Problem Solving,Research,Planning,Interpersonal

Module Code : SO0914A
Module Title  : The Sociology of Gender

Principal Domain : School of Social and Health Sciences
Principal Division : Sociology      Weighting : 100%

Level : 9
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 1     Academic Session : 2012/3
Last Updated : 28/06/12 By Alex Law

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : OONA BROOKS (O515255)

Brief Description
This module examines social relations, divisions and differences between women and men in the (late) modern world. The module is designed to encourage students to place their own experiences of masculinity and femininity in social and political context and requires a degree of personal reflection.

Aim
The aim of this Module is to provide the student with: a sociological knowledge of gender relations and understanding of the social construction of masculinity and femininity.

Learning Outcomes
By the end of this module the student should be able to :
1. Demonstrate a sociological understanding of gender.
2. Critically analyse the social positions of men and women within a contemporary and historical context.
3. Critically evaluate theoretical frameworks used to explain gendered difference and inequality
4. Explore gender and gendered identities within a broader social context.

Indicative Content

1. Emergence of Gender as a Sociological Concept
Feminist critique of mainstream sociology, social construction of sex and gender
2. Representations of Masculinity and Femininity
Constructions of gendered identities, hegemonic masculinity and the feminine ideal
3. Social Position of Men and Women in Contemporary Society
Gender, politics and public life, division of labour at home and in paid employment, gender and crime
4. Theoretical Explanations for Gender Difference and Inequalit
Overview of essentialist, functionalist, social constructionist and feminist perspectives

Statement on Teaching, Learning and Assessment
This module combines selected readings, lectures and class based discussions/seminars in order to advance the teaching and learning of students. It also includes an interactive revision session at the end of the module. Seminars are based around a focus upon readings, case studies and examples, and completing group work exercises. Before the seminars students must undertake the readings and research the particular topics and examples for that seminar. They must be ready to take on different roles in the group exercises, participate in the group discussions, and then give feedback to the rest of the class. These seminars help students to develop important critical reasoning, problem-solving, communication and collaborative skills. These key skills are necessary for promoting the development of UAD's graduate attributes which involve becoming flexible collaborators, determined creators, ambitious enquirers and confident thinkers, with the ability to challenge complexity and drive change. The lectures provide students with a broad view of the sociology of gender and relevant theoretical approaches to the study of gender-related issues. This helps students to understand this area of study and therefore to give them confidence to participate actively and fully in peer-led discussion, and also to be successful in their independent studies. The autobiographical essay encourages the student to reflect on the relationship between their own experiences and sociological theories about gendered identities and inequalities. This is a 2,000 word piece of coursework, which requires independent reflection, study and research in relation to a focus/issue chosen by the student linked to some aspect of their own life experiences. This essay and a 2- hour exam are used to assess student knowledge of what has been learned. As set out in the University's Teaching and Learning Strategy, enquiry- based learning (EBL) has a major role in this module, and comprises at least 50% of class contact time. All seminars are solely based around the use of enquiry- based learning and EBL is also used during the lecture slot in terms of team- based discussions and debates on certain topics and for revision purposes.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 11 hours
Tutorial/Seminar : 11 hours
Assessment : 20 hours
Independent : 108 hours

Assessment

Essay 1 Autobiographical essay
Weighting             : 50%
Workload              : 10 hrs
Issue Week          : 1
Submission Week : 18
Return Week        : 22
Associated Learning Outcomes :
Assessment Tutor : OONA BROOKS (O515255)

2 Examination 2 Exam
Weighting             : 50%
Workload              : 10 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : EP
Associated Learning Outcomes :
Assessment Tutor : OONA BROOKS (O515255)

 
 
 


Additional Assessment Information


Additional Tutors :

Supportive Reading
Abbott, P., Wallace, C. and Tyler M. (2005) An Introduction to Sociology: Feminist Perspectives, 3rd Edition. Routledge: London
Jackson, S. and Scott, S. (2002) Gender: Readings in Sociology Routledge
Wharton, A. (2012) The Sociology of Gender: An Introduction to Theory and Research. West Sussex: Wiley-Blackwell

Specialist Resources
Powerpoint

Teachability Issues for this module are :
Oral,Aural,Reading,Writing,Collaboration

Key Transferable Skills for this module are :
Communication,Team Work,Research,Self Evaluation,Planning,Interpersonal

Module Code : SO0926A
Module Title  : Understanding Collective Behaviour

Principal Domain : School of Social and Health Sciences
Principal Division : Sociology      Weighting : 100%

Level : 9
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 2     Academic Session : 2012/3
Last Updated : 08/02/13 By Alex Law

Pre-requisites :  
Co-requisites :  
Replaced Modules : SO336A 
Prohibited Combinations :  


Module Tutor : Jason Annetts (J510903)

Brief Description
This module examines sociological perspectives on collective action, social movements activity and political protest.

Aim
The aim of this Module is to provide the student with historical and contemporary examples of collective protest. The module explores social movement activity and critically assesses the usefulness of European and North American theories in understanding their emergence, operation and impact.

Learning Outcomes
By the end of this module the student should be able to :
1. Demonstrate a good knowledge of the major social movement theories and be able to critically evaluate these perspectives
2. Show an in-depth knowledge of a particular social movement or social movement organisation of their choice.
3. Demonstrate an ability to apply social movement theory.

Indicative Content

1. Classical Approaches to Understanding Collective Action
Considers the early attempts to make sense of collective action and social movement theory including Le Bon's description of the madness of the crowd, Gusfield's theory of status discontent and symbolic politics & the collective behaviour approach of Blumer & Smelser.
2. Rational Choice & Resource Mobilisation Theory
Discusses Resource Mobilisation theory's use of rational choice theory to explain social movement participation, the free rider problem and the re- theorising of resource mobilisation theory during the 1980s.
3. New Social Movement Theory
Critically evaluates the concept of 'New Social Movements' and traces the development of the creative dialogue with Marxism which informs the highly contested terrain of new social movement theory.
4. Understanding Contemporary Movements
Examines the recent developments in social movement theory and explores the way in which they help us to understand contemporary social movements.

Statement on Teaching, Learning and Assessment
Students are taught through a mixture of lectures, seminars and a supervised practical revision session at the end of the module. Seminar classes are based around the completion of group work exercises that encourage students to develop important collaborative skills. Before the seminar class, all students must complete the requisite readings for that class and be ready to fully participate in small group discussions and then to feedback to the whole class. While lectures provide an important overview of the key concepts and theories that have been used to make sense of social movement activity they also facilitate and structure the students’ own reading on the subject. The seminars seek to develop students’ critical reasoning, problem solving, group work and communication skills. Key skills necessary for promoting the development of UAD's graduate attributed: of being flexible collaborators, determined creators and confident thinkers with the ability to challenge complexity and drive change. The module is mainly assessed through a 3000 word case study that requires students to research a social movement of their choice, applying an aspect of social movement theory to their chosen movement. There is also a class test that seeks to assess their knowledge and comprehension of key concepts discussed during the module. As detailed in the University's Teaching and Learning Strategy, enquiry based learning (EBL) has a major role in this module, comprising roughly 55% of class contact time. All seminars are solely based around the use of enquiry based learning and EBL is also occasionally used during the lecture slot, for example, using a team-based quiz for revision.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 12 hours
Tutorial/Seminar : 12 hours
Assessment : 20 hours
Independent : 106 hours

Assessment

Case Study 2 3000 words
Weighting             : 80%
Workload              : 18 hrs
Issue Week          : 19
Submission Week : 35
Return Week        : 39
Associated Learning Outcomes :
Assessment Tutor : Jason Annetts (J510903)

2 Class Test 1 1 hour
Weighting             : 20%
Workload              : 2 hrs
Issue Week          : 29
Submission Week : 29
Return Week        : 32
Associated Learning Outcomes :
Assessment Tutor : Jason Annetts (J510903)

 
 
 


Additional Assessment Information
The main assessment is a case study and offers students the opportunity to research a movement of their choice and review the social movement literature on that movement.

Additional Tutors :
Wallace McNeish (W511010)

Supportive Reading
Nick Crossley (2002) Making Sense of Social Movements Open University: Buckingham
Paul Byrne 1997 Social Movement in Britain Routledge: London
J. Jasper 1997 The Art of Moral Protest University of Chicago Press: Chicago

Specialist Resources


Teachability Issues for this module are :
Oral,Symbolic,Aural,Reading,Writing,Collaboration

Key Transferable Skills for this module are :
Communication,Team Work,Problem Solving,Research,Planning,Interpersonal

Module Code : PS0930A
Module Title  : Workplace Psychology

Principal Domain : School of Social and Health Sciences
Principal Division : Psychology      Weighting : 100%

Level : 9
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 2     Academic Session : 2012/3
Last Updated : 21/05/12 By Alex Law

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : Lloyd Carson (L510905)

Brief Description
Psychologists are interested in behaviour, thought, and emotions. The module introduces psychology students to the ways in which the study of these three areas has been applied when trying to understand and manage experience of and behaviour in, the workplace.

Aim
The aim of this module is to introduce students to the study of issues of psychological relevance in the workplace including those relating to individual differences, social, cognitive, developmental and biological psychology. It addresses how these fields have aided our understanding of problems in the workplace and how to address/manage them effectively.

Learning Outcomes
By the end of this module the student should be able to :
1. Critically evaluate the literature relating to research on various topics of psychological relevance in the workplace.
2. Critically evaluate how our theoretical understanding of psychological phenomena has been applied in the workplace.
3. Understand the different methodologies that are used to evaluate the effectiveness of psychological explanations or interventions in the workplace.

Indicative Content

1. Historical and Conceptual Perspective
The societal and cultural contexts of work: how do understandings of work change over time and accross cultures?
2. Research Methods in Workplace Psychology
e.g. Qualitative (descriptive) versus hypothesis- testing research. Experimental and quasi-experimental designs. Issues of reliability and validity.
3. Individual Differences
Models of intelligence, emotional intelligence and personality.
4. Personnel Selection
Interviews and psychometric Tests. The use of technology in personnel selection. The impact of selection procedures.
5. Social perception and discrimination
Stereotyping and stereotype threat: how they affect workers' progress at work and how they can be challenged. Examining the influence of gender and age.
6. The work-life balance
How does work 'fit' with family life? Does the structure of contemporary work automatically mean a 'choice' of career or family for women in particular?
7. Stress and bullying in the Workplace
Defining stress and bullying. Organisational culture and climate; dealing with stress and bullying.
8. Groups and Teamwork
Group decision making. Negotiation and conflict. Employee Relations.
9. Leadership
The importance of communication in the workplace
10. Motivation in the workplace
Theories of need and expectancy. Goal Setting. Individual Differences in motivation.

Statement on Teaching, Learning and Assessment
Delivery of the material will be via lectures and classroom discussions. Students are expected to actively participate in the class discussions. Where possible, the material will be applied to workplace scenarios familiar to the student body. There will be an opportunity for the student to tailor the assessment to reflect their interest/experience of particular workplace settings. Around 50% of the teaching and learning activity will be via students actively engaging with the module material and students will be expected to independently source current, relevant psychological research.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 12 hours
Tutorial/Seminar : 12 hours
Assessment : 20 hours
Independent : 106 hours

Assessment

Coursework 1 Written report
Weighting             : 50%
Workload              : 10 hrs
Issue Week          : 19
Submission Week : 29
Return Week        : 35
Associated Learning Outcomes : 1,2,3
Assessment Tutor : Lloyd Carson (L510905)

2 Coursework 2 Written report
Weighting             : 50%
Workload              : 10 hrs
Issue Week          : 19
Submission Week : 35
Return Week        : 38
Associated Learning Outcomes : 1,2,3
Assessment Tutor : Malcolm Cook (M510676)

 
 
 


Additional Assessment Information


Additional Tutors :
Malcolm Cook (M510676)
Scott Hardie (S510828)

Supportive Reading
De Cremer, D., van Dick, R. & Murninghan, J.K. 2011 Social Psychology and Organisations Routledge
Scott, J., Dex, S. & Joshi, H. 2009 Women and Employment Edward Elgar Publishing
Chamorro-Prezemuzic, T., 2009 The Psychology of Personnel Selection Cambridge University Press: Cambridge

Specialist Resources
Powerpoint and DVD presentations

Teachability Issues for this module are :
Oral,Visual,Aural,Reading,Writing,Collaboration,Professional

Key Transferable Skills for this module are :
Communication,Team Work,Research,Self Evaluation,Planning,Interpersonal,Professionalism

Module Code : PS1031A
Module Title  : Advanced Biological Psychology: The Science of Attraction

Principal Domain : School of Social and Health Sciences
Principal Division : Psychology      Weighting : 100%

Level : 10
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 2     Academic Session : 2012/3
Last Updated : 21/05/12 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : TAMSIN SAXTON (T515260)

Brief Description
This module explores the extent to which characteristics such as faces, voices, behaviour and odour can influence human attraction, drawing on evolutionary explanations of behaviour and recent research within the field of evolutionary psychology. Teaching sessions will be partly student-led, based on student group presentations of their own independent and collaborative investigation (using electronic and online resources) of recent research areas, such that 50% of the workload will be enquiry-based. Students are expected to source 60% of the module materials.

Aim
The aim of this Module is to provide the student with an understanding of a range of applications of evolutionary theory to human attraction and a critical appreciation of scientific research on human mate choice.

Learning Outcomes
By the end of this module the student should be able to :
1. Understand the main theories that have been proposed to underpin the evolution of human mate choice and attraction.
2. Critically evaluate relevant literature on human mate choice and attraction and present this information orally to peer groups, and in written work.
3. Develop their own opinions on the validity of published evolutionary psychology research based on informed reasoning.
4. Understand and describe critical issues associated with biological motivation and links between hormones and behaviour.

Indicative Content

1. Evolutionary approaches to human sexual behaviour
Introduction to the evolutionary mechanisms that underpin human behaviour; the selfish gene; human evolution and sexual dimorphisms; inter- and intra-sexual selection; scientific motivation to study attraction; attraction as a biological aspect of motivation.
2. Sexual signalling
Signalling of dimensions of individual quality through traits such as facial appearance, body size and shape, voice, odour and behaviour in human and non-human primates; evaluation of research methods in assessing and interpreting these
3. The physiology of attraction
Hormones and behaviour; the chemicals that underpin attraction; the brain and reward: effects on our brains of experiencing attraction
4. Development of sexual preferences
Innate and learnt recognition of, and preferences for, human traits; why do people have different sexual orientations, and different attitudes to sexual relationships?
5. Individual differences in mate preferences
identification of individual differences (e.g. in mate quality, hormonal status, socioecology) that predict variation in sexual behaviour.
6. Reading personality in the face
Is there a kernel of truth in the folk belief that you can tell something about someone's personality from the way they look? Historical context and current findings.
7. Critical issues
The naturalistic fallacy; mis-representation in the media

Statement on Teaching, Learning and Assessment
The module is designed to provide students with an understanding of the application of evolutionary and biological theories to a range of aspects of attraction and mate choice and to provide them with an opportunity to critically evaluate these applications and their interpretation. The module will be delivered across 12 sessions which incorporate student led group presentations and discussion. Students are expected to source 60% of the module materials independently and 50% of the content will be covered through enquiry based learning (presentations of group-based research and evaluation of the literature).

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 12 hours
Tutorial/Seminar : 12 hours
Assessment : 20 hours
Independent : 106 hours

Assessment

Coursework 1 Essay
Weighting             : 50%
Workload              : 10 hrs
Issue Week          : 21
Submission Week : 35
Return Week        : 38
Associated Learning Outcomes : 1,2,3,4
Assessment Tutor : TAMSIN SAXTON (T515260)

2 Examination 2 Exam
Weighting             : 50%
Workload              : 10 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : 37
Associated Learning Outcomes : 1,2,3,4
Assessment Tutor : TAMSIN SAXTON (T515260)

 
 
 


Additional Assessment Information
Coursework will be a 2500 word essay. Exam will require two essay answers.

Additional Tutors :
Fhionna Moore (F514243)

Supportive Reading
Perrett, D. 2010 In your face Palgrave McMillan
Swami, V. 2011 Evolutionary Psychology: A Critical Introduction Blackwell
Miller, G. 2001 The mating mind: how sexual choice shaped human nature Vintage

Specialist Resources
Powerpoint presentation facilities, video/DVD playback and internet access

Teachability Issues for this module are :
Oral,Visual,Symbolic,Aural,Diagrammatic,Computer Based,Reading,Writing,Collaboration

Key Transferable Skills for this module are :
Communication,Team Work,Problem Solving,Research,ICT Skills,Self Evaluation,Planning,Interpersonal,Quantitative,Professionalism

Module Code : PS1030A
Module Title  : Advanced Biological Psychology:Human Evolutionary Psychology

Principal Domain : School of Social and Health Sciences
Principal Division : Psychology      Weighting : 100%

Level : 10
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 1     Academic Session : 2012/3
Last Updated : 21/05/12 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : CLARE CUNNINGHAM (C514271)

Brief Description
This module takes an evolutionary approach to the study of human behaviour, focusing more on questions relating to why we behave in a certain way rather than investigations about how we behave.

Aim
The aim of this module is to introduce students to an evolutionary approach in the study of human behaviour, critically evaluating the role of Darwinism in explanations of the behavioural and psychological repetoire of modern humans.

Learning Outcomes
By the end of this module the student should be able to :
1. Display an understanding of the fundamental mechanisms underpinning evolutionary theories of human behaviour.
2. Critically assess the role of Darwinism in explaining human behaviour and develop a structured argument to illustrate potential benefits or shortcomings of evolutionary theories related to psychology.
3. Carry out self-directed study to acquire knowledge of human behaviour and use this information to validate, or counter, theories proposing evolutionary explanations for human actions.
4. Participate in discussions relating to controversies within the discipline, using informed reasoning gained through lecture material, external reading and peer-directed learning.
5. Understand how evolution is proposed to have shaped human behaviour in the specific domains covered in the presented and self-researched material.

Indicative Content

1. Evolutionary approach to human behaviour
Introduction to the evolutionary mechanisms that underpin human behaviour; human evolution and the emergence of modern humans; individual selection and the selfish gene; kin selection and Hamilton's rule; reciprocal altruism and the Prisoner's dilema; inter and intra-sexual competition.
2. Why do humans cooperate?
Helping related individuals to survive and reproduce; helping un-related individuals and the benefits of altruism and reciprocity; evolutionary explanations for non-cooperative acts such as homicide and suicide.
3. Reproductive decision-making
Mate choice and sexual selection; parental investment and explaining infanticide; marriage and inheritence; sexual coercion and rape.
4. Art and creative expression
Looking at why humans engange in artistic expression, possible links to sexual selection and reproductive success.
5. Cultural evolution
Evolution of religion, music, literature and art; role of sexual selection in evolution of art and language; gene-culture co-evolution.
6. Evolutionary explanations for religion
Questioning whether engaging in evolutionary practices can be considered adaptive, consideration of alternative spandrel accounts and evaluation of evidence for both viewpoints.
7. Applied Evolutionary Psychology
Looking at applications for evolutionary analyses of behaviour in health and mental wellbeing and trade, commercialism and consumerism.

Statement on Teaching, Learning and Assessment
Course will be lectorial-based allowing discussion of material presented and student participation. Lecturers will present an overview of current theories and ostensible evidence relating to human evolutionary psychology that can be both dichotomous, and controversial in traditional lecure-based delivery (10hrs = 42%). Students will be expected to engage in self-directed learning, guided by lecture content, so that they can participate in discussions during the sessions and evaluate the material presented (Enquiry-based learning = 58%). They will be encouraged to develop their own opinions based on informed arguments and sound reasoning through the critical evaluation of opposing literature. In addition, prescribed readings will allow students to build on their experiences by discovering for themselves the theories and evidence related to aspects of human behaviour and psychology, and students will be encouraged to present information learned to peers. Assessments will require students to evidence critical thinking and independent thought in the production of written work that develops a structured and well-supported discussion of evolutionary psychology topics.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 24 hours
Assessment : 20 hours
Independent : 106 hours

Assessment

Coursework 1 1000 words
Weighting             : 40%
Workload              : 8 hrs
Issue Week          : 1
Submission Week : 10
Return Week        : 13
Associated Learning Outcomes : 1,2,3,4,5
Assessment Tutor : CLARE CUNNINGHAM (C514271)

2 Examination 2 2hr
Weighting             : 60%
Workload              : 12 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : 20
Associated Learning Outcomes : 1,2,3,4,5
Assessment Tutor : CLARE CUNNINGHAM (C514271)

 
 
 


Additional Assessment Information
Coursework: Students will be required to write a short report based on one of three journal articles. Exam: Students will be required to answer short answer and essay-style questions.

Additional Tutors :
TAMSIN SAXTON (T515260)

Supportive Reading
Barrett, L., Dunbar, R. & Lycett, J. 2002. Human Evolutionary Psychology, Palgrave Publishers.
Buss, D. 2008. Evolutionary Psychology: The New Science of Mind, Pearson Education Inc.
Swami, V. 2011. Evolutionary Psychology: A critical introduction. BPS Blackwell; John Wiley & Sons.

Specialist Resources
Popular science books of interest: Dawkins, R. 2007. The God Delusion, Black Swan. Miller, G. 2001. The Mating Mind, Vintage. Dunbar, R. 2005. The Human Story, Faber & Faber.

Teachability Issues for this module are :
Oral,Visual,Symbolic,Aural,Computer Based,Reading,Writing

Key Transferable Skills for this module are :
Communication,Problem Solving,Research,ICT Skills,Self Evaluation,Planning,Interpersonal,Quantitative

Module Code : PS1032A
Module Title  : Advanced Developmental Psychology: Social Development

Principal Domain : School of Social and Health Sciences
Principal Division : Psychology      Weighting : 100%

Level : 10
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 1     Academic Session : 2012/3
Last Updated : 21/05/12 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : Sheila Cunningham (S515474)

Brief Description
This module explores social development from infancy through to adolescence. It introduces the key theories of social development, and considers research findings relating to early social interactions, social cognition, relationships and the impact of developmental disorders on social processing.

Aim
The aim of this Module is to provide the student with an in-depth and critical understanding of social development, including key theoretical approaches and research findings.

Learning Outcomes
By the end of this module the student should be able to :
1. Demonstrate detailed knowledge and a critical understanding of the major theories and approaches in social developmental psychology
2. Critically evaluate research relating to social development.
3. Show a comprehensive understanding of the interplay between cognitive development and social processing across childhood and adolescence.
4. Engage in effective, knowledgeable communication regarding theories and research in social development, in both written and oral work.

Indicative Content

1. Introduction to key questions and approaches:
Research questions and methodologies in social development; Piagetian stages; Vygotsky, Social learning and ethological approaches to theory of social development.
2. Social processing in infancy:
Imitation; joint attention; attachment. early communication
3. Pro-social and anti-social behaviour
Patterns of pro-social behaviours including sharing, friendship and playing. Development of anti-social behaviours such as aggression.
4. Social knowledge: self and others
Developing a sense of self, self-esteem, self-concept and the impact of the self on cognition. understanding others, including theory of mind development.
5. Social cognition
Development of categorical knowledge; stereotyping and stereotype threat; attitudes and attributions.
6. Adolescence
Self construction and identity; influence of family and peer relationships. Impact of neural development on adolescent behaviour.
7. Social developmental psychopathology
Social processing changes in psychopathological conditions (e.g., autism spectrum disorder, learning and behaviour disorders, depression and anxiety).

Statement on Teaching, Learning and Assessment
The module will be delivered in twelve sessions, each comprising a lecture and an enquiry-based learning (EBL) workshop (50% EBL). The workshops will involve student-led exchanges of information, including group work, presentations and discussions. Student learning will be guided by lecture material, clear learning outcomes, and independent reading. The EBL workshops will maximise understanding, communication and critical evaluation skills. The module will be assessed by means of an essay and a written examination.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 12 hours
Tutorial/Seminar : 12 hours
Assessment : 20 hours
Independent : 106 hours

Assessment

Examination 1 2 Hour Exam
Weighting             : 50%
Workload              : 10 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : 20
Associated Learning Outcomes : 1,2,3,4
Assessment Tutor : Sheila Cunningham (S515474)

2 Coursework 2 2500 words
Weighting             : 50%
Workload              : 10 hrs
Issue Week          : 1
Submission Week : 8
Return Week        : 11
Associated Learning Outcomes : 1,2,3,4
Assessment Tutor : Sheila Cunningham (S515474)

 
 
 


Additional Assessment Information
Coursework will be a 2500 word essay, relating to topics covered in the EBL workshops. Exam will require two essay answers from a choice of six questions.

Additional Tutors :

Supportive Reading
Durkin, K. 1995 Developmental Social Psychology: From infancy to old age. Blackwell
Killen, M. & Coplan, R. J. 2011 Social development in childhood and adolescence: A contemporary reader Blackwell
Sharp, C., Fonagy, P., Goodyer, I 2008 Social cognition and developmental psychopathology Oxford University Press

Specialist Resources


Teachability Issues for this module are :
Oral,Visual,Aural,Reading,Writing,Collaboration

Key Transferable Skills for this module are :
Communication,Team Work,Problem Solving,Self Evaluation,Interpersonal

Module Code : PS1010A
Module Title  : Advanced Forensic Psychology

Principal Domain : School of Social and Health Sciences
Principal Division : Psychology      Weighting : 100%

Level : 10
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 2     Academic Session : 2012/3
Last Updated : 21/05/12 By

Pre-requisites :  
Co-requisites :  
Replaced Modules : PS441A 
Prohibited Combinations :  


Module Tutor : SARAH MILLAR (S515263)

Brief Description
Integrate information from clinical, biological, developmental, personality, social and cognitive psychology with regard to criminal, anti-social and deviant behaviour. Introducing genetic, gender, personality, developmental, experiential, neuropsychological and neuropharmacological explanations of criminal behaviour.

Aim
The aim of this Module is to provide the student with a critical appreciation of the relationship between mental health and criminal behaviour, childhood disorders and criminal behaviour, and between factors influencing childhood, juvenile and adult criminality.

Learning Outcomes
By the end of this module the student should be able to :
1. Critically evaluate models of criminal psychopathology with regard to developmental, genetic and interactionist perspectives.
2. Understand the inherited and acquired contributions that increase the likelihood of serious sexual and violent behaviour, and with regard to recidivism (serial offending).
3. Evaluate the basis for risk prediction and profiling, as well as the basis for interventions with criminals related to mental health and other psychological factors.
4. Critically assess the impact of the psychological influence of the environmental, family, media (cultural) and peer influence on criminal behaviour.
5. Critically assess the role of factors such as personality, gender, mental health and drugs in violent crime.
6. To critically assess a wide range of models of criminal behaviour and evaluate evidence in support of the associated theories, with specific attention to the use of different methods.

Indicative Content

1. Historical & Conceptual Aspects
Criminality as psychopathology and the background to the psychological study of offending. The relationship between mental health and offending. Historical ideas with regard to 'the criminal mind', empiricist and rational views abnormality and anti- social behaviour.
2. Personality & Abnormality
Inherited and acquired conditions in lifelong risk of criminal behaviour such as ADHD, Conduct Disorder (CD) and Oppositional Defiant Disorder (ODD). Examining the factors that increase the likelihood of serious sexual and violent behaviour, stalking, and criminal recidivism.
3. Developmental Basis for Criminal Behaviour
Biological basis of social, aggressive, and sexual behaviour with regard to neuropsychological, neuropharmacological and evolutionary issues. Psychological and biological treatments for childhood and adult psychopathology.
4. Socialisation and Cultural Impact
Masculinity and violent crime (contrasted with a biological view). Social psychological and cultural influence on criminality where psychological explanations are applied (e.g. media such as games, video, TV, films). Social psychological mechanisms and social Learning models of offending behaviour.
5. Offending
Cognitive, social and personality profiles of offenders and their link to offending. Common features of offender profiles and the theoretical importance of those features to risk of criminal involvement. Offence characteristics and expected profiles with respect to offender motivation.
6. Drugs and Alcohol
Addiction Models of criminal behaviour. Models of emotional dyscontrol in offending. The role of alcohol and drugs in serious assaultative behaviour, neuropharmcology and psychology.
7. Mental Health and Offending
Mental health issues in offending behaviour. The relationship between mental health symptoms and risk in relation to offending. Personality disorder and schizophrenia as critical issues in serious offending.
8. Specific Criminal Offences
Consideration of information from specific offending populations and the psychological factors contributing to offences. Offences may include sexual offending, violent offending, fire raising, stalking, car theft,...
9. Case Studies of Sexual and Violent Offenders
Detailed consideration of individual offenders and the psychological characteristics of their criminal offences and offence development. Contrasting case- studies and large sample studies of factors contributing to offending.
10. Risk Assessment and Profiling
Consider the theoretical and conceptual basis to criminal profiling. Assessing the interpretations of patterns of assaultative behaviour and patterns of risk across the criminal population.

Statement on Teaching, Learning and Assessment
The assessment involves one exam-based assessment containing two sections. The first section of the assessment is a seen question set at the start of the semester and for which the student must carry out independent research and electronically submit a portfolio of references prior to the exam. They are assessed on the maturity of their independent research skills, the selection of information and communication of the relevant ideas in the exam answer. The students are required to actively engage in acquisition of 40% of the marks in the final assessment. In addition, students are given directed reading in order to prepare for the tutorials/seminars such that 50% of the students experience is developed through enquiry based learning. Thus, second section of the assessment is based on classroom delivery enhanced by independent study.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 20 hours
Tutorial/Seminar : 10 hours
Unsupervised Practical Activities : 40 hours
Assessment : 20 hours
Independent : 60 hours

Assessment

Examination 1 3 hr
Weighting             : 100%
Workload              : 20 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : 37
Associated Learning Outcomes : 1,2,3,4,5,6
Assessment Tutor : Malcolm Cook (M510676)


 
 
 


Additional Assessment Information


Additional Tutors :

Supportive Reading
Brown, J.M. and Campbell, E.A. 2010 The Cambridge Handbook of Forensic Psychology Cambridge University Press
Patrick, C.J. (Ed.) 2007 Handbook of psychopathy Guildford Press
McMurran, M. and Howard, R. 2009 Personality, personality disorder and violence: An evidence-based approach. Wiley-Blackwell

Specialist Resources


Teachability Issues for this module are :
Oral,Visual,Symbolic,Aural,Diagrammatic,Computer Based,Reading,Writing,Professional

Key Transferable Skills for this module are :
Communication,Problem Solving,Research,ICT Skills,Self Evaluation,Planning,Interpersonal,Quantitative,Professionalism

Module Code : PS1026A
Module Title  : Advanced Psychology: Psychology in Education and Health

Principal Domain : School of Social and Health Sciences
Principal Division : Psychology      Weighting : 100%

Level : 10
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 1     Academic Session : 2012/3
Last Updated : 21/05/12 By

Pre-requisites :  
Co-requisites :  
Replaced Modules : PS435A 
Prohibited Combinations :  


Module Tutor : Lloyd Carson (L510905)

Brief Description
This module explores the extent to which psychological research and theory aids or potentially aids understanding of issues (such as inequality)in the domains of education and health

Aim
The aim of the module is to facilitate students' critical awareness of the contribution of psychological research and theorising to the understanding of issues in the domains of education and health

Learning Outcomes
By the end of this module the student should be able to :
1. Critically evaluate the extent to which psychological research and theory aids or potentially aids understanding of issues (such as inequality) in the domains of education and health
2. Appreciate the processes involved in teaching and learning mathematical skills, reading ability and problem solving. Appreciate the possibilities, prospects and limitations of special education
3. Evaluate the contribution of psychology to the teaching process; evaluate social, political and religious factors in education
4. Appreciate the meanings which, over time, have attached to health, illness and their causation; especially the role of behaviour in health
5. Appreciate the role that social psychology plays in our understanding of a range of issues in the health domain, such as sex differences in health, health inequalities and health promotion
6. Evaluate the role which social and political factors play in fostering particular understandings of health and illness

Indicative Content

1. What is education and what is it for?
Historical aspects of education; the role of schools, colleges and universities; comparison and contrast of the roles of teachers and lecturers; the process of teaching
2. How do children learn to read, to count and to 'do' sums?
Theories of normal reading; diagnosis and intervention in dyslexia in childhood and adulthood. Theories of mathematical skill, 'street maths' and school maths
3. How do children learn to solve problems?
The development of problem solving skills; problem based learning; creativity
4. Special Education
What is special education and what is it for? Special schools and teaching vs training; normalisation, advocacy and disability rights; sex education for people with special needs
5. Sex education & religious education in a mulitracial society
What is the best way to teach children about sex? Sex education and public health; parental rights. Should God be in the classroom? Religious education and society; religious understanding and quality of life issues, children and religion
6. The social contexts of health
How have people made sense of health and illness? The clinical(medical)perspective and its ideological aspects
7. Inequalities in health
What social psychological factors contribute to health inequalities?
8. Are there sex differences in health?
What social psychological factors might influence male and female psychological and physical health? How does the political relationship between the sexes influence health outcomes?
9. Health education and promotion
Can we be influenced by persuasive messages into behaving in 'healthy' ways?
10. Health behaviour prediction and behaviour change
What causes individuals to behave in 'risky' or 'healthy' ways? How comprehensive are the behaviour prediction models of Health Psychology? Is personal behaviour the key to understanding health?

Statement on Teaching, Learning and Assessment
This module provides students with lectures and tutorials (incorporating films, individual and team-based discussions, guest speakers), supported by appropriate resources, in order that they can meet the requirement for vigorous self-directed study which is central to the ethos of this module. Between 40 and 50% of the of the module content will be accessed via active engagement activities (18 hours of lectures, 14-16 hours of AE). Reading will comprise primarily journal articles and students will be expected to access independently around 60% of the relevant subject content. The module is designed to confront students with the complexity inherent in applying psychological subject knowledge to, and generating solutions for, issues in education and health such as social inequality. Students thus engage with the epistemological and ethical boundaries of psychological theorising. The examination allows students to demonstrate both their knowledge and critical understanding of the applications and limits of psychology in the domains of education and health and thus assesses graduate attributes relating to analytical thought, the application of creative solutions and engagement with uncertainty/complexity. This is especially apparent in the compulsory 'integration' question in the examination, which explicitly requires that students address theoretical, methodological and pragmatic commonalities between the two thematic strands of the module. Aspects of the active engagement activities, though formally unassessed, will impact upon the development of students' collaborative skills.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 18 hours
Tutorial/Seminar : 16 hours
Assessment : 20 hours
Independent : 96 hours

Assessment

Examination 3 hours
Weighting             : 100%
Workload              : 20 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : 20
Associated Learning Outcomes : 1,2,3,4,5,6
Assessment Tutor : Lloyd Carson (L510905)


 
 
 


Additional Assessment Information
The examination will comprise 3 questions: one question requiring an explicit integration of knowledge about education and health, and one question from each of the two thematic domains. There will be an element of choice in the selection of each question.

Additional Tutors :
Siobhan MacAndrew (S510836)

Supportive Reading
Marelich W. & Erger, J. 2004 The Social Psychology of Health Sage
Marks, D.F., Murray, M.P., Evans, B. & Estacio, E.V. 2011 Health Psychology: Theory, Research and Practice 3rd Ed Sage
Woolfolk, A., Hughes, M., & Walkup, V 2008 Psychology in Education Harlow:

Specialist Resources
Powerpoint presentation facilities and video/DVD playback.

Teachability Issues for this module are :
Oral,Visual,Symbolic,Aural,Reading,Writing,Collaboration

Key Transferable Skills for this module are :
Communication,Team Work,Problem Solving,Research,ICT Skills,Self Evaluation,Interpersonal,Professionalism

Module Code : PS1027A
Module Title  : Clinical Psychology

Principal Domain : School of Social and Health Sciences
Principal Division : Psychology      Weighting : 100%

Level : 10
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 1     Academic Session : 2012/3
Last Updated : 21/05/12 By

Pre-requisites :  
Co-requisites :  
Replaced Modules : PS0921A 
Prohibited Combinations : Abnormal Psychology 


Module Tutor : Fiona McConnochie (F510904)

Brief Description
This module will examine the main psychological disorders and the influence of different theoretical models in the etiology, diagnosis and treatment of problem behaviour by Clincial Psychologists.

Aim
The aim of this Module is to provide the student with : a critical awareness of the application of psychological knowledge and models used by Clinical Psychologists, and how this relates to the assessment and understanding of problem behaviour and the promotion of health and the alleviation of distress.

Learning Outcomes
By the end of this module the student should be able to :
1. Demonstrate an ability to evaluate the role of Clinical Psychology in a modern mental health service.
2. Critically assess the contribution Clinical Psychology can make to the promotion of health and the alleviation of distress.
3. Demonstrate a critical understanding of the complexity of clinical assessment, formulation and treatment processes.
4. Address the legal and ethical issues in the diagnosis and care of psychological disorders, focusing on the implications of formal and informal hospital admission.
5. Demonstrate an understanding of the importance of scientific rigour and measurement in Clinical Psychology.

Indicative Content

1. Introduction
Introduction to the training and practice of Clinical Psychology. Historical & Conceptual background to Clinical Psychology.
2. The Main Clinical Psychological Disorders
The module will focus on the main clinical psychological disorders, for example, the Anxiety disorders; the Affective disorders; the Schizophrenias and the Somatoform disorders.
3. Clinical Psychology Specialisms
The module will focus on Clinical Psychology specialisms, for example, the use of Mindfulness Based Cognitive Therapy (MBCT)and Mindfulness Based Stress Reduction (MBSR), Suicidal Behaviour; and Psychiatric Rehabilitation.
4. The Main Treatment Interventions
The module will outline and evaluate some of the main treatment interventions applied, including, for example, Cognitive-Behavioural,Biomedical; and Psychoanalytical/Insight Therapeutic approaches.

Statement on Teaching, Learning and Assessment
Alignment of teaching, learning and assessment is achieved by matching teaching and learning activities with the type of assessment, using lectures, seminars and tutorials. The seminars and tutorials engage the students in practical exercises and group work to facilitate engagement with a particular clinically related topic, whilst placing an emphasis on student appreciation and understanding of the link between scientific study and issues in the "real world". The students should be able to demonstrate independent learning, critical thinking and confidence in their awareness of new, provisional, and significant shifts in knowledge. In addition, students should be able to differentiate concepts, theories and models and show a critical appreciation of paradigms applied in both the aetiology and treatment of mental health. 66.7% of the teaching and learning activities represent enquiry based learning. The students can utilise the output from all teaching and learning activities for assessment and examination preparation. Students are asked to research one assessment topic independently. The module is assessed through 50% essay course work and 50% examination.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 10 hours
Tutorial/Seminar : 20 hours
Assessment : 20 hours
Independent : 100 hours

Assessment

Essay 1 3,000 words
Weighting             : 50%
Workload              : 10 hrs
Issue Week          : 1
Submission Week : 17
Return Week        : 20
Associated Learning Outcomes : 1,2,3,4,5
Assessment Tutor : Fiona McConnochie (F510904)

2 Examination 1 2 hours
Weighting             : 50%
Workload              : 10 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : 20
Associated Learning Outcomes : 1,2,3,4,5
Assessment Tutor : Fiona McConnochie (F510904)

 
 
 


Additional Assessment Information


Additional Tutors :
External Lecturer

Supportive Reading
Bennet, P. 2011 Abnormal & Clinical Psychology (3rd Ed.) Open University Press
Kring, A.M. , Johnson, S.L., Davison, G. C. & Neale, J. M. 2010 Abnormal Psychology (11th Ed.) John Wiley
Nolen-Hoeksema, S. 2011 Abnormal Psychology (5th Ed.) McGraw-Hill

Specialist Resources
Power-point facility with projector and screen. DVD player.

Teachability Issues for this module are :
Oral,Visual,Symbolic,Aural,Diagrammatic,Computer Based,Reading,Writing,Collaboration

Key Transferable Skills for this module are :
Communication,Team Work,Problem Solving,Research,ICT Skills,Planning,Interpersonal,Quantitative

Module Code : PS1029A
Module Title  : Communication and Consciousness

Principal Domain : School of Social and Health Sciences
Principal Division : Psychology      Weighting : 100%

Level : 10
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 1     Academic Session : 2012/3
Last Updated : 21/05/12 By

Pre-requisites :  
Co-requisites :  
Replaced Modules : PS1028A 
Prohibited Combinations :  


Module Tutor : Vera Kempe (V514248)

Brief Description
This module introduces students to the areas of communication, thinking and consciousness providing a multi-disciplinary perspective integrating findings from psychology, biology, linguistics, anthropology and neuroscience.

Aim
The aim of this Module is to provide the students with an understanding of the complex phenomena of forms of communication, including language, to thinking and reasoning and to consciousness focusing on current theoretical debates about their origins, interplay and functioning as well as on empirical evidence elucidating underlying mechanisms.

Learning Outcomes
By the end of this module the student should be able to :
1. Demonstrate knowledge and understanding of key phenomena, contemporary theories and empirical evidence in the areas of communication, language, thought and consciousness.
2. Be able to appreciate and communicate the complexity and multi- disciplinarity involved in understanding communication, language, thought and consciousness.
3. Be fully conversant with the relevant terminology and confidently use clear and concise language when engaging in professional writing for the general audience.
4. Show competence and creativity in justifying critical evaluations of empirical data and different theoretical perspectives.
5. Integrate their knowledge about communication, language, thought and consciousness to arrive at a deeper understanding of the interaction between brain, mind and behaviour.

Indicative Content

1. Biological precursors and neuro-physiological basis of comm
(a) Animal communication systems: birdsong, primate communication systems, others (insects, cetaceans) (b) Anatomical and neuro-physiological basis of language: The larynx, the ear, he brain.
2. Human language processing:
(a) Comprehension (b) Production
3. Language and thought
(a) Language and colour perception (b) Language and numerosity (c) Language and conceptualisation of time
4. Evolution of language
(a) Theories of language origin (gestural, vocal) (b) Evolution of language (biological vs. cultural, adaptations, cognitive constraints, proto-languages, languages and genes) (c) non-verbal communication and its relation to language
5. First and second language learning
(a) Innate biases vs. general-purpose learning (b) Critical period in first and second language learning
6. Thinking
(a) reasoning and problem solving (b) judgment and decision making
7. Historical approaches and definitions of consciousness
(a) The easy and the hard problem (b) Cartesian dualism and Cartesian materialism. (c) Consciousness as an observer problem. (d) Consciousness as an epiphenomenon
8. Subjective experiences, altered and pathological states
The mind of the damaged brain (a) subjectivity, qualia, free will (b) Dreams, hallucinations, hypnosis, drugs (c) Psychosis, neglect, reduplicative paramnesia, dissociative states (d) creativity, imagination, music
9. Mind and brain
Neural correlates of consciousness Brain damage and consciousness (phantom limbs, epilepsy, dementia)
10. Integration and synthesis
Can there be consciousness without communication? Can there be thought, language and communication without consciousness?

Statement on Teaching, Learning and Assessment
Alignment of teaching, learning and assessment is achieved by matching teaching and learning activities with the type of assessment. 25% of lectorials are devoted to enquiry-based learning. Students are encouraged to formulate and discuss questions about topics to facilitate critical thinking and confidence in their awareness of new, provisional, and significant shifts in knowledge. Assessment unit 1 will facilitate critical and creative approaches to general and specialist knowledge. Due to the multi-disciplinary nature of the module, students should recognise and appreciate the complexity associated with different perspectives, methods and contributions across disciplines.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 24 hours
Assessment : 20 hours
Independent : 106 hours

Assessment

Coursework 1 scientific mag article
Weighting             : 50%
Workload              : 10 hrs
Issue Week          : 1
Submission Week : 19
Return Week        : 23
Associated Learning Outcomes : 1,2,3,4,5
Assessment Tutor : Siobhan MacAndrew (S510836)

2 Examination 2 2 hour seen
Weighting             : 50%
Workload              : 10 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : 20
Associated Learning Outcomes : 1,2,3,4,5
Assessment Tutor : Vera Kempe (V514248)

 
 
 


Additional Assessment Information
The scientific magazine article covers an issue of the student¿s own choice within the area of communication or the area of consciousness. A fundamental characteristic of this assessment is that the student must be capable of explaining the scientific literature to a general audience in clear and readily comprehensible language.Training will be given on how to research and write an article for a scientific magazine aimed at the general reader. The three questions will probe the students¿ knowledge of key concepts and theories in the areas of communication and consciousness as well as their creative thinking in trying to examine links between the two areas. Each short answer is weighted as 15% of the module assessment. The rather short 2-week period given for this assessment will encourage students to draw on their knowledge and understanding acquired during the module rather than on last- minute literature and internet searches.

Additional Tutors :
Siobhan MacAndrew (S510836)

Supportive Reading
Harley T A 2008. Psychology of language: From data to theory (3rd Ed.) . Hove: Psychology Press
Hauser, M. 1997 The evolution of communication. Bradford Books.
Frith, C. 2007 Making up the mind. Oxford: Oxford University Press

Specialist Resources
Turning point software will be used in this module.

Teachability Issues for this module are :
Oral,Visual,Symbolic,Reading,Writing,Collaboration,Professional

Key Transferable Skills for this module are :
Communication,Problem Solving,Research,Self Evaluation,Planning,Interpersonal,Quantitative,Professionalism

Module Code : SO1099A
Module Title  : Community Links

Principal Domain : School of Social and Health Sciences
Principal Division : Sociology      Weighting : 100%

Level : 10
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 2     Academic Session : 2012/3
Last Updated : 28/06/12 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : Nuala Killeen (N513558)

Brief Description
The Community Links module will offer students the opportunity to work as a volunteer in a voluntary sector, public sector or criminal justice sector organisation throughout their fourth year in order that they may explore the applicability of theoretical ideas to 'real world' policy issues and social problems.

Aim
To provide the student with employability gained from the experience of working with a voluntary sector, public sector or criminal justice agency and to enable students to reflect on how the knowledge that they have learned during their degree can enable an understanding of 'real world' policy issues and social problems.

Learning Outcomes
By the end of this module the student should be able to :
1. Demonstrate the ability to define the learning objectives associated with their placement in collaboration with the module tutor and to show the ability to work independently.
2. Demonstrate knowledge of sociological, political and social policy issues related to their placement in a voluntary sector, public sector or criminal justice organisation.
3. Demonstrate the ability to critically evaluate the relevance of the theoretical ideas they have encountered through their degree programme with practical policy issues and social problems.
4. Demonstrate the ability to work successfully with an external agency.

Indicative Content

1. Student define content
The content of the student's learning will be dependent upon the organisation where the student is placed. Students with guidance from the module tutor will determine a set of learning objectives. Regular one-to-one meetings with the module tutor will ensure that students are meeting their learning objectives.
2. Work experience
The student will gain valuable employability skills through part-time voluntary employment with a voluntary sector, public sector or criminal justice organisation.

Statement on Teaching, Learning and Assessment
Only a small number of students will be allowed to take this module. Students wishing to take this module will need to apply to the module tutor. The student in collaboration with the module tutor will need to agree the objectives of the module, which will be in part dependent on the organisation in which the student has been placed. For example, if a student is working with a homeless charity they may decide to explore the issue of homelessness in more depth and investigate how their degree has helped them to critically engage with problem of homelessness and its causes. The reflective log will be a weekly journal of their thoughts and experiences whilst the report will offer them an opportunity to write a more formal discussion evaluation of the application of the theoretical knowledge to practice. Overall this module is 100% enquiry based in that students set their own learning objectives and engage in assessment activities which encourage self- reflection and independent critical thinking about the nature of economic, social and bureaucratic hierarchies in capitalist society. Student placement experience encourages flexible collaboration, determined creation and the ability to challenge the complexities of the social inequality and environmental degradation that are the inevitable side effects of capitalist accumulation.

Teaching and Learning Workloads :

Total : 150 hours
Assessment : 20 hours
Independent : 130 hours

Assessment

Coursework 1 Learning Objectives
Weighting             : 15%
Workload              : 3 hrs
Issue Week          : 1
Submission Week : 10
Return Week        : 13
Associated Learning Outcomes :
Assessment Tutor : Nuala Killeen (N513558)

2 Reflective Log 2 2000 word
Weighting             : 35%
Workload              : 7 hrs
Issue Week          : 1
Submission Week : 29
Return Week        : 32
Associated Learning Outcomes :
Assessment Tutor : Nuala Killeen (N513558)

Report 3 2500 words
Weighting             : 50%
Workload              : 10 hrs
Issue Week          : 1
Submission Week : 32
Return Week        : 36
Associated Learning Outcomes :
Assessment Tutor : Nuala Killeen (N513558)
 
 
 


Additional Assessment Information
Students working with voluntary, public sector and criminal justice agencies will be considered ambassadors for the university and their actions will reflect upon the university and its reputation. Therefore, it is essential that students live up to commitments that they have made to the organisations concerned. In order to ensure this, students will be required to complete a requisite number of hours that are agreed with their placement organisation or they will not receive any credits for this module.

Additional Tutors :

Supportive Reading




Specialist Resources


Teachability Issues for this module are :
Oral,Reading,Writing,Collaboration,Professional

Key Transferable Skills for this module are :
Communication,Team Work,Research,Self Evaluation,Planning,Interpersonal,Professionalism

Module Code : SO1001A
Module Title  : Conversation Analysis & Discourse Analysis

Principal Domain : School of Social and Health Sciences
Principal Division : Sociology      Weighting : 100%

Level : 10
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 1     Academic Session : 2012/3
Last Updated : 28/06/12 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : James Moir (J510621)

Brief Description
This module provides students with an understanding of conversation analysis and discourse analysis through references to contemporary studies, debates and critiques.

Aim
The aim of this Module is to provide the student with an understanding of the principles and practices of conversation and discourse analysis.

Learning Outcomes
By the end of this module the student should be able to :
1. Explain the theoretical and methodolgical approaches to conversation and discourse analysis.
2. Critically evaluate the relationship between these two fields.
3. Conduct a piece of conversation analysis, discourse analysis or grammatical analysis.

Indicative Content

1. Ethnomethodology and Conversation Analysis
Ethnomethodology and the study of social order. Studying langauge-in-interaction. Key figures in the field and contemporary studies.
2. Discourse Analysis
The two main types of discourse analysis. Discourse analysis in sociology and social psychology: classic and contemporary studies.
3. Contemporary Debates and Issues
Language without mind. Convseration analysis and the issue of power. The relationship between conversation and discourse analysis.

Statement on Teaching, Learning and Assessment
This module is taught through a series of lectures and seminars. Lectures provide a grounding in the theoretical principles of CA and DA whilst the seminars involve exercises that focus upon methodological issues. The assessment involves coverage of both aspects via a project that involves a critical exposition of theory and a CA/DA analysis. Taught as a Lectorial 2 hour slot typically involving an hour of lecture (including interactive case examples) plus an hour of follow-on group discussion and exercises. The module contributes to the development of graduate attributes in the following ways: (i) through the application of CA and DA to in-class exercise examples thereby encouraging the creative application of these approaches (ii) the encouragement of group work and collaborative working on the latter, (iii) the ability to reflexively engage in CA & DA via a mini-project, and (iv) the development of a critical evaluation of the analytic potential and limitations of CA and DA. Students are encouraged to engage with technologies that support EBL through accessing materials, on-line CA tutorials and other exercises and reading via Blackboard, as well as via e-library resources. The module has approximately 60% EBL.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 10 hours
Tutorial/Seminar : 12 hours
Supervised Practical Activity : 2 hours
Assessment : 20 hours
Independent : 106 hours

Assessment

Project 1 CA/DA analysis 5000 words
Weighting             : 100%
Workload              : 20 hrs
Issue Week          : 1
Submission Week : 18
Return Week        : 22
Associated Learning Outcomes : 1,2,3
Assessment Tutor : James Moir (J510621)


 
 
 


Additional Assessment Information


Additional Tutors :

Supportive Reading
Wooffitt, R. 2005 Conversation and Discourse Analysis Sage: London
McKinlay, A. & McVittie, C 2011 Identities in Context: Individuals and Discourse in Action Wiley-Blackwell: Chichester, West Sussex
Wetherell, M. 2012 Affect and Emotion London:Sage

Specialist Resources
Data Projection DVD/VHS playpack

Teachability Issues for this module are :
Oral,Symbolic,Reading,Writing

Key Transferable Skills for this module are :
Communication,Problem Solving,Research,Self Evaluation,Planning,Interpersonal

Module Code : PS1009A
Module Title  : Evidence Based Investigative Interviewing

Principal Domain : School of Social and Health Sciences
Principal Division : Psychology      Weighting : 100%

Level : 10
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 2     Academic Session : 2012/3
Last Updated : 21/05/12 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : DAVID LA ROOY (D514396)

Brief Description
This module is intended to provide students with an in-depth understanding of how psychological science has contributed to the development of best practice investigative-interviewing standards used within the legal system.

Aim
The aim of this Module is to provide the student with knowledge of how psychological science can be successfully translated into practical and applied settings.

Learning Outcomes
By the end of this module the student should be able to :
1. Demonstrate an in-depth understanding of relevant psychological theory that has contributed to the development of best-practice interview techniques and guidelines.
2. Identify and critically evaluate applied research relevant to investigative interviewing.
3. Understand the significance of developmental factors with regards to best practice interviewing
4. Identify areas where there is only limited research available to guide best practice

Indicative Content

1. Autobiographical memory.
The development of memory throughout the lifespan.
2. Obtaining reliable accounts from witnesses.

3. Varieties of false memory and suggestibility

4. History of false memory research and associated paradigms.

5. Conformity, acquiescence, and false confessions.

6. Case studies of false memory and false allegation.

7. Ethical and rapport based approach to interviewing suspects.

8. The influence of drugs and alcohol.

9. Interview guidelines and techniques.
Achieving Best Evidence; National Institutes of Child Health and Human Development (NICHD) interview protocol, Cognitive Interview (CI), Police and Criminal Evidence Act (PACE), the PEACE interviewing framework, confession based interview strategies.
10. Practical interviewing excercises.
Quantitative assessment of the quality of witness interviews. Practical experience of conducting an interview.

Statement on Teaching, Learning and Assessment
Teaching will comprise a combination of lectures, lectorials and seminars as appropriate. The necessary reading material will comprise primarily of journal articles. Students will be expected to access independently 60% of the relevant subject content which will amount to 4-5 psychology research articles per week. Students will be encouraged to engage in Active Enquiry which is a form of self-directed learning that helps maximize the benefits of lectures and discussion sessions.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 12 hours
Tutorial/Seminar : 12 hours
Assessment : 20 hours
Independent : 106 hours

Assessment

Examination 1 3 hours
Weighting             : 100%
Workload              : 20 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : 37
Associated Learning Outcomes : 1,2,3,4
Assessment Tutor : DAVID LA ROOY (D514396)


 
 
 


Additional Assessment Information
Unit 1 examination will be based on lecture topics and assigned readings.

Additional Tutors :
Fiona Gabbert (F513576)

Supportive Reading
M-E. Lamb, I. Hershkowitz, Y. Orbach, & P. W. Esplin 2008 Tell Me What Happened: Structured Investigative Interviews of Child Victims and Witnesses. Wiley
C. J. Brainerd, & V. F., Reyna, 2005 The science of false memory Oxford University Press
M. E. Lamb, D. J. La Rooy, L. C. Malloy, & C. Katz (Eds.) 2011 Children’s Testimony: A Handbook of Psychological Research and Forensic Practice Wiley-Blackwell

Specialist Resources


Teachability Issues for this module are :
Oral,Visual,Aural,Diagrammatic,Reading,Writing

Key Transferable Skills for this module are :
Communication,Problem Solving,ICT Skills

Module Code : SO1055A
Module Title  : Gender Based Violence

Principal Domain : School of Social and Health Sciences
Principal Division : Sociology      Weighting : 100%

Level : 10
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 1     Academic Session : 2012/3
Last Updated : 22/05/12 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : OONA BROOKS (O515255)

Brief Description
This module explores gender based violence from a criminological perspective. The module is designed to give students a critical understanding of the causes and consequences of gender based violence within a contemporary context.

Aim
The aim of this Module is to provide the student with : a criminological understanding of the key concepts, explanations, and debates relating to gender based violence, including the criminal justice response to gender based violence.

Learning Outcomes
By the end of this module the student should be able to :
1. Demonstrate a critical understanding of different forms of gender based violence and the connections between them
2. Critically analyse competing theoretical explanations for gender based violence
3. Critically evaluate the criminal justice response to gender based violence
4. Locate gender based violence within broader criminological debates

Indicative Content

1. Social context of gender based violence
Historical context of gender based violence, social movements challenging gender based violence, gender based violence as a global issue.
2. Understanding gender based violence
Defining, measuring and researching gender based violence, different forms of gender based violence (e.g. rape, prostitution, pornography, domestic abuse) and the connections between them.
3. Explaining gender based violence
Theoretical explanations for gender based violence: feminist explanations relating to inequality, patriarchy, power, social control; individualistic and socio-structural explanations; constructions of masculinity and femininity.
4. Criminal Justice response
Legal definitions of gender based violence, criminal justice responses to gender based violence, legal reform.
5. Contemporary developments
Men as victims of gendered violence, prevention of gender based violence, the sexualisation of culture

Statement on Teaching, Learning and Assessment
This level 10 module combines selected readings, lectures and class based workshops/discussions/seminars in order to advance the teaching and learning of students. The lectures provide students with a criminological understanding of key concepts, explanations, and debates relating to gender based violence, including the criminal justice response to gender based violence. Lectures are designed to help students to understand this area of study and therefore to give them confidence to participate actively and fully in peer- led discussion, and also to be successful in their independent studies. Seminars are based around a focus upon student led group presentations, case studies and completing group work exercises. Before the seminars students must undertake the readings and research the particular topic for that seminar. They must be ready to take on different roles in the group exercises, participate in the group discussions, and then give feedback to the rest of the class. These seminars help students to develop important critical reasoning, communication and collaborative skills. These key skills are necessary for promoting the development of UAD's graduate attributes which involve becoming flexible collaborators, determined creators, ambitious enquirers and confident thinkers, with the ability to challenge complexity and drive change. A 2,500 word piece of coursework, which requires independent study and research in relation to gender based violence, and a 2-hour exam are used to assess student knowledge of what has been learned. As set out in the University's Teaching and Learning Strategy, enquiry-based learning (EBL) has a major role in this module, and comprises at least 60% of class contact time. All seminars are solely based around the use of enquiry- based learning and EBL is also used during the lecture slot in terms of team- based discussions and debates on certain topics and for revision purposes.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 11 hours
Tutorial/Seminar : 11 hours
Assessment : 20 hours
Independent : 108 hours

Assessment

Essay 1 2500 words
Weighting             : 50%
Workload              : 10 hrs
Issue Week          : 1
Submission Week : 18
Return Week        : 22
Associated Learning Outcomes : 1,2,3,4,5,6
Assessment Tutor : OONA BROOKS (O515255)

2 Examination 2 2 hours
Weighting             : 50%
Workload              : 10 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : EP
Associated Learning Outcomes : 1,2,3,4,5,6
Assessment Tutor : OONA BROOKS (O515255)

 
 
 


Additional Assessment Information


Additional Tutors :

Supportive Reading
Brown, J. and Walklate, S. (eds.) (2011) Handbook on Sexual Violence. London Routledge.
Renzetti, C. M. and Bergen, R. K. (2005) Violence Against Women Oxford: Rowman & Littlefield.
Schiffman, J. and Edwards, M. (2007) Gender Violence: Interdisciplinary Perspectives (2nd Edition) New York: NYU Press

Specialist Resources
Powerpoint

Teachability Issues for this module are :
Oral,Visual,Aural,Reading,Writing,Collaboration

Key Transferable Skills for this module are :
Communication,Team Work,Research,Planning,Interpersonal

Module Code : SO1029A
Module Title  : Human Rights

Principal Domain : School of Social and Health Sciences
Principal Division : Sociology      Weighting : 100%

Level : 10
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 2     Academic Session : 2012/3
Last Updated : 28/06/12 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : OONA BROOKS (O515255)

Brief Description
This module sets out to overview and examine the significance of human rights in the world today. This module is designed to give a grounding in human rights from a social science perspective including theoretical debates, advocacy, activism, and current trends in human rights.

Aim
The aim of this Module is to provide the student with knowledge of the main concepts and legal definitions of human rights, an understanding of the human rights sector and an understanding of the importance of human rights in the contemporary world.

Learning Outcomes
By the end of this module the student should be able to :
1. Demonstrate an appreciation of the significance of human rights within a social science context.
2. Critically evaluate major human rights documents and human rights organisations.
3. Demonstrate a critical understanding of theories of human rights.
4. Critically analyse contemporary human rights issues and debates within the context of human rights theories.

Indicative Content

1. Development and Regulation of Human rights
Philosophical origins associated with concept of 'rights', development of regulatory framework post- 1945, challenges in regulating human rights
2. Key Theoretical Concepts and Debates in Human Rights
Natural rights, essentialism, individualism, universalism, cultural relativism
3. Social Science and Human Rights
Human Rights and social science, challenges and contributions from classical and contemporary sociology
4. Contemporary Human Rights Debates
Genocide, censorship and freedom of speech, refugees, women’s rights

Statement on Teaching, Learning and Assessment
This advanced level module combines selected readings, lectures and class based workshops/discussions/seminars in order to advance the teaching and learning of students. Seminars are based around a focus upon student group presentations, case studies and completing group work exercises. Before the seminars students must undertake the readings and research the particular case studies for that seminar. They must be ready to take on different roles in the group exercises, participate in the group discussions, and then give feedback to the rest of the class. These seminars help students to develop important critical reasoning, presentation, communication and collaborative skills. These key skills are necessary for promoting the development of UAD's graduate attributes which involve becoming flexible collaborators, determined creators, ambitious enquirers and confident thinkers, with the ability to challenge complexity and drive change. The lectures provide students with a broad view of the sociology, history, organizational structures and also the legal framework for the study of issues regarding human rights. This helps students to understand this area of study and therefore to give them confidence to participate actively and fully in peer- led discussion, and also to be successful in their independent studies. A 2,500 word piece of coursework, which requires independent study and research in relation to a case study chosen by the student, and a 2-hour exam are used to assess student knowledge of what has been learned. As set out in the University's Teaching and Learning Strategy, enquiry-based learning (EBL) has a major role in this module, and comprises at least 60% of class contact time. All seminars are solely based around the use of enquiry- based learning and EBL is also used during the lecture slot in terms of team- based discussions and debates on certain topics and for revision purposes.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 11 hours
Tutorial/Seminar : 11 hours
Assessment : 20 hours
Independent : 108 hours

Assessment

Case Study 1 2,500 words
Weighting             : 50%
Workload              : 10 hrs
Issue Week          : 19
Submission Week : 35
Return Week        : 39
Associated Learning Outcomes :
Assessment Tutor : OONA BROOKS (O515255)

2 Examination 2 2 hours
Weighting             : 50%
Workload              : 10 hrs
Issue Week          : EP
Submission Week : EP
Return Week        : EP
Associated Learning Outcomes :
Assessment Tutor : OONA BROOKS (O515255)

 
 
 


Additional Assessment Information


Additional Tutors :

Supportive Reading
Freeman, M. 2002 Key Concepts in Human Rights Cambridge: Polity
Cushman, T. 2012 Handbook of human rights. Abingdon Routledge
O’Byrne, D. J. 2003 Human Rights: An Introduction Harlow: Longman

Specialist Resources
PowerPoint

Teachability Issues for this module are :
Oral,Symbolic,Aural,Reading,Writing,Collaboration

Key Transferable Skills for this module are :
Communication,Team Work,Research,Self Evaluation,Planning,Interpersonal

Module Code : SO1050A
Module Title  : Images of Crime

Principal Domain : School of Social and Health Sciences
Principal Division : Sociology      Weighting : 100%

Level : 10
SCQF Credits : 15
Status : Approved School Executive
Semester : Semester 1     Academic Session : 2012/3
Last Updated : 22/05/12 By

Pre-requisites :  
Co-requisites :  
Replaced Modules :  
Prohibited Combinations :  


Module Tutor : Hazel Work (H510827)

Brief Description
Crime and criminal behaviour is an important component in everyday news coverage and continues to be part of the staple diet of popular cultural forms. This module introduces students to key issues surrounding the representation of crime and criminal behaviour and the media's central role in helping construct images of crime and social and moral boundaries within society.

Aim
The aim of this Module is to provide the student with an understanding of : 1.The relationship between popular cultural texts and the construction of criminality. 2.The relationship between ideologies of crime and criminality and their expression in popular cultural forms.

Learning Outcomes
By the end of this module the student should be able to :
1. Have a critical understanding of sociological perspectives on the representation(s) of crime in popular culture.
2. Demonstrate an awareness of the inter-relationship between social change and constructions and reconstructions of detection, crime and policing.
3. Understand the ways in which images of crime shape our perceptions of social order, policing and criminality.
4. Assimilate complex ideas and communicate them in written and oral forms.

Indicative Content

1. Morbid Fascination
The social world, crime and culture. The development of crime fiction.
2. Popular Culture and Ideologies of Crime
The criminal body to the social body in accounts of crime and criminality.
3. From the Detective Novel to the Crime Novel
Narrative forms and crime detection; From the country house to the street; the metropolis, existentialism and crime.
4. Policing, Crime and the Urban Environment
Film Noir to Cop genre, urban decay and corruption, policing and the social order.
5. Retributive justice and popular culture
Law and order, popular culture and justice.
6. Villain as anti-hero
The criminal as an ambivalent figure, gangsters as tragic-heroes, villains as counter-culture.

Statement on Teaching, Learning and Assessment
This module is taught through a combination of lectures, seminars and unsupervised practical activity. The students are encouraged to independently choose a crime novel of their choice in which they must evaluate and synthesise the complex knowledge sets discussed in the module to produce a critical review of their chosen product within the framework of the cultural turn within criminology. This assessment encourages the development of EBL which is reinforced by the opportunity given in the second assessment for students to develop their own essay question within an agreed framework with the tutor.

Teaching and Learning Workloads :

Total : 150 hours
Lecture : 12 hours
Tutorial/Seminar : 10 hours
Unsupervised Practical Activities : 20 hours
Assessment : 20 hours
Independent : 88 hours

Assessment

Report 1 2000
Weighting             : 40%
Workload              : 8 hrs
Issue Week          : 1
Submission Week : 8
Return Week        : 11
Associated Learning Outcomes :
Assessment Tutor : Hazel Work (H510827)

2 Essay 2 2500
Weighting             : 60%
Workload              : 12 hrs
Issue Week          : 1
Submission Week : 18
Return Week        : 22
Associated Learning Outcomes :
Assessment Tutor : Hazel Work (H510827)

 
 
 


Additional Assessment Information
The report is a 2000 word critical review of a crime novel.

Additional Tutors :

Supportive Reading
Sparks, C (1992) Television and the Drama of Crime Buckingham:Open University Press
Thomas, R.T. (2003) Detective Fiction and the Rise of Forensic Science Cambridge: Cambridge University Press
Mandel, E (1984) Delightful Murder: A Social History of the Crime Novel London:Pluto

Specialist Resources
Cinema Screen.

Teachability Issues for this module are :
Oral,Visual,Aural,Reading,Writing

Key Transferable Skills for this module are :
Communication,Research,Planning