| "DISSERTATION LANGUAGE, SOCIETY & CULTURE" | LCS-MD0X | 90 |
| The dissertation is a compulsory requirement for all taught MA programmes. Work on the dissertation is begun at the end of the 2nd teaching semester. The choice of research topic for the dissertation is made by the students in consultation with their course convenor and/or supervisor (students normally receive four hours of supervision in all over the period of supervision). |
| ADVANCED TRANSLATION (FRENCH TO ENGLISH) | LCS-3T47 | 20 |
| This module is open to second-year LCS students with (near) native competence in French and/or visiting/exchange students who can work with French. It is an advanced course based on the Chartered Institute of Linguists' Diploma in Translation. The subject areas will be general translation with annotation, advertising, science or technology, and literature. Assessment commensurate with credit value. |
| AN INTRODUCTION TO LATIN AMERICAN FILM | LCS-2H57 | 20 |
| Recent Latin American films like the Mexican 'Love's A Bitch' and the Brazilian 'City of God' have received critical acclaim at home and abroad and have been great commercial successes. This module takes these films as its starting point and moves on to offer a survey of Latin American cinema up to the present day, including golden age, 'pulp' cinema and horror genres, political cinema, recent co-productions, the cinema of 'smaller' countries, and grassroots video work. |
| AN INTRODUCTION TO POPULAR CULTURE IN LATIN AMERICA | LCS-1H34 | 20 |
| From salsa to samba, football to fiesta, telenovelas to tex mex: Latin American popular cultures combine indigenous, African and European elements to produce vibrant experiences. In this module we will explore theories and forms of popular culture in order to gain a deeper understanding of the peoples, history and politics of Latin America. |
| APPLIED STATISTICS A | CMPC2S10 | 20 |
This is a module designed to give students the opportunity to apply statistical methods in realistic situations. While no advanced knowledge of probability and statistics is required, we expect students to have some background in probability and statistics before taking this module. The aim is to cover 4 topics from a list including: Estimating population abundance, Extremes and quartiles, Linear models, Bootstrap methods and their application, Sample surveys, Simulations, Subjective statistics, Forecasting and Clustering methods. The topics on offer may vary to cover the interests of those in the class.
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| AQUATIC ECOLOGY | ENV-2A01 | 20 |
| An analysis of how biological, chemical and physical influences shape the biological communities of rivers, lakes and estuaries in temperate and tropical regions. There is an important practical component to this module and the first of the three pieces of written work involves statistical analysis of class data. The module fits well with other ecology modules and can also be taken alongside geochemical, sedimentological or hydrological modules. The module may also appeal to students with interests in international development. Pre-requisite requirements: A first-year ecology module in either ENV or in the School of Biological Sciences or an A-level in a biological subject or a biologically biased access course plus familiarity with basic statistics and data analysis. |
| AQUATIC ECOLOGY (CW) | ENV-2A01C | 20 |
| An analysis of how biological, chemical and physical influences shape the biological communities of rivers, lakes and estuaries in temperate and tropical regions. There is an important practical component to this module and the first of the three pieces of written work involves statistical analysis of class data. The module fits well with other ecology modules and can also be taken alongside geochemical, sedimentological or hydrological modules. The module may also appeal to students with interests in international development. Pre-requisite requirements: An academic background in ecology at first year undergraduate level plus familiarity with basic statistics and data analysis. |
| ASPECTS OF THE FRENCH LANGUAGE | LCS-2F51 | 20 |
| This module provides an introduction to selected aspects of the French language, from the structure of words and sentences to types of variation. Topics include: varieties of French, phonetics/phonology, morphology and etymology, gender, collocations, contrastive French/English syntax, tense and aspect, modality, spoken and written French, non-standard French and other registers. The lecture is shared with LCSU2F01/LCS-2F03. There is also a two-hour seminar for this module. A-Level French or equivalent is essential. |
| ATMOSPHERIC CHEMISTRY AND GLOBAL CHANGE | ENV-2A37 | 20 |
| Atmospheric chemistry and global change are in the news: stratospheric ozone depletion, acid rain, climate change, photochemical smog, global-scale air pollution, etc. This module covers the fundamental chemical principles and processes involving gases and particles in Earth���s changing atmosphere. It comprises lectures, problem solving classes, practical and computing labs, as well as a field trip to UEA's own atmospheric observatory in Weybourne/North Norfolk. |
| ATMOSPHERIC CHEMISTRY AND GLOBAL CHANGE (CW) | ENV-2A37C | 20 |
| Coursework only version of ENV-2A37 - NB reserved for autumn semester visiting students and those students taking ENV-2G02 Semester in Australia. |
| BEGINNERS' ARABIC I | LCSU1OA1 | 20 |
| This is the first part of a beginners' course in Arabic assuming no prior knowledge of the language. The module aims to develop the ability to use Arabic effectively in everyday practical situations with speakers of Arabic both in the UK and overseas. Cannot be taken by final-year LLT students. Alternative and additional slots may be available, depending on enrolment. |
| BEGINNERS' ARABIC II/IMPROVERS | LCSU1OA2 | 20 |
| This is the second part of a beginners' course in Arabic following on from Beginners' Arabic I (LCSU1OA1). Students with a GCSE grade C or below (or equivalent experience) may join this module. Alternative slots may be available, depending on student numbers. |
| BEGINNERS' CHINESE I | LCSU1OC1 | 20 |
| A beginners' course in Chinese assuming no prior knowledge of the language. The module aims to develop a basic knowledge of Chinese for practical communicative purposes in everyday situations with speakers of Chinese. Can be taken in any year, but not by final-year LLT students. |
| BEGINNERS' CHINESE II | LCSU1OC2 | 20 |
| A continuation of the beginners' course in Chinese I (LCSU1OC1). Can be taken in any year, but not by final-year LCS students. |
| BEGINNERS' FRENCH I | LCSU1F11 | 20 |
| A beginners' course in French assuming no, or very little, prior knowledge of the language. Can be taken in any year, but not by final-year LLT students. (NB: Alternative slots available depending on student numbers.) If you have GCSE or equivalent, you are not eligible. This is an intensive course designed to bring students to GCSE Level in two semesters. Much work is expected to be done at home, listening to tapes and grammar exercises, for consolidation. |
| BEGINNERS' FRENCH I (SPRING START) | LCSU1F14 | 20 |
| This module is for students at beginners' level who have little or no prior experience of French. The module will develop students' reading, writing, listening and speaking skills. The aim is to equip students with the linguistic understanding of a number of real life situations, as well as the ability to communicate effectively in those situations. There will also be opportunities to explore aspects of the cultures where French is spoken. Particular emphasis is placed on acquiring a sound knowledge of grammar. This module has three contact hours per week. |
| BEGINNERS' FRENCH II | LCSU1F12 | 20 |
| A continuation of the beginners' course in French (LCSU1F11). Can be taken in any year, but not by final-year LCS students. Students with a GCSE grade C or below (or equivalent experience) may join this module. LCS students in this category must then take Intermediate French I (LCSU2F95) to fulfil their 40-credit requirement. (Alternative slots may be available depending on student numbers). This module has three contact hours per week. |
| BEGINNERS' GERMAN I | LCSU1G11 | 20 |
| A beginners' course in German assuming no prior knowledge of the language. Can be taken in any year, but not by final-year LLT students. |
| BEGINNERS' GERMAN II | LCSU1G12 | 20 |
| A continuation of the beginners' course in German (LLTU1G11). Can be taken in any year, but not by final-year LLT students. Students with a GCSE grade B or below (or equivalent experience) may join this module. LLT students in this category must then take Intermediate German I (LLTU2G97) to fulfil their 40-credit requirement. |
| BEGINNERS' GREEK I | LCSU1OG1 | 20 |
| A beginners' course in Greek assuming no prior knowledge of the language. Can be taken in any year, but not by final-year LLT students. |
| BEGINNERS' GREEK II | LCSU1OG2 | 20 |
| A continuation of the beginners' course in Greek (LLTU1OG1). Can be taken in any year, but not by final-year LLT students. Students with a GCSE grade C or below (or equivalent experience) may join this module. LLT students in this category must then take Intermediate I to fulfil their 40-credit requirement. |
| BEGINNERS' ITALIAN I | LCSU1OI1 | 20 |
| A beginners' course in Italian assuming no prior knowledge of the language. Can be taken in any year, but not by final-year LLT students. NB. Additional slots may be available depending on enrolment. Orals are arranged separately. |
| BEGINNERS' ITALIAN II | LCSU1OI2 | 20 |
| A continuation of the beginners' course in Italian (LLTU1OI1). Can be taken in any year, but not by final-year LLT students. Students with a GCSE grade C or below (or equivalent experience) may join this module. LLT students in this category must then take Intermediate I to fulfil their 40-credit requirement. NB: Additional slots may be available depending on enrolment. Orals are arranged separately. |
| BEGINNERS' JAPANESE I | LCSU1OJ1 | 20 |
| A beginners' course in Japanese assuming no prior knowledge of the language. Can be taken in any year, but not by final-year LLT students. Alternative groups may be available at C5*6 or D4*DX depending on enrolment. |
| BEGINNERS' JAPANESE I (SPRING START) | LCSU1OJ4 | 20 |
| This module is for students at beginners' level who have little or no prior experience of Japanese. The module will develop students' reading, writing, listening and speaking skills. The aim is to equip students with the linguistic understanding of a number of real life situations, as well as the ability to communicate effectively in those situations. There will also be opportunities to explore aspects of the cultures where Japanese is spoken. Particular emphasis is placed on acquiring a sound knowledge of grammar. This module has three contact hours per week. |
| BEGINNERS' JAPANESE II | LCSU1OJ2 | 20 |
| A continuation of the beginners' course in Japanese (LLTU1OJ1). Can be taken in any year, but not by final-year LLT students. Students with a GCSE grade C or below (or equivalent experience) may join this module. LLT students in this category must then take Intermediate I to fulfil their 40-credit requirement. Alternative groups may be available at C5*6 or D4*DX depending on enrolment. |
| BEGINNERS' RUSSIAN I | LCSU1OR1 | 20 |
| A beginners' course in Russian assuming no previous knowledge of the language. Can be taken in any year, but not by final-year LLT students. |
| BEGINNERS' RUSSIAN II | LCSU1OR2 | 20 |
| A continuation of the beginners' course in Russian (LLTU1OR1). Can be taken in any year, but not by final-year LLT students. Students with a GCSE grade C or below (or equivalent experience) may join this module. LLT students in this category must then take Intermediate Russian I (LLTU2OR1) to fulfil their 40-credit requirement. |
| BEGINNERS' SPANISH I | LCSU1H11 | 20 |
| A beginners' course in Spanish assuming little or no prior knowledge of the language. Can be taken in any year, but not by final-year LLT students. (Orals are arranged separately.) |
| BEGINNERS' SPANISH I (SPRING START) | LCSU1H14 | 20 |
| A repeat of module LCSU1H11 for those who wish to start their course in the Spring. This module is not available to LCS students. |
| BEGINNERS' SPANISH II | LCSU1H12 | 20 |
| A continuation of LLTU1H11. Can be taken in any year, but not by final-year LLT students. Also available to otherwise qualified people at module organiser's discretion. LLT students in this category must then take Intermediate I to fulfil their 40-credit requirement. (Orals are arranged separately.) |
| CHEMICAL OCEANOGRAPHY | ENV-2A45 | 20 |
| Covers the major processes that set the chemical composition of the oceans, the distribution of nutrient, and carbon, the distribution of life in the oceans and the interaction of the oceans and atmosphere. how this interacts with the atmosphere to maintain the global environment of the Earth. Elements of physical oceanography and ocean circulation, of geochemistry, marine biology and global change science are covered. |
| CHEMICAL OCEANOGRAPHY (CW) | ENV-2A45C | 20 |
| Covers the major processes that set the chemical composition of the oceans, the distribution of nutrient, and carbon, the distribution of life in the oceans and the interaction of the oceans and atmosphere. Elements of physical oceanography and ocean circulation, of geochemistry, marine biology and global change science are covered. Coursework only version for Visiting Students. |
| CLIMATE CHANGE HISTORY, ECONOMICS AND GOVERNANCE (CW) | ENV-2A09C | 20 |
| Understanding modern and ancient depositional environments: their processes and products. Economic and environmental aspects of sediments. |
| CLIMATE CHANGE: SCIENCE AND POLICY | ENV-2A09 | 20 |
| Understanding modern and ancient depositional environments: their processes and products. Economic and environmental aspects of sediments. |
| CONFLICT IN INTERCULTURAL COMMUNICATION | LCS-ML23 | 20 |
| The module introduces students to the study of intercultural conflict, through case studies of miscommunication at the levels of international political terminology, pragmatic strategies, the public representation of cross-cultural conflicts and of migration/multicultural conflicts. The module enables students to apply analytical methods to conflicts in intercultural communication on the basis of applied linguistics (contrastive semantics, pragmatics and sociolinguistics) and cultural studies. By the end of the course students will have an understanding of the linguistic dimensions of conflicts (and their mediation) in intercultural communication. |
| CONTEMPORARY JAPANESE CULTURE AND SOCIETY FROM NORTH TO SOUTH | LCS-2J03 | 20 |
| Japan is often seen as a homogenous society, and Japanese themselves sometimes think like this. In reality, however, there are several ethnic minorities and migrant populations living in Japan. Besides, Japanese communities from north to south have developed their own particular cultures and identities. Japan is a multicultural society with different and sometimes conflicting value systems. This module offers a diversity of perspectives on Japan by focusing in on the local cultures of different cities and regions. Its aim is to equip students with good knowledge and understanding of contemporary Japanese identity, culture and society. |
| DISCOURSE AND POWER | LCS-1L20 | 20 |
| This module focuses on the role of discourse in the structuring of social relations. Its aim is to show that the linguistic features that make up our texts and verbal exchanges reflect the purpose language is put to in a specific context. Particular consideration is given to the role played by language in producing and maintaining unequal relations among different social groups in different social situations. Students are introduced to the analytical tools that will allow them to undertake their own critical analysis of any texts encountered in the course of their studies and beyond. Presentations of the main concepts and examples are followed by practice sessions in which students analyse a variety of texts. |
| DISCOURSE AND SOCIETY (LEVEL 2) | LCS-2L91 | 20 |
| Discourse analysis is concerned with how sequences of sentences can be understood as both coherent and meaningful. Language occurs in specific social situations, among specific social actors and for a variety of purposes. Discourse analysis is concerned with the ways in which language in use is tied to its context. This approach is thus at the heart of the analysis of human interaction in society. This module provides the students with analytical tools that can be fruitfully applied to the study of a variety of texts (e.g. media, advertising, politics, education, business, creative writing) and for a variety of purposes (e.g. developing critical understanding, uncovering ideological bias, reproducing texts successfully in translation and achieving the desired impact through one's own writing). Presentations of the main concepts and examples are followed by practice sessions in which students have the opportunity to analyze a variety of texts both for class discussion and for their final project. This module will be taught by a two hour lecture/seminar. |
| DISCOURSE AND SOCIETY (LEVEL 3) | LCS-3L47 | 20 |
| Language occurs in specific social situations, among specific social actors and for a variety of purposes. Meaning is, at least partially, socially constructed through the mediation of language and is constantly being (re) negotiated between language users. Discourse analysis is concerned with the ways in which language in use is tied to its socio-cultural context. This approach is thus at the heart of the analysis of human interaction in society. This module provides the students with the analytical tools that can be fruitfully applied to the study of a variety of texts and verbal exchanges (e.g. media, advertising, politics, education, business, literature) and for a variety of purposes (e.g. developing critical understanding, uncovering ideological bias, reproducing texts successfully in translation and achieving the desired impact through one's own writing). The role of non verbal expressive means (images, sound) is also taken into account. Presentations of the main concepts and examples are followed by practice sessions in which students have the opportunity to analyse a variety of texts both for class discussion and for their final project. Teaching is by a two hour lecture/seminar. Assessment commensurate with level. In addition to the timetabled seminar, a further contact hour will be arranged for level 3 students. |
| DISSERTATION COMMUNICATION AND LANGUAGE STUDIES | LCS-MD1X | 50 |
| The dissertation is a compulsory requirement for all taught MA programmes. Work on the dissertation is begun in the end of the second teaching semester. The choice of research topic is made by the students in consultation with their course convenor and or supervisor. Students receive four hours (group and individual) supervision in all over the period of supervision. |
| DISSERTATION CONFLICTS IN INTERCULTURAL COMMUNICATION | LCS-MD5X | 90 |
| The dissertation is a compulsory requirement for all taught MA programmes. Work on the dissertation is begun at the end of the second teaching semester. The choice of research topic for the dissertation is made by the students in consultation with their course convenor and/or supervisor (students normally receive up to four hours of supervision in all over the period of supervision). |
| DISSERTATION FORENSIC LINGUISTICS | LCS-MD4X | 90 |
| The dissertation is a compulsory requirement for all taught MA programmes. Work on the dissertation is begun at the end of the second teaching semester. The choice of research topic for the dissertation is made by the students in consultation with their course convenor and/or supervisor (students normally receive up to four hours of supervision in all over the period of supervision). |
| DISSERTATION IN LANGUAGE AND CULTURE (AUTUMN) | LCS-3C05 | 20 |
| This module gives students the opportunity to undertake research on a project of their own choosing under the supervision of a member of faculty. The goal is to produce an extended essay (written in English) of 5,000 - 6,000 words which relates in-depth research on a specialist topic relating to wider issues in language and communication studies. The dissertation topic must be agreed by the module organiser by the end of the previous semester. There is no specific timetable slot for the module, arrangements for tutorial meetings being made between the individual tutor and student. This module will be useful preparation for those interested in pursuing post-graduate studies. |
| DISSERTATION IN LANGUAGE AND CULTURE (SPRING) | LCS-3C06 | 20 |
| This module gives students the opportunity to undertake research on a project of their own choosing under the supervision of a member of faculty. The goal is to produce an extended essay (written in English) of 5,000 - 6,000 words which relates in-depth research on a specialist topic relating to wider issues in language and communication studies. The dissertation topic must be agreed by the module organiser by the end of the previous semester. There is no specific timetable slot for the module, arrangements for tutorial meetings being made between the individual tutor and student. This module will be useful preparation for those interested in pursuing post-graduate studies. |
| DISSERTATION LANGUAGE AND INTERCULTURAL COMMUNICATION | LCS-MD3X | 90 |
| The dissertation is a compulsory requirement for all taught MA programmes. Work on the dissertation is begun at the end of the second teaching semester. The choice of research topic for the dissertation is made by the students in consultation with their course convenor and/or supervisor (students normally receive up to four hours of supervision in all over the period of supervision). |
| DISSERTATION MAATS | LCS-MD2X | 90 |
| The dissertation is a compulsory requirement for all taught MA programmes. Work on the dissertation is begun at the end of the 2nd teaching semester. The choice of research topic for the dissertation is made by the student in consultation with their course convenor and or supervisor (students normally receive four hours of supervision in all over the period of supervision). |
| EARTH SCIENCE FIELD SKILLS | ENV-2A98K | 10 |
| In addition to the laboratory-based skills offered in ENV 2A96 (Earth Science Skills) this module concentrates on Earth Science field observation, description and interpretation. During a residential course you will develop a field skill-set, which is designed for students planning an independent project requiring Earth Science field skills. This module is strongly recommended for Environmental Earth Science students. The primary focus will be on geological mapping, structure and stratigraphy, but this module may include hydrogeological, geochemical and Quaternary techniques depending on field location and staff availability. Assessment is course work only. Students should have completed at least 40 credits of Earth Science or Geophysics modules before taking this module. |
| EARTH SCIENCE SKILLS | ENV-2A96 | 10 |
| Good observational and descriptive skills lie at the heart of many areas of Environmental Science. This module is designed to develop those and is particularly suitable for students with interests in Earth and Geophysical Sciences. It will cover generic Earth Science skills of use for projects in this area. The module will include: observing, describing and recording the characteristics of geological materials (hand specimen and under microscope); measuring and representing 3d data, and reading geological maps. It will be taught mostly in laboratory classes and by self-study exercises. Taught in the second half of the semester. Before taking this module you must take or be enrolled on at least 40 credits from this list - ENV-2A12, ENV-2A12K, ENV-2A43, ENV-2A65, ENV-2A25, ENV-2A27, ENV-2A30. |
| EARTH SYSTEM GEOCHEMISTRY | ENV-2A30 | 20 |
| Examines how the earth system and its geochemical cycling operate on both global and micro scales. Emphasis is on natural cycles, starting with big themes such as crust-hydrosphere-biosphere interaction and its effects on the long term C cycle, including regulation of carbon dioxide. Elements, isotopes, organic molecules (and their isotopic compositions) are used as tracers of processes and events in earth history. Organic matter, its chemistry and its relationship to both the C and S cycles is explored. Dating of geological materials with radiometric methods is introduced. The course explores themes in both deep time (millions of years) and more recent glacial-interglacial cycles (thousands to hundreds of thousands of years). |
| EMPLOYABILITY SKILLS FOR ENVIRONMENTAL SCIENTISTS | ENV-2B52 | 10 |
| In this module you will acquire the generic work-ready skills relevant to graduate level employment in the Environmental business sector. The module objectives and content is shaped by consultation with managers of business in the Environmental Sciences sector including Local Government, Providers of Environmental Services and Utilities, Energy Exploration, Sustainable Energy Resources, Conservation and Not-for-profit organisations. These highly desirable work-ready skills that are currently lacking in the majority of graduate students will be taught through a theoretical understanding and supported by practice of skills through environmental case studies that include sessions led by guest speakers associated with a range of Environmental business. |
| ENGLISH, COMMUNICATION, CULTURE | LCS-MC01 | 20 |
| The module is intended to refine linguistic and academic competences (oral and or written communication, control of academic registers), and to explore how English operates in a variety of cultural contexts (including the media, critical debate). Skills covered include seminar and presentation skills, note-taking, academic writing, self-directed study and research skills, with application to the theme of communication and language and materials specifically relevant to MA students. An important aim of the module is to familiarise students with the conventions of English academic life and the environment of the university. |
| ENVIRONMENTAL ANALYTICAL CHEMISTRY | ENV-2A92 | 10 |
| This module is designed to teach skills necessary for the acquisition of good quality chemical data in environmental systems, and in the interpretation of this data. The module will focus on the collection of environmental samples for chemical analysis, methods of chemical analysis and the analytical and mathematical techniques used for data quality control. There will be a large component of practical work. This module will be particularly relevant for those wishing to do a chemistry-related project later in their degree. Taught in the first half of the semester. |
| ENVIRONMENTAL POLITICS AND POLICY MAKING | ENV-2A06 | 20 |
| Examines the theoretical and empirical development of environmental politics in modern society (mostly in the European Union) including: the sources of modern environmentalism and its many manifestations in modern policy making systems; the environmental policies of the UK and the European Union; different theories of political power and public policy making; the role of environmental pressure groups and business; global environmental politics and policy making. The module draws heavily on the theoretical interpretation of everyday examples of politics, which are explored in student seminar presentations and in an extended case study (i.e. essay). This module is co-convened by Professor Andrew Jordan and Dr Irene Lorenzoni. |
| ERASMUS SEMESTER ABROAD | LCS-2X30 | 60 |
| A compulsory semester abroad for students taking an Honours language programme in three years. Assessment will be in the foreign institution. This module is also available to other students on a 3-year programme who wish to pursue a period of study in a foreign university. |
| FORENSIC LINGUISTICS AND TRANSLATION | LCS-MA08 | 20 |
| This module is focused on theoretical and practical aspects of the interplay between language and other language-driven activities such as translation and memory in special circumstances of witnessing, experiencing or judging crime and providing expert linguistic testimony and language services such as translating and interpreting. It contextualises the consequences of this relationship within an interactive environment, namely forensic, psycholinguistic and cross-cultural contexts of language use. Another dimension of the course is an emphatic cross-linguistic approach, whereby we assume the latest linguistic typological perspective and discuss the effects of language differences on the kind of information habitually provided in or omitted from reports in one language and translation. |
| FRANCE THROUGH THE EYE OF A LENS | LCS-2F42 | 20 |
| This module examines French society from a socio-cultural perspective through film and television. It will enable you to further your knowledge of French culture and society while exposing you to a wide range of audiovisual French language cultural products. The approach will be thematic with a focus on identity and cover issues relating to immigration, education, class, sport, and sexuality, for example. Each theme will be supported by relevant written texts. |
| FRENCH LANGUAGE IN ACTION (LEVEL 1) | LCS-1F36 | 20 |
| This module is for students who have A-Level French or equivalent. It is designed to increase your confidence in speaking French in public via the transferable skill of oral performance while enabling you to further your knowledge of French culture and society. You will study and practise delivering oral texts in a number of forms such as news reports, documentary voice-overs, speeches, interviews, songs, stage and film performance texts. The texts studied will have their basis in current affairs in France. The coursework element will involve the devising of your own oral text while the project element will involve the preparation and delivery of an agreed oral text and critical reflection on the process of researching and preparing this text. Assessment commensurate with level. |
| FRENCH LANGUAGE IN ACTION (LEVEL 2) | LCS-2F36 | 20 |
| This module is designed to increase your confidence in speaking French in public via the transferable skill of oral performance while enabling you to further your knowledge of French culture and society. You will study and practise delivering oral texts in a number of forms such as news reports, documentary voice-overs, speeches, interviews, songs, stage and film performance texts. The texts studied will have their basis in current affairs in France. The coursework element will involve the devising of your own oral text while the project element will involve the preparation and delivery of an agreed oral text and critical reflection on the process of researching and preparing this text. Assessment commensurate with level. |
| FRENCH ORAL AND WRITTEN COMPOSITION | LCS-3F13 | 20 |
| This module is open to second-year LCS students with (near) native competence in French, and/or visiting/exchange students only. It is an academic module designed to systematise and expand linguistic capacities through critical use of existing competence. Main activities: textual analysis, written composition, formal oral presentations. Taught in French and with LCS-3F11. Assessment commensurate with credit value. |
| FRENCH POST GCSE I | LCS-1F9Y | 40 |
| This is a module for students taking their French Honours language degree from a post-GCSE starting point. The need for significant progress in reading, writing, listening and speaking is met with intensive teaching that this module provides. The aim is to equip students with the linguistic understanding of a number of real-life situations, as well as the ability to communicate effectively in those situations. Particular emphasis is also placed on acquiring a sound knowledge of grammar. It is only available to students taking a degree in French from post-GCSE level. |
| FRENCH POST-GCSE II | LCS-2F7Y | 40 |
| This year-long module is for Year 2 post-GCSE entry students and is the continuation of French post-GCSE I. It is designed to build up linguistic proficiency, cultural knowledge and learning skills in preparation for the year abroad. |
| GEODYNAMICS: EARTH'S ENGINE | ENV-2A43 | 20 |
| Processes in the Earth’s interior have exerted a profound influence on all aspects of the Earth’s system through geological time. This module is designed to explore all aspects of those processes from the creation and destruction of tectonic plates to the structure of the Earth’s interior and the distribution and dissipation of energy within it. This will include: the theory and mechanisms of plate tectonics, the heat distribution of the Earth’s interior, the generation of magma and volcanism; the mechanisms behind earthquakes and distribution of seismic energy. The geological record of this activity, its evolution and impacts on the Earth will also be discussed. |
| GEODYNAMICS: EARTH'S ENGINE (CW) | ENV-2A43C | 20 |
| Processes in the Earth���s interior have exerted a profound influence on all aspects of the Earth���s system through geological time. This module is designed to explore all aspects of those processes from the creation and destruction of tectonic plates to the structure of the Earth���s interior and the distribution and dissipation of energy within it. This will include: the theory and mechanisms of plate tectonics, the heat distribution of the Earth���s interior, the generation of magma and volcanism; the mechanisms behind earthquakes and distribution of seismic energy. The geological record of this activity, its evolution and impacts on the Earth will also be discussed. THIS IS FOR VISITING STUDENTS ONLY. |
| GIS SKILLS FOR DISSERTATIONS | ENV-2A94 | 10 |
| This module focuses on the practical use of GIS for dissertations. After an introductory ‘refresher’ of GIS basics it will review the different techniques that can be used to create and edit data in a GIS, as well as existing digital databases from which map data can be extracted and downloaded. Particular attention will be given to Ordnance Survey mapping for the UK, but other international resources will also be discussed. The module will emphasise issues of error and uncertainty as they apply to spatial data and introduce the use of the ArcGIS ModelBuilder as a way of documenting and efficiently repeating more complex analysis procedures. Assessment will be through a small group project involving the download, integration, analysis and display of spatial data. Taught in the second half of the semester. |
| HYDROLOGY AND HYDROGEOLOGY | ENV-2A65 | 20 |
| An introduction to hydrology and hydrogeology: the basic equations describing fluid movement in groundwater systems will be derived and applied. The main techniques to investigate groundwater flow systems are highlighted. Water circulation within river catchments is discussed by means of the catchment water balance. The physical process represented by each component of the water balance will be covered as well as the current methods of quantifying these fluxes of water within the catchment . Principles of catchment modelling are outlined. |
| HYDROLOGY AND HYDROGEOLOGY (CW) | ENV-2A65C | 20 |
| An introduction to hydrology and hydrogeology: the basic equations describing fluid movement in groundwater systems will be derived and applied. The main techniques to investigate groundwater flow systems are highlighted. Water circulation within river catchments is discussed by means of the catchment water balance. The physical process represented by each component of the water balance will be covered as well as the current methods of quantifying these fluxes of water within the catchment . Principles of catchment modelling are outlined. Coursework only version for Visiting Students. |
| INTERACTIONS AND POPULATIONS | ENV-2A35 | 20 |
| Ecology can be defined as the scientific study of how organisms interact with each other and their physical environment. In this module we will look closely at how interactions between individuals determine the structure and functioning of populations. We will start by considering antagonistic interactions between members of different trophic levels, their evolution and the possible coevolution. The nature of these interactions will be analysed by examining the rules that determine how animals behave while foraging, including evolution of optimal foraging strategies in relation to both diet width and patchy environments. Consideration of competition will lead into the population consequences of both within trophic level and between trophic level interactions. We will examine basic concepts of population ecology- age structure, limits to growth, time delays and density dependence illustrated using simple models and case studies of plant and animal populations set within an evolutionary context. We will move on to consider the role of mutualistic interactions in dispersal processes and spatially explicit population processes including the effect of landscape structure on population dynamics, metapopulation dynamics, ecological mechanisms (dispersal, predation) and community structure. A-level Biology is an acceptable alternative pre-requisite for this module. Please note: you cannot take this module if you have already taken ENV-2A03, BIO-2B03 or ENV-2A28. |
| INTERACTIONS AND POPULATIONS (CW) | ENV-2A35C | 20 |
| Ecology can be defined as the scientific study of how organisms interact with each other and their physical environment. In this module we will look closely at how interactions between individuals determine the structure and functioning of populations. We will start by considering antagonistic interactions between members of different trophic levels, their evolution and the possible coevolution. The nature of these interactions will be analysed by examining the rules that determine how animals behave while foraging, including evolution of optimal foraging strategies in relation to both diet width and patchy environments. Consideration of competition will lead into the population consequences of both within trophic level and between trophic level interactions. We will examine basic concepts of population ecology- age structure, limits to growth, time delays and density dependence illustrated using simple models and case studies of plant and animal populations set within an evolutionary context. We will move on to consider the role of mutualistic interactions in dispersal processes and spatially explicit population processes including the effect of landscape structure on population dynamics, metapopulation dynamics, ecological mechanisms (dispersal, predation) and community structure. A-level Biology is an acceptable alternative pre-requisite for this module. Please note: you cannot take this module if you have already taken ENV-2A03, BIO-2B03 or ENV-2A28. (Alternative assessment version for autumn semester visiting students.) |
| INTERCULTURAL COMMUNICATION - UNDERSTANDING DIFFERENCES IN A GLOBAL WORLD | LCS-ML25 | 20 |
| This module is an introduction to some of the fundamental concepts associated with theories of intercultural communication. Since norms of behaviour are culturally defined and varied, the beliefs and values which underlie a culture���s worldview will be examined from a variety of perspectives. Indicative topics are expected to include how culture is defined; models of explanation of cultural difference (such as the theories of Hofstede and Tropenaars); notions of identity (personal, group, national) and ���otherisation���; stereotypes and prejudice; verbal and non-verbal communication; miscommunication and intercultural conflict; acculturation and culture shock, etc. The module is relevant to students from a variety of backgrounds and with varied interests and will provide useful background for the module ���Intercultural Communication in Practice���. |
| INTERCULTURAL COMMUNICATION IN PRACTICE | LCS-2C02 | 20 |
| This 20 credit level 2 module explores how students can become more effective communicators in international or multicultural settings by developing their intercultural competence. It introduces them to theoretical approaches to intercultural communication and provides them with opportunities to analyse and understand the basics of effective communication across cultures. Students will be also encouraged to make links between module content and their own experiences and responses by keeping an intercultural journal. Classroom sessions will include small group work, practical activities to explore how theories can be applied in real-life contexts, analysis of case studies, and workshops. During the workshops, invited practitioners will introduce students to how intercultural communication operates in specific organisations, e.g. in government agencies and in multilingual business management. Assessment, which includes a critical report on an authentic intercultural interaction and a class presentation, is commensurate with a 20 credit level 2 module. |
| INTERCULTURAL COMMUNICATION IN PRACTICE | LCS-3C04 | 20 |
| This 20 credit level 3 module explores how students can become more effective communicators in international or multicultural settings by developing their intercultural competence. It introduces them to theoretical approaches to intercultural communication and provides them with opportunities to analyse and understand the basics of effective communication across cultures. Students will be also encouraged to make links between module content and their own experiences and responses by keeping an intercultural journal. Classroom sessions will include small group work, practical activities to explore how theories can be applied in real-life contexts, analysis of case studies, and workshops. During the workshops, invited practitioners will introduce students to how intercultural communication operates in specific organisations, e.g. in government agencies and in multilingual business management. Assessment which includes a critical report on an authentic intercultural interaction and a class presentation is commensurate with a 20 credit level 3 module. |
| INTERCULTURAL COMMUNICATION IN PRACTICE | LCS-ML22 | 20 |
| This module explores the issues fundamental to intercultural communication (IC) in practical contexts. The theoretical component of the module examines the different ways of thinking about effective communication in a variety of work-based environments. We will also relate theory to the practice of intercultural communication in contextualised workshops. During these workshops, invited practitioners will introduce students to how IC operates in specific organisations, e.g. in government agencies, in multilingual business management, etc. The module is relevant to those wishing to pursue careers in international management and relations, multilingual business and international development; it is also of interest to those who wish to become more effective communicators in other professions such as translation, interpreting, education and cultural mediation. |
| INTERMEDIATE FRENCH I | LCSU2F95 | 20 |
| This is an intermediate course in French and is intended for students who have enough pre-A-Level experience of French and wish to develop their knowledge to a standard comparable to A-Level. The module is made up of three elements, each taught for one hour per week: Reading Comprehension, Listening Comprehension, and Grammar. While the emphasis is on comprehension, the speaking and writing of French are also included. The module is not available to students with AS or A-Level French. This module can be taken in any year. (Alternative slots may be available depending on student numbers.) |
| INTERMEDIATE FRENCH II | LCSU2F96 | 20 |
| A continuation of LCSU2F95. (Alternative slots may be available depending on student numbers.) |
| INTERMEDIATE GERMAN I | LCSU2G97 | 20 |
| An intermediate course in German for students with German GCSE, O-Level or LLTU1G11/12. Includes revision of basic grammar and introduction of new grammar. Not available to students with AS- or A-Level German. Can be taken in any year. |
| INTERMEDIATE GERMAN II | LCSU2G98 | 20 |
| A continuation of LLTU2G97. Open for students with AS-Level (below grade C). |
| INTERMEDIATE GREEK I | LCSU2OG1 | 20 |
| An intermediate course in Greek for those students who have taken Beginners' Greek I and II or who have a GCSE in the language. This module aims to enable students to build on, and further enhance, existing reading, writing, speaking and listening skills. A key component is the exploration of themes that develop interculturality. Specific aspects of language are revisited and consolidated at a higher level. The emphasis lies on enhancing essential grammar notions and vocabulary areas in meaningful contexts, whilst developing knowledge of contemporary life and society that focuses on culture and current affairs. |
| INTERMEDIATE GREEK II | LCSU2OG2 | 20 |
| A continuation of the intermediate course in Greek (LCSU2OG1). This module has three contact hours per week. |
| INTERMEDIATE RUSSIAN I | LCSU2OR1 | 20 |
| An intermediate course in Russian for those students who have taken Beginners' Russian I and II or who have a GCSE in the language. This module aims to enable students to build on, and further enhance, existing reading, writing, speaking and listening skills. A key component is the exploration of themes that develop interculturality. Specific aspects of language are revisited and consolidated at a higher level. The emphasis lies on enhancing essential grammar notions and vocabulary areas in meaningful contexts, whilst developing knowledge of contemporary life and society that focuses on culture and current affairs. This module has three contact hours per week. |
| INTERMEDIATE RUSSIAN II | LCSU2OR2 | 20 |
| A continuation of the intermediate course in Russian (LCSU2OR1). This module has three contact hours per week. |
| INTERMEDIATE SPANISH I | LCSU2H11 | 20 |
| An intermediate course in Spanish for those with no more than GCSE, O-Level or Beginners' Spanish. Begins with an intensive revision of Indicative Mood. Can be taken in any year. 3 hours per week. Orals are arranged separately. Alternative slots available depending on student numbers. |
| INTERMEDIATE SPANISH II | LCSU2H12 | 20 |
| A continuation of LLTU2H11. Alternative slots available depending on student numbers. |
| INTRODUCTION TO BRITISH SIGN LANGUAGE I | LCSU1OB1 | 20 |
| A beginners' course in British Sign Language assuming no prior knowledge of the language. It is designed to provide students with basic training in communication with deaf people and an awareness of life in the deaf world. Teaching and learning strategies include the use of conversation, role play, dialogue and video work. Assessment is based on a number of sign language tasks and tests plus one short essay. Can be taken in any year. Alternative groups may be available depending on student numbers. Students will have to attend one of the groups which will be taught on Mondays, 10.00 am - 12.30 pm (B2*B3*E4), 1.30 pm - 4.00 pm (C5*C6*C7) or 5.00 pm - 7.30 pm ( A9*10*EY), subject to student enrolment/timetables. |
| INTRODUCTION TO BRITISH SIGN LANGUAGE I (SPRING START) | LCSU1OB4 | 20 |
| A beginners' course in British Sign Language assuming no prior knowledge of the language. It is designed to provide students with basic training in communication with deaf people and an awareness of life in the deaf world. Teaching and learning strategies include the use of conversation, role play and dialogue. Assessment is based on a number of sign language tasks and tests plus one short essay. Can be taken in any year. Alternative groups may be available depending on student numbers. These groups would be taught on Mondays from 10.00 - 12.30 pm (B2*B3*E4) or 5.00 - 7.30 pm ( A9*A10*EY) subject to student enrolments. |
| INTRODUCTION TO BRITISH SIGN LANGUAGE II | LCSU1OB2 | 20 |
| A continuation of Introduction to British Sign Language I (LCSU1OB1). Alternative groups may be available depending on student numbers. Students will have to attend one of the groups which will be taught on Mondays at any of the following timeslots: 10.00 am - 12.30 pm (B2*B3*E4), 1.30 pm - 4.00 pm (C5*C6*C7) and 5.00 pm - 7.30 pm (A9*A10*EY), subject to student enrolment/timetables. |
| INTRODUCTION TO CONFERENCE INTERPRETING | LCS-3T51 | 20 |
| This module is offered to final year undergraduates with no prior formal interpreting training. Its aim is to equip students with conference interpreting skills as well as to enhance linguistic and cultural knowledge in order to improve their ability to reflect on the process of interpreting in a multicultural world. The course is taught in a Sanako digital language laboratory and consists of 4 hours of contact time per week. The module covers on-sight, consecutive and simultaneous interpreting skills as well as the non-verbal elements of importance to communication such as pitch, intonation, body language etc. The content of the module is EU oriented and includes topics such as human rights, peace processes and racism and xenophobia. The skills based approach of this course provides effective academic learning and has high employability credentials as it develops transferable skills in demand in the professional world such as good concentration, active listening, flexibility, confidence and self-presentation. Although students will practice interpreting from Spanish or French into English and from English into Spanish or French, they will be assessed on interpreting into their mother tongue. |
| INTRODUCTION TO JAPANESE POPULAR CULTURE | LCS-1J02 | 20 |
| Japanese popular culture is becoming increasingly influential around the world. Important current manifestations are J-Pop (Japanese popular music), manga, anime, cospre (costume-play), computer games, and ketai-shosetsu (short novels for mobile phones). For understanding young Japanese and their relation to society, knowledge of Japanese popular culture is key. The aim of this module is to make students familiar with contemporary Japanese mass culture through consumption experiences, case studies and their analysis from socio-anthropological and historical perspectives. |
| INTRODUCTION TO LANGUAGE AND COMMUNICATION STUDIES | LCS-1E05 | 20 |
| This module provides an environment for LCS students to develop the core academic skills, attributes and knowledge necessary to make the most of their study at university. Key themes in the study of language, culture and intercultural communication will be visited, allowing exploration of learning, study and academic writing strategies and skills with the aim of developing effective, self-supporting learning and communication. Presentation will be via a variety of lectures, workshops and seminars. AVAILABLE ONLY TO LCS FIRST YEAR STUDENTS. |
| INTRODUCTION TO PUBLIC SERVICE INTERPRETING | LCS-3T58 | 20 |
| This module is offered to final year undergraduates with no prior formal interpreting training. Its aim is to equip students with public service interpreting skills as well as to enhance linguistic and cultural knowledge in order to improve their ability to reflect on the process of interpreting as a multicultural world. For students also enrolled on the Autumn semester Introduction to Conference Interpreting module, it will provide the opportunity to hone their skills whilst introducing new topics in different settings, such as liaison interpreting during a police interview. This course in a Sanko digital language laboratory and consists of 4 hours of contact time per week. The module covers on-sight, consecutive and simultaneous interpreting skills as well as the non-verbal elements of importance to communication such as pitch, intonation, body language, etc. The content of the module focuses on medical and legal settings. The skills based approach of this course provides effective academic training and has high employability credentials as it develops transferable skills in demand in the professional world such as good concentration, active listening, flexibility, confidence and self-presentation. Students will be assessed on interpreting both into and out of their mother tongue. It is essential that students are at native speaker level in at least one of the following languages: English; Spanish or French. |
| JAPAN THROUGH THE EYE OF A LENS | LCS-2J02 | 20 |
| This module examines Japanese society and politics through Japanese film and TV programmes. It will enable you to further your knowledge of Japanese language and cultural products. How, for example, did Japanese TV respond to the catastrophic Tohoku earthquake in 2011? How did new programmes report this tragic fact, and how did Japanese politicians react to emerging issues? What attitudes about gender and family do popular Japanese dramas reflect? In this module we aim to understand Japanese modern life, identity and policy. Each theme will be supported by relevant written texts. |
| JAPANESE AB INITIO HONOURS II | LCS-2J6Y | 40 |
| This year-long module is for year two Ab Initio students and is the continuation of LCS-1J5Y Ab Initio Honours I. This module aims to enable students to build on and further enhance existing reading, writing, speaking and listening skills. It is designed to build up linguistic proficiency, cultural knowledge and learning skills in preparation for the year abroad. Specific aspects of language are revisited and consolidated at a higher level. The emphasis lies on enhancing essential grammar notions and vocabulary areas in meaningful context, whilst developing knowledge of contemporary life and society that focuses on culture and current affairs. |
| JAPANESE AB-INITIO HONOURS I | LCS-1J5Y | 60 |
| This is a module for students taking their Japanese Honours language degree from an ab initio starting point. The need for significant progress in reading, writing, listening and speaking is met with the intensive teaching that this module provides. The aim is to equip students with the linguistic understanding of a number of real-life situations, as well as the ability to communicate effectively in those situations. Particular emphasis is also placed on acquiring a sound knowledge of grammar. This module caters for beginners' level entrants and is only available to students in LCS. |
| JAPANESE FILM ADAPTATION: LITERATURE, MANGA AND NOVELIZATION | LCS-3J01 | 20 |
| While the adaptation of literature or comic into film can be seen in other countries, the reverse process in which films are frequently adapted back into novels (novelize) or manga, written by different authors, is a pattern particular to Japan. In this module we will first examine different case studies of this phenomenon, and then demonstrate how it can be analysed and understood as a case of intralingual translation. These will include, for example, "Departures" (2008, Original title: "Okuribito", Oscar as Best Foreign Language Film), and "Nodame Cantabile" (2009 and 2010), and "Nana" (2005). In this module, students will learn about current views on intralingual translation in general and about its practice as a mass-phenomenon in the Japanese setting. |
| JAPANESE HONOURS LANGUAGE 3/1 - READINGS ON MODERN JAPAN | LCS-3J11 | 20 |
| In this module the students develop deep skills in the reading and understanding of the Japanese language. Students will read Japanese modern literature, newspapers, historical documents, and philosophy. While understanding and discussing such literature in Japanese, students will develop a deeper understanding of the language and learn how to use it for debate. They will become ready to use Japanese at academic level. |
| JAPANESE HONOURS LANGUAGE 3/11 | LCS-3J12 | 20 |
| This module, which is compulsory for all final year Japanese Honours students, aims to enhance translation skills and will involve both Japanese to English and English into Japanese translation, including sight-translation based on a variety of text types. |
| JAPANESE POST GCSE II | LCS-2J7Y | 40 |
| This year long module is for Year 2 post-GCSE entry students and is the continuation of LCS-1J7Y Post-GCSE I. It is designed to build up linguistic proficiency, cultural knowledge and learning skills in preparation for the year abroad. |
| JAPANESE POST-GCSE I | LCS-1J7Y | 40 |
| This is a module for students taking their Japanese Honours language degree from a post-GCSE starting point. The need for significant progress in reading, writing, listening and speaking is met with the intensive teaching that this module provides. The aim is to equip students with the linguistic understanding of a number of real-life situations, as well as the ability to communicate effectively in those situations. Particular emphasis is also placed on acquiring a sound knowledge of grammar. It is only available to students taking a degree in Japanese from post-GCSE level. |
| LANGUAGE AND GENDER | LCS-2L64 | 20 |
| This module explores a variety of matters relating to language and its relationship to questions of gender and sexuality. Do men and women use language differently? Are the genders represented differentially in language and what might this show about socio-cultural ideologies and power structures? Is linguistic behaviour used to create and construct gender and sexual identities? Consideration will include such issues as stereotypical ideas of gendered language, sexist language, how same-sex conversations differ from mixed-sex conversations, how children are linguistically socialised into their gender categories, whether men are from Mars and women from Venus, and so on. Discussion and reading will be informed by a wide variety of ideas from fields such as anthropology, psychology, biology, sociology, and politics (especially feminism). |
| LANGUAGE AND GENDER (LEVEL 3) | LCS-3L52 | 20 |
| This module explores a variety of matters relating to language and its relationship to questions of gender and sexuality. Do men and women use language differently? Are the genders represented differentially in language and what might this show about socio-cultural ideologies and power structures? Is linguistic behaviour used to create and construct gender and sexual identities? Consideration will include such issues as stereotypical ideas of gendered language, sexist language, how same-sex conversations differ from mixed-sex conversations, how children are linguistically socialised into their gender categories, whether men are from Mars and women from Venus, and so on. Discussion and reading will be informed by a wide variety of ideas from fields such as anthropology, psychology, biology, sociology, and politics (especially feminism). Assessment commensurate with level. In addition to the timetabled seminar, some further contact hours will be arranged for level 3 students. |
| LANGUAGE AND POLITICS | LCS-2L28 | 20 |
| This module provides an opportunity for students to investigate a particular aspect of language - the use and control of a language in relation to power, both within formal political institutions and in the broader public sphere. The module looks at the linkage between language and nation, at censorship, propaganda, patriotism and xenophobia. It places particular emphasis on the acquisition of linguistic tools that will enhance students' ability to analyse varieties of political discourse in action, including parliamentary discourse, political speeches and the numerous forms of media involvement in political processes. |
| LANGUAGE AND POLITICS (LEVEL 3) | LCS-3L48 | 20 |
| This module seeks to provide an understanding of, and an opportunity to investigate, a particular aspect of language - the use and control of language in relation to power, within formal political institutions, in the broader public sphere and indeed in the private sphere. The module looks at the linkage between language and nation, at propaganda and the (mis)representation of the world. It places particular emphasis on the acquisition of linguistic tools that will enhance your ability to analyse varieties of political discourse in action, including speeches and the numerous forms of media involvement in political processes. Presentations of the main concepts and examples are linked with practice sessions in which students have the opportunity to analyse a variety of texts. We will use frequent practical analysis exercises to test and challenge the theories of language use and the practices of politics focusing on both historical and contemporary situations and data. The module encourages students to develop, practice and test a range of skills, including: being able to consider, analyse and challenge critically the ideas and practices of themselves and others; taking part in teamwork; presenting ideas and analytical outcomes. By the end of the module, you should be able to understand and engage with politics (and language itself) in a new way. Assessment commensurate with level. In addition to the timetabled seminar, some further contact hours will be arranged for level 3 students. |
| LANGUAGE AND SOCIETY (LEVEL 2) | LCS-2L44 | 20 |
| Different social groups and different speech situations give rise to a remarkable range of linguistic variety. In this module we will explore the kind of factors that govern such variety, the social meanings and ideologies with which it is associated, and some techniques of research. Issues covered include: language and social class, language and gender, language and education, code-switching, pidgins and creoles. Examples given are drawn from socio-linguistic practices in Britain and a variety of other cultural contexts. You are introduced to the main concepts and studies and given opportunities for class discussion. You are expected to make your own contribution by researching a particular area of interest. This module will be taught by a two hour lecture/seminar. |
| LANGUAGE AND SOCIETY (LEVEL 3) | LCS-3L46 | 20 |
| Different social groups and different speech situations give rise to a remarkable range of linguistic variety. In this module we will explore the kind of factors that govern such variety, the social meanings and ideologies with which it is associated, and some approaches to research. Issues covered include: language and social class, language and gender, language and education, code-switching, multilingualism and politeness. Examples given are drawn from socio-linguistic practices in Britain and a variety of other cultural contexts. You are introduced to the main concepts and studies and given opportunities for class discussion. You are expected to make your own contribution by researching a particular area of interest for a class presentation and the project. The module does not assume knowledge of a second language and is relevant to students majoring in political, socio-cultural and media studies as well as to language students. In addition to the two hour lecture/seminar a further hour will be timetabled and dedicated particularly to the exploration of language and identity, leading to the development of the project. |
| LANGUAGE IN ACTION (LEVEL 2) | LCS-2L71 | 20 |
| This module deals with the ways in which people use language to communicate in real life and it addresses some of the questions you may have wondered about if you are curious about the way language works in practice. It is concerned, for example, with the way in which simply speaking certain words ('I do') actually changes the state of social play. Questions addressed include: what are people doing when they engage in 'conversation'? Why is communication still problematic even when I am fluent in a foreign language? How does a word like 'this' refer to different things? How do we create implied meanings without actually saying what we mean? The main theoretical concepts are introduced and illustrated and ample opportunity is then given to the students to contribute and discuss their own examples to show how the concepts apply in different situations and in different cultural/linguistic environments. This module is relevant not only to language students but also to those students who are generally interested in communication. This module will be taught by a two hour lecture/seminar. |
| LANGUAGE IN ACTION (LEVEL 3) | LCS-3L45 | 20 |
| This module addresses some of the questions you may have wondered about if you are curious about the way language works in practice. It is concerned, for example, with the way in which simply speaking certain words ('I do') actually changes the state of social play. Questions addressed include: what are people doing when they engage in 'conversation'? Why is communication still problematic even when I am fluent in a foreign language? How does a word like 'this' refer to different things? How do we create implied meanings without actually saying what we mean? The main theoretical concepts are introduced and illustrated and ample opportunity is then given to the students to contribute and discuss their own examples to show how the concepts apply in different situations and in different cultural/linguistic environments. This module is relevant not only to language students but also to those students who are generally interested in communication. Assessment commensurate with level. In addition to the timetabled seminar, a further contact hour will be arranged for level 3 students. |
| LANGUAGE ISSUES IN A GLOBAL MULTILINGUAL CONTEXT | LCS-MC02 | 20 |
| This module focuses on language-related issues associated with the globalisation of communication and the media. It considers a range of materials - texts and their translation(s), multilingual sources of information (e.g. global news, consumer information, websites), products of audiovisual translation (e.g. subtitling, dubbing, voice over), IT mediated or processed texts, etc - to explore issues involved in the transposition and dissemination of (spoken and written) text into other media and other languages across different spheres of activity (e.g. media, politics, culture). Receptive knowledge of at least one language other than the mother tongue required. |
| LANGUAGE, CULTURE AND INTERPERSONAL COMMUNICATION | LCS-1L22 | 20 |
| There is far more to linguistic communication than just knowing the vocabulary and grammar of a language since interpersonal communication is inseparable from culture. That is, because language is used not only to represent but also create and sustain a speaker's expectations, beliefs, attitudes, practices and moral values about the world, verbal communication always involves a high degree of "cultural business". This becomes especially apparent when communicating with native speakers of a foreign language where different sets of cultural assumptions may lead to misunderstanding. This module aims to equip you with ways of thinking about cultural and intercultural issues which will aid you in becoming more communicatively competent in your foreign languages(s). Initially the content will be aimed at exploring the knowledge and assumptions we have about the socially constructed world exhibited in our own communicative practices before extending these notions to other language cultures. The intention is that this module will enable you to become more effective learners in the particular language culture you will encounter on your Year Abroad. |
| LANGUAGE: LOOKING INTO THE HUMAN MIND | LCS-1L15 | 20 |
| Language is not only central to our lives but is also acquired and used with effortless ease. Since no other species is even remotely capable of doing anything similar, this aspect of our minds truly distinguishes us from the rest of the animal kingdom. Investigating the linguistic mind, therefore, offers insights into the very heart of what it is to be human. This is interesting enough in itself but research over the last few decades has shown that this mental capacity is, in fact, far more complex, surprising and intriguing than might at first appear. This module is a non-technical introduction to some of the themes and findings of current work into the nature of the linguistic mind. |
| LINGUISTIC COMMUNICATION AMONG CULTURES | LCS-ML26 | 20 |
| There is more to linguistic communication than just knowing the vocabulary and grammar of a language; speakers need to know the different ways of using the language they speak ��� what to say, how to say it and when to say it. But language is also intimately involved in our notions of culture, our thought processes and, perhaps, even in our sense of reality. Indeed, the very act of linguistic communication itself both creates and sustains our expectations, beliefs and moral values about our world and lives. This module explores a number of issues relating to this reciprocal relationship between language and culture. Linguistics, characterised as the scientific study of language, tends to focus on the formal features of language structure, treating it as an autonomous object. There is more, however, to linguistic communication than just knowing the vocabulary and grammar of a language; speakers need to know the different ways of using the language they speak - what to say and how to say it. These assumptions vary from culture to culture as often shows up in the various forms of miscommunication that occur when we talk with speakers from different linguistic backgrounds. From a broader perspective language is intimately involved in our notions of culture - imagine, for example, expressing, discussing or learning about religious or political beliefs without language - our thought processes and, perhaps, even in our sense of reality. Indeed, for some, the notions of language and culture are so inseparable that they are referred to collectively as languaculture. |
| LOW CARBON ENERGY | ENV-2A82 | 20 |
| This module will focus on the decarbonisation of energy supply and demand in a carbon constrained world. It will examine the role of energy efficiency and low carbon energy technologies, such as wind energy, solar energy, hydrogen and fuel cells, taking into consideration important current issues and sectors for application. This knowledge is used to support an analysis of future energy supply and demand that includes management, policy and technical aspects. This version of the module is assessed by coursework and an exam. |
| LOW CARBON ENERGY | ENV-2A82 | 20 |
| This module will focus on the decarbonisation of energy supply and demand in a carbon constrained world. It will examine the role of energy efficiency and low carbon energy technologies, such as wind energy, solar energy, hydrogen and fuel cells, taking into consideration important current issues and sectors for application. This knowledge is used to support an analysis of future energy supply and demand that includes management, policy and technical aspects. This version of the module is assessed by coursework and an exam. |
| LOW CARBON ENERGY WITH FIELDCOURSE | ENV-2A82K | 20 |
| This module will focus on the decarbonisation of energy supply and demand in a carbon constrained world. It will examine the role of energy efficiency and low carbon energy technologies, such as wind energy, solar energy, hydrogen and fuel cells, taking into consideration important current issues and sectors for application. This knowledge is used to support an analysis of future energy supply and demand that includes management, policy and technical aspects. This version of the module, which includes a one week field course that will take place at Easter, is assessed by coursework and fieldwork projects. There is no exam. |
| LOW CARBON ENERGY WITH FIELDCOURSE | ENV-2A82K | 20 |
| This module will focus on the decarbonisation of energy supply and demand in a carbon constrained world. It will examine the role of energy efficiency and low carbon energy technologies, such as wind energy, solar energy, hydrogen and fuel cells, taking into consideration important current issues and sectors for application. This knowledge is used to support an analysis of future energy supply and demand that includes management, policy and technical aspects. This version of the module, which includes a one week field course that will take place at Easter, is assessed by coursework and fieldwork projects. There is no exam. |
| MARINE SCIENCES FIELDCOURSE | ENV-2A47K | 20 |
| This 11 day 20 credit field course studies physical, chemical and biological coastal oceanographic processes and will probably take place in June. The course includes lectures and practical experience of oceanographic instrumentation, chartwork, numerical analysis of data using matlab and a poster presentation at ENV. The second week of the course will take place in Oban, using the oceanographic research ships and laboratory facilities of the Dunstaffnage Marine Laboratory. The course has no pre- or co-requisites and is open to 1st and 2nd year students. However it will be of particular relevance to those studying ENV-2A39 Ocean Circulation, ENV-2A45 Chemical Oceanography and ENV-3A15 Biological Oceanography and Marine Ecology. PLEASE NOTE THAT YOU CAN ONLY ENROL ONTO THIS MODULE VIA AN APPLICATION FORM FROM THE SCHOOL AND NOT VIA THE STANDARD MODULE ENROLMENT PROCESS. ALSO THE MODULE RUNS IN THE SUMMER PRIOR TO THE START OF THE ACADEMIC YEAR. |
| MATHEMATICS FOR SCIENTISTS III | ENV-2A21 | 20 |
| This module contains mathematical techniques applicable to a wide range of ENV modules. Among topics covered: matrix algebra, linear equations and eigenvectors, numerical methods, vector fields, Maple programming and complex variables. |
| MATHEMATICS FOR SCIENTISTS III (CW) | ENV-2A21C | 20 |
| This module contains mathematical techniques applicable to a wide range of ENV modules. Among topics covered:matrix algebra, linear equations and eigenvectors, numerical methods, vector fields, maple programming and complex variables. This coursework only version is reserved for autumn semester visiting students. |
| MATHEMATICS FOR SCIENTISTS IV | ENV-2A22 | 20 |
| This module shows how mathematics can be applied to the environment. Topics include: fluid dynamics, partial differential equations, waves, Fourier analysis, applications of solid mechanics to geophysics, including stress, strain and elasticity. |
| METEOROLOGY | ENV-2A23C | 20 |
| THIS IS A COURSEWORK VARIANT FOR AUTUMN SEMESTER VISITING STUDENTS ONLY. Coursework does not include fieldwork. See ENVF2A23. This module is designed to give a general introduction to meteorology, concentrating on the physical processes in the atmosphere and how these influence our weather. The module contains both descriptive and mathematical treatments of Radiation Balance, The General Circulation, Thermodynamics and Dynamics and the assessment is designed to allow those with either mathematical or descriptive abilities to do well; however a reasonable mathematical competence is essential. This coursework only version is reserved for autumn semester visiting students. |
| METEOROLOGY I | ENV-2A23 | 20 |
| Coursework does not include fieldwork. See ENVF2A23. This module is designed to give a general introduction to meteorology, concentrating on the physical processes in the atmosphere and how these influence our weather. The module contains both descriptive and mathematical treatments of Radiation Balance, The General Circulation, Thermodynamics and Dynamics and the assessment is designed to allow those with either mathematical or descriptive abilities to do well; however a reasonable mathematical competence is essential. |
| METEOROLOGY II | ENV-2A24 | 20 |
| This module will build upon the material covered in ENV-2A23 (Meteorology I) covering topics such as synoptic meteorology, micro-scale processes, the General Circulation and weather forecasting. |
| METEOROLOGY II WITH FIELDCOURSE | ENV-2A24K | 20 |
| This module will build upon material covered in ENV-2A23 (Meteorology I) covering topics such as synoptic meteorology, micro-scale processes, the General Circulation and weather forecasting. The module also includes a week long Easter vacation residential fieldcourse, based in the Lake District, focusing on micrometeorology, microclimate and synoptic processes. |
| MODERN JAPANESE LANGUAGE HONOURS 2/I | LCSU2J01 | 20 |
| This semester-long Japanese language module is compulsory for all second-year Single Honours Japanese students. Its aim is to build up language proficiency and cultural awareness of Japan. |
| MODERN JAPANESE LANGUAGE HONOURS 2/II | LCSU2J02 | 20 |
| This semester-long module is compulsory for all second-year Japanese Honours students. Its aim is to build up language proficiency and cultural awareness of Japan. |
| OCEAN CIRCULATION | ENV-2A39 | 20 |
| This module gives you an understanding of the physical processes occurring in the basin-scale ocean environment. We will introduce and discuss large scale global ocean circulation, including gyres, boundary currents and the overturning circulation. Major themes include the interaction between ocean and atmosphere, and the forces which drive ocean circulation. You should be familiar with partial differentiation, integration, handling equations and using calculators. Co-taught with ENV-MA39 |
| OCEAN CIRCULATION (CW) | ENV-2A39C | 20 |
| This module gives you an understanding of the physical processes occurring in the basin-scale ocean environment. We will introduce and discuss large scale global ocean circulation, including gyres, boundary currents and the overturning circulation. Major themes include the interaction between ocean and atmosphere, and the forces which drive ocean circulation. You should be familiar with partial differentiation, integration, handling equations and using calculators. Co-taught with ENV-MA39. THIS MODULE IS FOR VISITING STUDENT ONLY. |
| POST A LEVEL SPANISH LANGUAGE 2/I | LCSU2H21 | 20 |
| This semester-long Spanish language module is compulsory for all second-year Single Honours Spanish students as well as being an option for any student who has done Post-A-Level Spanish Language I. Its aim is to build up language proficiency and cultural awareness of Spain and Latin America. (Alternative groups may be available depending on student numbers.) |
| POST A LEVEL SPANISH LANGUAGE 2/II | LCSU2H22 | 20 |
| This semester-long module is compulsory for all second-year Spanish Honours students as well as being an option for any student who has done Post A-Level Spanish language 2/I (or equivalent). Its aim is to build up language proficiency and cultural awareness of Spain and Latin America. For one of the three weekly contact hours, students will be able to choose either Translation or Business as an option. (Alternative groups may be available depending on student numbers.) |
| POST A-LEVEL FRENCH LANGUAGE 1/I | LCSU1F21 | 20 |
| A Post A-Level module designed to develop overall competence, with emphasis on grammatical accuracy and on the promotion of autonomous learning and transferable skills. Consisting of a lecture, one hour oral, and two hours of 'travaux diriges' in small groups for which extra slots are available. Not available to French native speakers or those with equivalent competence. |
| POST A-LEVEL FRENCH LANGUAGE 1/II | LCSU1F22 | 20 |
| A continuation of module LCSU1F21. |
| POST A-LEVEL FRENCH LANGUAGE 2 (CP) | LCS-2F03 | 20 |
| This French Honours Language module is compulsory for all students taking an Honours French programme in three years. It is designed to build up linguistic proficiency, cultural knowledge and learning skills in preparation for the period of residence abroad in the Spring semester. Activities focus on promoting self-direction in language learning, and draw on a variety of resources, including electronic resources, for in-class, self-access and group project work (oral, aural, written). Seminars are taught in French. The assessment project will be undertaken during the Semester Abroad. Depending on student numbers, an alternative group may be available. This group would be taught in slot C3*D4. |
| POST A-LEVEL FRENCH LANGUAGE 2/I | LCSU2F01 | 20 |
| This French Honours language module is compulsory for all second-year Single Honours French students. It is designed to build up linguistic proficiency, cultural knowledge and learning skills in preparation for the Year Abroad. Activities focus on promoting self-direction in language learning, and draw on a variety of resources, including electronic resources, for in-class, self-access and group project work (oral, aural, written). Seminars are taught in French. (Alternative groups will be available for seminars.) |
| POST A-LEVEL FRENCH LANGUAGE 2/II | LCSU2F02 | 20 |
| This module is the continuation of the Post A-Level French Language 2/I module (LCSU2F01) and is compulsory for all second year French Honours students. There is a core element to this module which takes up the objectives of LCSU2F01 in a translation hour (D2 or E3) and a year abroad preparation oral class. There are three additional strands. Each student will take one of these strands: i) Introduction to Interpreting (obligatory for Q9R8 students) (A3*B4), ii) French Law and Society (C3*D4) or, iii) French for Business (obligatory for R9N2 students) (A7*A8). Non-Q9R8 and non-R9N2 students will be asked to state a preference in the Autumn semester. |
| POST A-LEVEL GERMAN LANGUAGE 1/I | LCSU1G21 | 20 |
| A basic module in post A-Level German (also open for students with AS-Level grade A) consisting of revision and extension of selected areas of advanced grammar and reading and discussion of newspaper articles. Its aim is to develop competence in all areas of spoken and written German. This module is not available to native speakers or those with equivalent competence. |
| POST A-LEVEL GERMAN LANGUAGE 1/II | LCSU1G22 | 20 |
| A continuation of post A-Level German I consisting of revision and extension of selected areas of advanced grammar and reading of texts and discussion of relevant topics. Its aim is to develop competence in all areas of spoken and written German. Not available to native speakers or those with equivalent competence. |
| POST A-LEVEL JAPANESE LANGUAGE 1/I | LCSU1J21 | 20 |
| A Post A-Level module designed to develop overall competence, with emphasis on grammatical accuracy and on the promotion of autonomous learning and transferable skills. It aims to enable students to build on, and further enhance, existing reading, writing, speaking and listening skills. |
| POST A-LEVEL JAPANESE LANGUAGE 1/II | LCSU1J22 | 20 |
| A continuation of module LCSU1J21. This module is not available to native speakers or those with equivalent competence. |
| POST A-LEVEL SPANISH 1/I | LCSU1H21 | 20 |
| An advanced course in Spanish for students with Spanish A-Level, Intermediate Spanish (LCSU2H11 & 12), or any other equivalent qualification. This module can be taken in any year. (Alternative slots may be available depending on student numbers.) Orals are arranged separately. This module is not available to native speakers or those with equivalent competence. |
| POST A-LEVEL SPANISH 1/II | LCSU1H22 | 20 |
| A continuation of module LCSU1H21. This module is not available to native speakers or those with equivalent competence. |
| PROGRAMMING FOR NON-SPECIALISTS | CMPC2X02 | 20 |
This module gives an introduction to computer systems and to programming using Java. The module assumes no prior knowledge of programming and is aimed at the non-specialist. This module is an alternative pre-requisite for a number of other second level CMP modules.
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| RESEARCH METHODS | LCS-MR1Y | 10 |
| The module is designed to familiarise postgraduate students with research resources and basic aspects of research methodology (e.g. access to, and use of, sources and resources, collection, analysis and presentation of materials and data). It is taught over two semesters: the first focuses on seminar-related activities, the second on dissertation-related work. It is assessed by an oral exam on a pass/ fail basis after the end of the second semester. The module is obligatory for all LLT full-time postgraduate students on taught MA programmes and open only to them. |
| RESEARCH METHODS PART I | LCS-MR01 | 5 |
| This module is the first part of a course designed to familiarise postgraduate students with research resources and basic aspects of research methodology (e.g. access to, and use of, sources and resources, collection, analysis and presentation of materials and data) and focuses on seminar-related activities. It is taught in the first semester of the first year of study. The unit is compulsory for all LLT part-time students on MA Taught programmes and open only to them. Co-Requisite: LLT-MR02. |
| RESEARCH METHODS PART II | LCS-MR02 | 5 |
| The module is the second part of a course designed to familiarise postgraduate students with research resources and basic aspects of research methodology (e.g. access to, and use of, sources and resources, collection, analysis and presentation of materials and data) and focuses on work for the dissertation. It is taught in the second semester of the second year of study and assessed by an oral examination on a pass/fail basis after the end of the second semester. The module is obligatory for all LLT part-time students on MA taught programmes and open only to them. Pre-requisite: LLT-MR01. |
| RESEARCH SKILLS FOR SOCIAL SCIENTISTS | ENV-2A90 | 10 |
| The study of society and its relationship to the natural environment poses distinct research challenges and social science presents a range of approaches and methods with which to address these problems. This module provides an introduction to the theory and practice of social science research. It covers research design, sampling, data collection, data analysis and interpretation, and presentation of results. It is recommended for any student intending to carry out a social science-based research project. Taught in the first half of the semester. |
| SEDIMENTOLOGY | ENV-2A25 | 20 |
| Understanding modern and ancient depositional environments: their processes and products. Economic and environmental aspects of sediments. |
| SEDIMENTOLOGY | ENV-2A25 | 20 |
| Understanding modern and ancient depositional environments: their processes and products. Economic and environmental aspects of sediments. |
| SEDIMENTOLOGY (CW) | ENV-2A25C | 20 |
| Coursework only version of ENV-2A25 - NB reserved for autumn semester visiting students and those students taking ENV-2G02 Semester in Australia only. |
| SOIL ENVIRONMENTS AND PROCESSES (CW) | ENV-2A27C | 20 |
| This module will combine lectures, practicals, seminars and fieldwork to provide students with an appreciation of the soil environment and the processes that occurs within it. The module will progress through: basic soil components/properties; soil identification and classification; soil as a habitat; soil organisms; soils functions;the agricultural environment; soil-organism-agrochemical interation. This coursework only version is reserved for autumn semester visiting students. |
| SOIL PROCESSES AND ENVIRONMENTAL ISSUES | ENV-2A27 | 20 |
| This module will combine lectures, practicals, seminars and fieldwork to provide students with an appreciation of the soil environment and the processes that occurs within it. The module will progress through: basic soil components/properties; soil identification and classification; soil as a habitat; soil organisms; soil functions; the agricultural environment; soil-organism-agrochemical interaction; soil contamination; soil and climate change. |
| SOLID EARTH GEOPHYSICS | ENV-2A12 | 20 |
| What lies beneath our feet? This module addresses this question by exploring how waves, rays and the various physical techniques are used in geophysics to image the subsurface on scales of metres to kilometres . The basic theory and interpretation methods of seismic, electrical and gravity and magnetic surveys are studied. A wide range of applications is covered including archaeological geophysics, energy resources and geohazards. Students doing this module are normally expected to have a good mathematical ability, notably in calculus and algebra before taking this module (ENV-1A61 Mathematics for Scientists I, ENV-1A62 Mathematics for Scientists II or equivalent). |
| SOLID EARTH GEOPHYSICS WITH FIELDCOURSE | ENV-2A12K | 20 |
| What lies beneath our feet? This module addresses this question by exploring how waves, rays and the various physical techniques are used in geophysics to image the subsurface on scales of meters to kilometres. The basic theory and interpretation methods of seismic, electrical and gravity and magnetic surveys are studied. A wide range of applications is covered including archaeological geophysics, energy resources and geohazards. The fieldcourse provides "hands-on" experience of the various techniques and applications, adding on valuable practical skills. This module is highly valued by employers in industry; guest industrial lecturers will cover the current 'state-of-the-art' applications in real world situations. Students doing this module are normally expected to have a good mathematical ability, notably in calculus and algebra before taking this module (ENV-1A61 Mathematics for Scientists I, ENV-1A62 Mathematics for Scientists II or equivalent). |
| SPAIN THROUGH THE EYE OF A LENS | LCS-2H39 | 20 |
| This module covers and explores the use of various visual resources which show elements of the contemporary history and culture of Spain and the evolution of the Spanish society during many decades of political upheaval. You will become familiar with important Spanish issues such as national stereotypes, violence, race, immigration, sexual identities and social transformation through the use of visual resources such as: films, TV commercials, programmes, documentaries and series, photography etc. |
| SPANISH AB INITIO HONOURS II | LCS-2H6Y | 40 |
| This year-long module is for Year 2 Ab Initio students and is the continuation of Ab Initio Honours I. It is designed to build up linguistic proficiency, cultural knowledge and learning skills in preparation for the year abroad. Students join Post A-Level Spanish I/II for some lectures and seminars. |
| SPANISH AB-INITIO HONOURS I | LCS-1H5Y | 60 |
| This is a module for students taking their Spanish Honours language degree from an ab initio starting point. The need for significant progress in reading, writing, listening and speaking is met with the intensive teaching that this module provides. The aim is to equip students with the linguistic understanding of a number of real-life situations, as well as the ability to communicate effectively in those situations. Particular emphasis is also placed on acquiring a sound knowledge of grammar. This module caters for beginners' level entrants and is only available to students in LCS. |
| SPANISH HONOURS 3: ADVANCED HISPANIC STUDIES | LCS-3H11 | 20 |
| This module develops the students' Spanish language skills at an advanced level. It fosters an understanding of various Spanish language features and develops critical cultural awareness. Specific components of grammar at a higher level are revisited, problematic areas identified for improvement and academic writing skills are further developed. The module offers the opportunity of exploring the components that control the use of language when communicating in Spanish and of investigating and reflecting contrastively on the pragmatic components of the Spanish language and of the students’ native language. The oral component of the module focuses on improving intercultural communication with Hispanics, whilst improving speaking and listening and widening vocabulary at a higher level. This module is conducted entirely in Spanish. Assessment commensurate with credit value. (NB: Alternative groups available depending on student numbers). It is also open to second year LCS students with near native competence in Spanish and some visiting/exchange students. However, it is not suitable for native Spanish speaking visiting/exchange students. |
| SPANISH HONOURS 3: WORLD SPANISHES | LCS-3H10 | 20 |
| This module offers the opportunity to develop your Spanish speaking, listening, reading and writing skills at an advanced level. The main objective is to further develop higher level language skills and raise awareness of linguistic and intercultural issues to aid inclusion and immersion in Spanish-speaking countries. It covers the exploration of the varieties of the Spanish language from a linguistic point of view and the variations of the Spanish language through the analysis and identification of extracts of spoken texts. The oral element of the module focuses on raising sensitivity to implicit messages transmitted through visual media and improving speaking and listening skills, whilst widening vocabulary. This module is conducted entirely in Spanish. Assessment commensurate with credit value. (NB: Alternative groups available depending on student numbers). It is also open to second year LCS students with near native competence in Spanish and some visiting/exchange students. However, it is not suitable for native Spanish speaking visiting/exchange students. |
| SPANISH POST GCSE II | LCS-2H7Y | 40 |
| This year-long module is for Year 2 post-GCSE students and is the continuation of Spanish post-GCSE I. It is designed to build up linguistic proficiency, cultural knowledge and learning skills in preparation for the year abroad. Students join Post A-Level Spanish I/II for some lectures and seminars. |
| SPANISH POST- GCSE I | LCS-1H7Y | 40 |
| This is a module for students taking their Spanish Honours language degree from a post-GCSE starting point. The need for significant progress in reading, writing, listening and speaking is met with the intensive teaching that this module provides. The aim is to equip students with the linguistic understanding of a number of real-life situations, as well as the ability to communicate effectively in those situations. Particular emphasis is also placed on acquiring a sound knowledge of grammar. It is only available to students taking a degree in Spanish from post-GCSE level. |
| SPECIALISED TRANSLATION (SPANISH) | LCS-3T52 | 20 |
| A module in the translation of specialised texts of various types such as economic, journalistic, scientific, literary, and technical. This module is also open to second-year LCS students with (near) native competence in Spanish and/or visiting/exchange students.Taught with LCS-3T50. Assessment commensurate with credit value. |
| SUBTITLING AND DUBBING (LEVEL 2) | LCS-2T11 | 20 |
| This module is an introduction to aspects of subtitling and dubbing in different media and multimedia contexts (television, radio, cinema, world wide web), and to issues associated with these activities in the age of globalisation. A range of materials and processes will be considered (e.g. film subtitling, subtitling for the deaf and hard-of-hearing, subtitling and dubbing in news reports or documentaries, subtitling and dubbing in the context of multimedia localisation) to investigate key features and concerns involved in transposing text across communication channels, media, forms and codes. Assessment commensurate with level. Taught with LCS-3T11 and LCS-3T17. |
| SUBTITLING AND DUBBING (LEVEL 3) | LCS-3T17 | 20 |
| This module is an introduction to aspects of subtitling and dubbing in different media and multimedia contexts (television, radio, cinema, world wide web), and to issues associated with these activities in the age of globalisation. A range of materials and processes will be considered (e.g. film subtitling, subtitling for the deaf and hard-of-hearing, subtitling and dubbing in news reports or documentaries, subtitling and dubbing in the context of multimedia localisation) to investigate key features and concerns involved in transposing text across communication channels, media, forms and codes. Assessment commensurate with level. Taught with LCS-2T11 and LCS-3T11. |
| TECHNOLOGICAL TOOLS FOR SUBTITLING AND DUBBING (LEVEL 2) | LCS-2T24 | 20 |
| This module provides first-hand experience of subtitling and dubbing. There will be an opportunity to become familiar with software used for interlingual and intralingual subtitling and dubbing at professional level while undertaking practical exercises involving cueing, text compression and segmentation, respecting time and space constraints and conforming to conventions of good practice. The different types of technological tools used for audiovisual translation at professional and amateur levels will be explored, analysed and assessed. Selected film/TV series/documentary extracts in several languages will be used. Practical activities will present participants with the challenges posed by the interplay of audio, image and text. |
| TECHNOLOGICAL TOOLS FOR SUBTITLING AND DUBBING (LEVEL 3) | LCS-3T56 | 20 |
| This module provides first-hand experience of subtitling and dubbing. There will be an opportunity to become familiar with software used for interlingual and intralingual subtitling and dubbing at professional level while undertaking practical exercises involving cueing, text compression and segmentation, respecting time and space constraints and conforming to conventions of good practice. The different types of technological tools used for audiovisual translation at professional and amateur levels will be explored, analysed and assessed. Selected film/TV series/documentary extracts in several languages will be used. Practical activities will present participants with the challenges posed by the interplay of audio, image and text. |
| TECHNOLOGICAL TOOLS FOR TRANSLATING AND REAL WORLD TRANSLATION (LEVEL 2) | LCS-2T22 | 20 |
| This module will provide an introduction to the technological tools used by professional translators and real world translators |
| TECHNOLOGICAL TOOLS FOR TRANSLATING AND REAL-WORLD TRANSLATION (LEVEL 3) | LCS-3T54 | 20 |
| This module will provide an introduction to the technological tools used by professional translators and real-world translators. |
| TECHNOLOGICAL TOOLS FOR TRANSLATORS | LCS-MT12 | 20 |
| The aim of this module is to provide an introduction for students of literary and non-literary translation to computer-based tools, technologies and methodologies used by translators, and to examine the strengths and weaknesses of such tools. |
| THE CONSTRUCTION OF NEWS (LEVEL 2) | LCS-2L30 | 20 |
| The module seeks to provide an understanding of how the special cultural product we call 'news' is created. It examines the changing economic, political, legal and cultural contexts of newspaper production in a variety of media (print, web, broadcast). It presents and assesses different theories about how these contexts (or 'structures') impact on the day to day practice of journalism and the nature of the news message. An important part of the module involves tracing the reflections and refractions of these wider processes in actual news media discourse. We will use frequent practical analysis exercises to test and challenge the theories of new production and the practices of new production in today's fast-changing news environment. The module encourages students to develop, practice and test a range of skills, including: being able to consider, analyse and challenge critically the ideas and practices of themselves and others; taking part in teamwork; presenting ideas and analytical outcomes. By the end of the module, you should be able to 'read' news media in a very different way to before. |
| THE CONSTRUCTION OF NEWS (LEVEL 3) | LCS-3L50 | 20 |
| The module seeks to provide an understanding of how the special cultural product we call 'news' is created. It examines the changing economic, political, legal and cultural contexts of newspaper production in a variety of media (print, web, broadcast). It presents and assesses different theories about how these contexts (or 'structures') impact on the day to day practice of journalism and the nature of the news message. An important part of the module involves tracing the reflections and refractions of these wider processes in actual news media discourse. We will use frequent practical analysis exercises to test and challenge the theories of new production and the practices of new production in today's fast-changing news environment. The module encourages students to develop, practice and test a range of skills, including: being able to consider, analyse and challenge critically the ideas and practices of themselves and others; taking part in teamwork; presenting ideas and analytical outcomes. By the end of the module, you should be able to 'read' news media in a very different way to before. Assessment commensurate with level. In addition to the timetabled seminar, some further contact hours will be arranged for level 3 students. |
| THE POWER OF DISCOURSE: REPRESENTATION AND INTERACTION | LCS-ML13 | 20 |
| Language occurs in specific social situations, among specific social actors and for a variety of purposes. In turn particular uses of language have the power to shape social encounters and relationships and to help construct and maintain specific ideologies and perspectives. Discourse analysis aims to uncover the ways in which language in use is tied to its social context. This approach is thus at the heart of the analysis of human interaction in society. This unit provides the students with analytical tools that can be fruitfully applied to the study of a variety of texts (e.g. media, advertising, politics, education, business, creative writing) and for a variety of purposes (e.g. developing critical understanding, uncovering ideological bias, reproducing texts successfully in translation and achieving the desired impact through one’s own writing). Presentations of the main concepts and examples are followed by practice sessions in which students have the opportunity to analyze a variety of texts both for class discussion and for their final project. |
| TRANSLATION (ENGLISH TO FRENCH) | LCS-3F14 | 20 |
| This module aims to enhance translation skills and involves English into French translation. It is also open to second-year LCS students with (near) native competence in French and/or visiting/exchange students. Taught with LCS-3F12. Assessment commensurate with credit value. |
| TRANSLATION AND ADAPTATION (LEVEL 2) | LCS-2T20 | 20 |
| This module will consider translation and adaptation (understood as the transferral of a cultural product from one medium to another) in a range of media (for example, film, television, theatre, literature, and computer games) and the issues associated with these processes in these media. The module is taught in English and source texts which are not English (but which have translations available) will be used, i.e. inter and intra-lingual work will be examined. There will be the opportunity for you to undertake creative work which will form part of the assessment for the module along with a theoretical discussion of the translation/adaptation. The module is open to students who do not have a foreign language. Assessment commensurate with level. Taught with LCS-3T20 and LCS-3T22. |
| TRANSLATION AND ADAPTATION (LEVEL 3) | LCS-3T22 | 20 |
| This module will consider translation and adaptation (understood as the transferral of a cultural product from one medium to another) in a range of media (for example, film, television, theatre, literature, and computer games) and the issues associated with these processes in these media. The module is taught in English and source texts which are not English (but which have translations available) will be used, i.e. inter and intra-lingual work will be examined. There will be the opportunity for students to undertake creative work which will form part of the assessment for the module along with a theoretical discussion of the translation/adaptation. Module open to students who do not have a foreign language. An additional workshop hour is scheduled at this level. Assessment commensurate with level. Taught with LCS-2T20 and LCS-3T20. |
| TRANSLATION AND THEORY | LCS-MA03 | 20 |
| This module explores ways in which concepts and notions develop into theoretical approaches and translatorial practices but also how practice establishes theoretical positions. Each weekly seminar will focus on key concepts and their use in the existing bibliography on translation, while the practical tasks will give to students the opportunity to apply these concepts to their own translation work. |
| TRANSLATION IN CONTEXT | LCS-MA01 | 20 |
| This module explores the issues fundamental to translation as process and product in practical contexts, examines theories of equivalence and textual structure in different language-cultures, and applies theory to specialised practice (e.g. commercial, legal, technical, political). Taught by a range of LCS staff. |
| TRANSLATION ISSUES IN THE MEDIA (LEVEL 2) | LCS-2T06 | 20 |
| This module is particularly relevant to language and translation students, but will appeal to students from across the University with an interest in language issues associated with the globalisation of communication and the media. It considers a range of materials (texts and their translations, multilingual publications and packaging, film subtitles, dubbed soundtracks, IT-mediated text) to explore issues involved in the transposition and translation of (spoken and written) text into other media and other languages across different genres, literary and non-literary. Taught in English. Receptive knowledge of one other main European language required. (Taught with LCS-3T06 and LCS-3T26). Assessment commensurate with level. |
| TRANSLATION ISSUES IN THE MEDIA (LEVEL 3) | LCS-3T26 | 20 |
| This module is particularly relevant to language and translation students, but will appeal to students from across the University with an interest in language issues associated with the globalisation of communication and the media. It considers a range of materials (texts and their translations, multilingual publications and packaging, film subtitles, dubbed soundtracks, IT-mediated text) to explore issues involved in the transposition and translation of (spoken and written) text into other media and other languages across different genres, literary and non-literary. Taught in English. Receptive knowledge of one other main European language required. Taught with LCS-2T06 and LCS-3T06. Assessment commensurate with level. |
| TRANSLATION STUDIES IN JAPAN | LCS-3J02 | 20 |
| Translation is an integral part of Japanese culture. However, related research in Japan is in an early stage and has largely remained uninfluenced by theoretical and conceptual developments in Europe. Translation practices and norms in Japan developed on the background of the country's peculiar history of self-isolation and abrupt opening. This module offers views on the history of Japanese translation, and on current Translation Studies in Japan. One goal is to learn about the differences in thinking concerning methods and practices in translation studies in the west and translation studies in Japan. The module will also involve exercises in practical translation by the students. The module is conducted in Japanese. |
| TRANSLATION THEORY AND PRACTICE | LCS-3T07 | 20 |
| This module is open to second-year LCS students with (near) native competence in French or Spanish and/or visiting/exchange students. The primary aim of this module is to develop the skills and critical thinking required for the production, by the individual student, of an extended annotated translation and commentary. The commentary consists of a theoretical discussion of the translation process and product, together with specific annotations illustrating the translation strategy adopted. Taught with LCS-3T05. Assessment commensurate with credit value. |
| TRANSLATION WORK EXPERIENCE | LCS-MA02 | 20 |
| This module is aimed at MA Translation students with no (or little) previous translation work experience, and students who have experience of professional translation but would like the opportunity to review their practices by reflecting on, and critically documenting, the processes involved. It is based on work on authentic translation assignments negotiated with commercial clients and is very practical: it will promote hands-on sensitisation to aspects of professional commercial translation, to problems involved in translating to specifications, producing and presenting a product of professional standard, to techniques of translation and to the use of reference materials and support resources. The work for assessment also includes a theoretically grounded work experience report. |
| TRANSLATION WORK EXPERIENCE (LEVEL 2) | LCS-2T13 | 20 |
| The module builds on partnership with local public services to give home and visiting/exchange students the opportunity to work jointly on professional translation briefs (e.g. translation, from English into a variety of languages, of information panels for the Norfolk Museums). Work involves translating to specifications, background research and product delivery/presentation. Assessment is by a variety of means including diary notes and critical report. Module open subject to availability of briefs - a back-up module choice is essential. One hour per week timetabled, other commitments to be arranged. Taught with LLT-3T13 and LLT-3T15. |
| TRANSLATION WORK EXPERIENCE (LEVEL 3) | LCS-3T15 | 20 |
| The module builds on partnership with local public services to give home and visiting/exchange students the opportunity to work jointly on professional translation briefs (e.g. translation, from English into a variety of languages, of information panels for the Norfolk Museums). Work involves translating to specifications, background research, product delivery/presentation. Assessment is by a variety of means including diary notes and critical report. Module open subject to availability of briefs - a back-up module is essential. Two hours per week timetabled, other commitments to be arranged. Taught with LLT-2T13 and LLT-3T13 |
| WAVES, TIDES AND SHALLOW WATER PROCESSES | ENV-2A40 | 20 |
| This module will explore physical processes in the ocean, building on what you learnt in Ocean Circulation. There will be a focus on applications of ocean physics to shelf seas. Topics will include: Tide generation, forces, harmonic tidal analysis of time series, propagation in shallow seas; Surface and internal waves, their role in air-sea exchange and upper ocean mixing; Role of tides and internal waves in global ocean mixing; Impact of ocean physics on biogeochemical processes, including seasonal phytoplankton blooms and shelf sea fronts; Remote sensing of sea surface temperature and chlorophyll shelf seas. Estuarine circulation and sediment transport; Applications of ocean physics to water quality and pollution monitoring; Role of ocean science in the marine energy industry. This module is designed to follow on from ENV-2A39, which is a pre-requisite. We strongly recommend that you also gain experience of marine fieldwork by taking the 20-credit biennial Marine Sciences fieldcourse, next running in June 2013. |
| WAVES, TIDES AND SHALLOW WATER PROCESSES | ENV-2A40 | 20 |
| This module will explore physical processes in the ocean, building on what you learnt in Ocean Circulation. There will be a focus on applications of ocean physics to shelf seas. Topics will include: Tide generation, forces, harmonic tidal analysis of time series, propagation in shallow seas; Surface and internal waves, their role in air-sea exchange and upper ocean mixing; Role of tides and internal waves in global ocean mixing; Impact of ocean physics on biogeochemical processes, including seasonal phytoplankton blooms and shelf sea fronts; Remote sensing of sea surface temperature and chlorophyll shelf seas. Estuarine circulation and sediment transport; Applications of ocean physics to water quality and pollution monitoring; Role of ocean science in the marine energy industry. This module is designed to follow on from ENV-2A39, which is a pre-requisite. We strongly recommend that you also gain experience of marine fieldwork by taking the 20-credit biennial Marine Sciences fieldcourse, next running in June 2013. |
| YEAR ABROAD | LCS-2X0Y | 120 |
| A compulsory year abroad for students taking one or more honours language(s). Satisfactory completion of the year abroad, as defined by the School Board, is necessary for registration in the following year. |
| YEAR ABROAD IN EUROPE | ENV-2Y2Y | 120 |
| A year long course of study at a continental European university currently, we offer exchanges with universities in Sweden, France and Spain. The exact form of assessment will vary from institution to institution and will normally be conducted in the language of the host country. The modules studied overseas must be approved in advance by the Course Director. All changes whilst abroad must also be approved in advance by the Course Director. |
| YEAR ABROAD IN NORTH AMERICA | ENV-2Y1Y | 120 |
| Modules taken at an overseas university subject to the approval of the Course Director. |
| YEAR IN AUSTRALASIA | ENV-2Y4Y | 120 |
| Modules are taken at a university in Australia or New Zealand, and those taken are subject to approval by the course director. |
| YEAR IN INDUSTRY | ENV-2Y5Y | 100 |
| This module represents the year spent on work placement by students registered on an ENV programme incorporating a year in industry. Assessment is purely on a pass/fail basis with respect to completing a work placement, complementary to the degree, of at least nine months duration. A separate compulsory module, CCE-2A2Y, associated with the year in industry, does have additional assignments. |
The University of East Anglia in Norwich offers a unique degree in Geophysical Sciences, encompassing not only the solid Earth but the whole Earth system and its interactions, which control our environment. We follow a complete and integrated physical approach to address the environmental issues that threaten our future.
Environmental science is a rapidly progressing, vibrant and exciting field of study with excellent career prospects in the UK and beyond.