Undergraduate Catalogue of Courses 2013/2014
SIXTH CENTURY COURSES
Course Co-ordinator: Professor M Cotter, Professor P McGeorge, Dr S Tucker
Pre-requisite(s): None
Note(s): This course is only available to students registered in Programme Years 1 and 2. Attendance at sixth century courses is compulsory. Students who do not attend all classes (including lectures) for a sixth century course, without exceptional cause, will not pass the engagement component of the course and will therefore fail the course.
This course explores some of the most intriguing issues regarding the complex relationships between the mind and the brain. Topics include brain parts and what they do; understanding savants, insanity and creativity; the nature of consciousness and language; the healing power of the mind/brain; and creativity, mind and madness. Students will be exposed to different methods for appreciating these questions from biological, lingusitic, historical and philosophical perspectives.
The course will comprise of lectures and workshops which total 3 hours followed by a related assessment the following week.
1st Attempt: Continuous assessment, including assessments for each of the themes (100%).
Students will have the opportunity to submit/resubmit any assessment missed or failed.
Formative Assessment and Feedback Information
A subset of the workshops are assessed for formative purposes.
Students will receive written feedback on all continuous assessment.
Course Co-ordinator: Professor H W Chandler
Pre-requisite(s): None
Co-requisite(s):
Note(s): This course is only available to students registered in Programme Years 1 and 2. Attendance at sixth century courses is compulsory. Students who do not attend all classes (including lectures) for a sixth century course, without exceptional cause, will not pass the engagement component of the course and will therefore fail the course.
The course would consist of six topics (a list of possible topics is shown below) delivered over 12 weeks.
- The historical development of materials and their use.
- Siege engines.
- Mills (wind and water)
- Steam engines
- Spinning and weaving
- Agricultural engines
- Printing and communications
- Musical and dramatic (eg music boxes, fairground engines, kirby wires etc)
- Internal combustion engines
- Ships
- Arms and Armour
The above list covers a very broad choice. For example, siege engines could cover defence as well as attack, including: catapults; trebuchets; battering rams; cannons; fortifications; population and resource management. Similarly musical and dramatic engines could cover wind organs; fairground music; gamelan; staging devices; magic shows; lighting and film technology. It is anticipated that the lecturers would choose the topic of greatest personal interest and deliver an in depth study over two weeks.
The subject matter would cover engineering (how the engine works) and historical (social and political impact of the invention or activity). It is anticipated that each topic would be delivered by an engineer and a historian or social scientist or similar. The materials topic will run as the first topic delivered each time the course runs. All the other topics will be designed to be independent, while avoiding duplication. This will ensure adequate flexibility as the topics can then be delivered in any order to suit the workload of the contributors. A “library” of topics (with associated contributors) will be developed. Each semester the topics to be delivered will be selected taking account of availability and workload of the contributors.
Course Outline
Outline of Materials topic:
Historical development, processing and properties of traditional materials, such as: timber; fabrics; stone; ceramics; and metals.
General outline of all the other topics:
The mechanics of the engine (ie. how it works) its technological strengths and weaknesses.
The historical development of the engine.
The historical, social and political context of the period and its influence on the development of the engine.
How the historical, social and political context of the period changed and the influence that the engine had on that change.
2 one-hour lectures a week plus 1 two-hour practical/workshop session alternate weeks.
In-session assessment of workshop/practical activity and student engagement with the material, including their engagement with the student assessments. The student must pass this element to pass the course. (10%)
2 briefing documents or similar written work. Each student will review, rank and comment on a selection of the submissions. These submissions will be "seeded" with tutor prepared material and, in due course, appropriate student work from earlier years. The student ranking will guide the tutors with regard to final grading. Anonymity and confidentiality will be protected. (50%)
2 Posters; the second will be based on their first briefing document (this poster to be prepared after recieving feedback for the first briefing document and the first poster). The students will evaluate all the posters and provide feedback to their fellows via a managed electronic system. (40%)
Students who fail assessment element 1 MAY be offered a viva at the discretion of the course coordinator. Failure to adequately attend and engage in the work of the course will result in failure of the course.
An extended essay applying the skills acquired during the course to a topic allocated by one of the tutors (100%).
Formative Assessment and Feedback Information
An online Q&A form will be supplied for each topic with approximately 10 questions. The student will be able to use this to evaluate what they have "taken away" from each topic and use this to improve their listening, note taking and report reading skills. It will not be marked. WebCT will be used for this.
The feedback from the first poster and briefing document will help the student improve their performance for the second round of assessments. Peer assessment of the first poster will help improve subsequent performance.
Peer assessment will be provided via non-graded comments presented (anonymously and confidentially to the receiving student) electronically. The source of all comments will be available to the course co-ordinator via the WebCT system and any inappropriate remarks will be dealt with severely. Students will be trained in the use of this system.
Tutor feedback will be provided in writing, and verbally during the workshop/practical sessions, in the usual manner.
Course Co-ordinator: Dr J Masthoff
Pre-requisite(s): None
Note(s): (i) Assistive technologies may be required for any student who is unable to use a standard keyboard/mouse/computer monitor. Any students wishing to discuss this further should contact the School Disability Co-ordinator. This course is only available to students registered in Programme Years 1 and 2. Attendance at sixth century courses is compulsory. Students who do not attend all classes (including lectures) for a sixth century course, without exceptional cause, will not pass the engagement component of the course and will therefore fail the course.
Examples of topics to be covered include:
Digital Divide
- The growing digital divide, including the rural-urban divide, the age divide, accessibility risks for people with disabilities, problems for developing countries.
Interpersonal Relations in the Digital Society
- The changing nature of interpersonal relationships in light of social networking sites (Facebook, Flickr, MySpace) and new communication means (text messaging, online-messaging).
- The culture and consequences of having a second life.
- Identity and impression management.
Rights in the Digital Society
- Freedom of expression and privacy: civil rights in a digital society
- Ownership in a digital world (eg. rights to music, Flickr photos, YouTube videos)
- Cyber-crime, cyber-terrorism and cyber-bullying
- Security for the digital society.
- Information credibility and authority in a Web2.0 world (eg. Wikipedia).
Impact of the Digital Society
- How digital technology has changed the way we do business (eg. Amazon, e-Bay, I-Tunes) and the way the markets work.
- The potential of and issues in using digital technology for Health, Education, Entertainment, Transport, Science and Governance.
- Digital behaviour intervention: how technology may encourage people to live more healthily and sustainably.
- The environmental impacts of a digital society.
The course will have an international dimension, as most topics (including digital divide, relationship, civil rights issues) will be discussed in an international context.
4 one-hour lectures in total, and 1 two-hour tutorial a week
1st Attempt: Continuous assessment (100%): participation in small group sessions (20%), poster, news article or online artifact showing insights gained in case studies (80%, 20% per case study).
Resit: Continuous assessment (80%). Participation mark carried forward (20%). Students resubmit coursework for those elements they failed, passing marks carried forward.
Formative Assessment and Feedback Information
During lectures, the Personal Response System and/or other ways of student interaction will be used for formative assessment. Additionally, practical sessions will provide students with practice opportunies and formative assessment.
Formative feedback for in-course assessments will be provided in written form. Additionally, formative feedback on performance will be provided informally during practical sessions.
Course Co-ordinator: Dr L Bennie & Dr D Gray
Pre-requisite(s): None.
Note(s): This course is only available to students registered in Programme Years 1 and 2.
Attendance at sixth century courses is compulsory. Students who do not attend all classes (including lectures) for a sixth century course, without exceptional cause, will not pass the engagement component of the course and will therefore fail the course.
Through an analysis of various relevant case studies the course will cover a broad range of issues with respect to the three key areas of environment, economics and society. Substantive topics include:
• Conceptualising sustainability
• Introduction to the (local and global) ecosystem
• Science and other ‘ways of knowing’ the world
• Sustainability science as a new paradigm
• Environmental ethics and philosophy
• Legislative debates
• Consumption and risk
• Becoming a global citizen
• The Politics of Sustainability
1 three-hour block each week. This will comprise 1 one-hour lecture every week and 1 two-hour workshop.
The summative assessment will be in three parts undertaken at approximately 4, 8 and 12 weeks. The first element will be an on-line short answer exercise based on the first four weeks of the course. The second will be a peer reviewed assessment of group project work. Students will produce a poster with presentation or presentation with slides which will be reviewed by other groups using feedback sheets and collated to provide an assessment of the group project. This will be moderated by a tutor report.
The final part will be an individual project report. The weightings for each part will be: Part 1 (10%); Part 2 (30%); Part 3 (60%).
Resit: New individual project report (100%).
Formative Assessment and Feedback Information
This will take the form of on-line quizzes and on-going discussion during workshop sessions.
Summative feedback: The on-line exercise will provide automatic feedback; the group project work will be provided through peer feedback and the final project report will be in the form of written feedback from the tutor.
Formative feedback will be provided through automatic feedback using on-line quizzes and a combination of oral and written feedback arising from workshop sessions.
Course Co-ordinator: Dr H Homans
Pre-requisite(s): None
Note(s): This course is being offered by the University of Aberdeen Centre for Sustainable International Development. This course is only available to students registered in Programme Years 1 and 2. Attendance at sixth century courses is compulsory. Students who do not attend all classes (including lectures) for a sixth century course, without exceptional cause, will not pass the engagement component of the course and will therefore fail the course.
The course begins with an historical perspective and look at how development has been portrayed in academic texts as well as in novels, films and music. Running throughout the course will be a focus on human rights, equity and social inclusion, good governance and resource allocation and how they are central to the sustained achievement of the MDGs. Case studies will be used to demonstrate good practice and different cultural, social, economic and political barriers to progress will be identified. The course will conclude with a focus on the need for information, systems, community participation, empowerment and political commitment for the realisation of the MDGs.
Mixture of lectures and lecturettes (16 hours), tutorials (5 hours), workshops (4 hours), debates (1 hour), case studies involving computers (2 hours), films (3 hours), a World Cafe session (2 hours) and student presentations (3 hours).
1st Attempt: Continuous assessment (100%) 3 assessments.
The first assessment will be a computer quiz worth 30% of the course grade. It will assess students understanding of the key concepts and differences in disciplinary approaches (and will act as a check that they are coping with the interdisciplinary elements of the course and permit tutors to make any changes needed). They will also be required to find answers to questions through the electronic use of the UN Development data base (DevInfo).
The second assessment will be a computer-based case study utilising real data provided by the course code worth 30% of the course grade. It will judge the student's capacity to assimilate the knowledge acquired and to formulate informed questions to panel debates.
The third assessment will be a peer-assessed oral group presentation worth 40% of the course grade. It will look at the extent to which students are able to become involved in affecting change relating to a specific development issue through interacting with webpages and social networking media throughout the course.
Resit:Any assessment failed or missed will be submitted/resubmitted until a pass is achieved.
Formative Assessment and Feedback Information
Workshops and practice questions will provide formative assessments.
Feedback will be given on performance in workshops and practice questions will carry full feedback for immediate self-reflection. The summative assessments will be returned with written feedback.
Course Co-ordinator: Professor U Witte and Professor F Kuepper
Pre-requisite(s): None
Note(s): This course is only available to students registered in Programme Years 1 and 2. Attendance at sixth century courses is compulsory. Students who do not attend all classes (including lectures) for a sixth century course, without exceptional cause, will not pass the engagement component of the course and will therefore fail the course.
Students will be encouraged to reflect upon Oceans and Society through study of three themes: Ocean ecology (physical influences and their impact including consequences of climate change on the harvesting of marine resources, the occurrence of tsunami waves and consequences of changes in sea level); seafaring, contact and colonisation (including technological and societal requirements for as well as political, economic, cultural and legislative impacts of trade and colonisation) and governance (legal challenges of sustainable managment, marine spatial planning etc).
1 three-hour teaching session every week, for eleven weeks (includes lecture/tutorial/workshop delivery and supervised field/group activity).
1st Attempt: Continuous assessment (100%) via output from group work pertaining to each of the three themes.
Resit: Submission/resubmission of work not previously submitted or for which a fail mark has been awarded, respectively.
Formative Assessment and Feedback Information
Students will participate in a range of formative exercises within each theme. These will include PRS-based activity and access to online quiz material within each theme.
Participation in the formative exercises will be monitored and students with apparent difficulty will be identified and invited to discuss solutions with members of the teaching staff. Written feedback will be given on the summative exercises (report on observational study and reflective writing).
Course Co-ordinator: Dr A Whitehouse
Pre-requisite(s): None.
Note(s): This course is only available to students registered in Programme Years 1 and 2.
This course will not be available in 2013/14. Attendance at sixth century courses is compulsory. Students who do not attend all classes (including lectures) for a sixth century course, without exceptional cause, will not pass the engagement component of the course and will therefore fail the course.
Animals have played a pivotal role throughout human history. They provide us with resources but are also companions, symbols and spectacles. This course explores human-animal relations by examining themes such as domestication, animal rights and welfare, pets and conservation. It also considers what an animal is and what it means to say that human beings are also animals. Through diverse disciplinary, historical and cultural perspectives, students are introduced to the complexity of human-animal relations, gaining deeper understandings of the differences and similarities between humans and animals, and developing a more informed appreciation of contemporary and historical issues in human-animal relations.
2 one-hour lectures and 1 one-hour tutorial per week.
1st Attempt: Continuous assessment (100%). One online diary (30%), one group project (30%), one individual project (40%).
Resit: Continuous assessment (100%). Two 1,500-word essays.
Formative Assessment and Feedback Information
Detailed feedback will be provided to students on their assessed work, with a particular emphasis on developing the skills outlined in the course aims. This will normally be given within two weeks of the submission of assignments.
Course Co-ordinator: Dr M Barker & Dr L Colucci-Gray
Pre-requisite(s): None
Note(s): This course is only available to students registered in Programme Years 1 and 2. Attendance at sixth century courses is compulsory. Students who do not attend all classes (including lectures) for a sixth century course, without exceptional cause, will not pass the engagement component of the course and will therefore fail the course.
Students will be encouraged to reflect upon their own appreciation of the Natural World through thematic study of: The value of nature (personal philosophy, cultural context, ethics, responsibility); Growth of the environmental movement (classic literature); Natural environment and wellbeing; Wildlife education and interpretation; Recorded experiences of the natural world (literature, film, art); Observing, recording and interpreting the natural world.
6 one-hour lectures every second week (6 hour total); 6 two-hour tutorial sessions every second week (12 hour total); 1 two-hour briefing session (2 hour total); 1 three-hour class symposium (3 hour total); 3 three-hour field trips (9 hour total).
Attendance at tutorials and field trips is compulsory.
1st Attempt: In-course assessment (100%) based on submission of report pertaining to observational study and a reflective piece of writing. The report on observational study may take the form of e.g nature journal, scientific survey, portfolio of images or audio montage - choice of submission to be approved by academic staff.
Resit: Submission/resubmission of work not previously submitted or for which a fail mark has been awarded, respectively.
Formative Assessment and Feedback Information
Students will participate in a range of formative exercises (tutorials) based on analysis and critique of lecture material.
Partcipation in the formative exercises will be monitored and students with apparent difficulty will be identified and invited to discuss solutions with members of the teaching staff. Written feedabck will be given on the summative exercises (report on observational study and reflective writing).
Course Co-ordinator: Professor M Cotter and Dr N Spedding
Pre-requisite(s): None
Note(s): This course is only available to students registered in Programme Years 1 and 2. Attendance at sixth century courses is compulsory. Students who do not attend all classes (including lectures) for a sixth century course, without exceptional cause, will not pass the engagement component of the course and will therefore fail the course.
How is scientific evidence constructed? How can we determine “good” science from “bad” science? How is science presented in different media? These questions will be addressed through critical analysis of modern and historical case studies exploring the interaction between science and media. During the course, groups of students will construct opposing arguments on a number of scientific topics for the purposes of diverse presentation and debate.
Weekly: 1 or 2 hour interactive lectures, associated with 1 or 2 hour workshops/assessments.
1st Attempt: Continuous assessment (100%): consisting of 4 assessments of 20% each and a 20% component related to individual participation and performance.
Any assessment failed or missed will be submitted/ resubmitted until a Pass is achieved.
Formative Assessment and Feedback Information
Workshops and practice questions will provide formative assessments.
Feedback will be given on performance in workshops and practice questions will carry full feedback for immediate self-reflection. The summative assessments will be returned with written feedback.
Course Co-ordinator: TBA
Pre-requisite(s): None.
Note(s): This course is now full for 2012/13.
This course is only available to students registered in Programme Years 1 and 2.
Attendance at classes for Sixth Century courses is compulsory. Students who do not attend all classes (including lectures) for a Sixth Century course, without exceptional cause, will not pass the engagement component of the course and will therefore fail the course.
The course takes in a ‘quick tour of the Universe’, a selective summary of what we think we know (with recent advances) in several key fields: physics; cosmology/astronomy/planetary science; biology, evolution, genetics and disease; the climate system.
The course looks at these key topics in relation to objectivity, uncertainty vs realism and the philosophy of science. It also examines how our world view is shaped by values and religion and how myth and science interact and affect our knowledge of the scientific world.
1 three-hour slot a week to be filled with a combination of lecture and small group classes.
1st Attempt: Continuous Assessment (100%);
A series of short assessments will be set corresponding to each section of the course: science, myth, objectivity, climate, and genetics/evolution/ethics. These will be a mixture of individual and group work, with class discussions, blogs, wikis, online tests as examples.
Resit: Continuous Assessment (100%);
Only available to those who have attended sufficient classes and have exceptional good cause. Make-up essays will be provided.
Formative Assessment and Feedback Information
As the students are regularly completing small summative assessments, they will have feedback throughout the course. Marks (and comments, where possible) will be returned through MyAberdeen.
Course Co-ordinator: Dr T Stack
Pre-requisite(s): None
Note(s): This course is available only to students registered in programme years 1 and 2. Attendance at sixth century courses is compulsory. Students who do not attend all classes (including lectures) for a sixth century course, without exceptional cause, will not pass the engagement component of the course and will therefore fail the course.
'Rights' is one of the most powerful yet ambiguous concepts in today's world. So many local, national and global issues are framed in terms of rights: not just our right to vote and our human rights but our rights to health and food, clean air and water. Students will be confronted by approaches to the study of rights from across the arts and social and physical sciences, and will learn to consider and compare the different approaches, reaching their own conclusions. The key questions are:
- How have 'rights' come to be seen as such?
- What do people claim as 'rights' and with what success?
The course is divided into three sections:
- history and theory of rights
- how citizen and human rights are institutionalized in the contemporary world
- the extension of rights to development, food, health and environment
2 one-hour lectures and 1 one-hour tutorial per week.
1st Attempt: 1 reading-based essay (30%); 1 research-based report (30%); 4 written comments on readings (20%); tutorial participation (20%).
Resit: Students will have the opportunity to submit/resubmit any assessment missed or failed.
Formative Assessment and Feedback Information
As the students will be completing regular summative assessments, there will be no formative assessments.
As the students will be completing regular summative assessments, they will have regular feedback throughout the course.
Course Co-ordinator: Professor T Barmby, Dr V Watson and Mr D Newlands
Pre-requisite(s): None
Note(s): This course is now full for 2012/13.
This course is only available to students registered in Programme Years 1 and 2. Attendance at sixth century courses is compulsory. Students who do not attend all classes (including lectures) for a sixth century course, without exceptional cause, will not pass the engagement component of the course and will therefore fail the course. Attendance at sixth century courses is compulsory. Students who do not attend all classes (including lectures) for a sixth century course, without exceptional cause, will not pass the engagement component of the course and will therefore fail the course.
Why do some societies become wealthier than others? Does this wealth result in healthier populations or not? This course will consider the processes which determine these outcomes. We will start by considering the nature of economic growth and development. The course will consider the origins of industrialisation, the role of trade and comparative advantage, of specialisation in production and the role of innovation and entrepreneurship. It will examine the history of the industrial revolution in Europe and elsewhere and consider the current state of the explanations of this. It will look at the demographic transitions as economies develop and the link between wealth and health, systems of health care provision, the economic burden of illness, AIDS and the diseases associated with affluence.
1 one-hour seminar (to be arranged) per week, and 24 lectures.
1st Attempt: Two assessed essays (50% each).
Formative Assessment and Feedback Information
Short reports and presentations in seminars.
The team delivering the formative assessment are currently designing and developing the methods of feedback. All students will be supplied with relevant feedback as indicated by the content.
Assessed coursework will receive individual feedback.
Exam feedback will be in accordance with University policy.
Course Co-ordinator: Dr J Kedra
Pre-requisite(s): The course is aimed at a general interested audience at level three and four. However, the students should have basic numerical skills and should be able to manipulate formulae.
- Numbers
- Formulae
- Cryptography
- Controlling traffic
- Probability
- Biology
- Logic
- Special relativity
- Economy
- Computing Science
- Saving fuel of a spaceship
- Chaos
2 hours of lectures and 1 hour of a tutorial/discussion session per week.
1st Attempt: Continuous assessment: two online tests (30% each), short oral presentation (20%), poster or a multimedial presentation on a chosen topic (20%).
Resit: To be arranged. Only the marks obtained at the first attempt can count towards Honours classification.
Formative Assessment and Feedback Information
In-course assignments will normally be marked within one week and feedback provided to students in tutorials. Students will be invited to contact the Course Coordinator for feedback on the final examination.
In-course assessment will be marked and feedback provided to the students.
Course Co-ordinator: Dr A C Mclaughlin
Pre-requisite(s): None.
Note(s): The course focuses on the role of science in society and as such is more suited to students studying for science degrees.
A broad introduction to ethics in research will be given which will span topics from ethics in medicine and science, government and university codes and policies and ethical considerations in publishing.
The role of IPR and copyright in protecting ideas will be introduced.
The importance of scientific engagement with the public, government/policy makers and research peers will be revealed.
The process of successfully taking an original scientific idea to the marketplace will be described. We will show how to pitch a complex scientific concept to a general audience.
1 two-hour lecture/seminar per week for 12 weeks. 4 one-hour workshops (tbc).
1st Attempt: Continuous assessment (100%):
There will be four individual assessments, each carrying an equal weight. The nature of the assessments may change slightly, depending on student numbers.
The students will:
Perform a case study to discover how academic research can lead to patents and spin out companies. This will be in the form of a publicity leaflet.
Write an a report in the style of the New scientist of not more than 2,000 words on a topic in general science selected from a list of possible choices. Flash presentations will also be given on the same topic.
Take part in a group discussion on the different issues related to ethics in research. This will then be written up and turned into a class wiki; the students will work in groups to prepare the site.
Pitch a complex scientific concept to a panel of academics. The students will work in a group to prepare the pitch.
Second attempts at continuous assessment.
Formative Assessment and Feedback Information
Peer review of presentations.
Constructive informal feedback will be give to students after each written or oral assessment.
Course Co-ordinator: Dr N Hoggard, Dr B de Roos and Professor S Heys
Pre-requisite(s): None.
Note(s): Available to students in Year 3 & 4 only.
Food and nutrition are fundamentally important and have become one of key topics in recent years in media and popular culture. Food is no longer perceived only as a source of energy. Throughout the centuries people have developed a special relationship with food, though culture, customs, belief and politics. This course will highlight the physiological, societal, geographical, historical and cultural impacts of food and diet in our society.
12 seminars of 2 hrs (including active discussion time), running on Wednesday mornings (1 per morning for 12 weeks) and 1 poster session.
1st Attempt: Continuous assessment (100%): Poster 50%, 5-10 minute Podcast 40%, Online quiz 10%.
Resit: Resubmission of failed continuous assessment work (100%).
Formative Assessment and Feedback Information
Sessions will be organised to provide examples of good practice for the poster, podcast and quiz sessions. Question raised during these sessions by the students will be addressed. Examples of the quiz questions with answers will be presented.
Feedback will be provided in sufficient time to be able to be used by students to improve their work. Sessions will be organised to provide examples of good practice for the poster, podcast and quiz sessions.
Feedback will be given following the poster presentations on how to improve future posters. Individual comments on the abstracts with a scoring sheet will be given to the students following the submission deadline.
The answers to the quiz and accompanying marks will be given to the individual students following the submission deadlines.
Feedback on the group podcast will be provided along with a scoring sheet.
Course Co-ordinator: Dr M J Hole
Pre-requisite(s): None.
Why does the Earth Melt ? Magma production on Earth today.
Physical properties of magma.
Lava flows.
Pyroclastic rocks and explosive eruptions.
Remote sensing of volcanoes.
Case studies of volcanic hazard monitoring, mitigation and management.
Environmental impacts of volcanism.
7 two- hour lecture/demonstrations;
4 three-hour workshops in groups of c. 30; 2 two-hour peer-review sessions.
1st Attempt: In-course assessment (100%).
Resit: Resubmission of failed elements of assessment.
Formative Assessment and Feedback Information
Marking will be completed online and feedback tables provided to each student.
In course assessments will be directed during workshops, uploaded to MyAberdeen and marked and returned before the next workshop. This turn-around time has already been used in level 3 geology courses and is practicable.
Course Co-ordinator: TBC
Pre-requisite(s): None.
Note(s): This course is intended for students with experience of Social Science study at Levels 1 or 2.
Globalization encompasses the processes and awareness of increasing international integration and interdependence. This course will examine key theoretical, economic, social, political, cultural and environmental aspects of globalization. Issues of space (eg empirical, network, embodied) and scale (eg globalization) are inherent to globalization and will provide the unifying theme of the course. Topics to be addressed include, for example: uneven development, economic governance, global commodity (supply, value) chains, local-global interplays, international environmental regimes and transnational mobility. These will be team-taught by staff, often using examples drawn from their own fields of research.
10 two-hour lectures, 8 one-hour tutorials, 1 two-hour student-led seminar.
1st Attempt: Coursework (100%) as follows: 2,000 word essay (40%); Group presentation, with an individual's performance being subject to peer assessment (20%); 2,000 word report based on presentation topic (40%).
Resit: Resubmission of failed essay and/or report, with mark for those components to be capped at CAS 9.
Formative Assessment and Feedback Information
To be integrated into tutorials.
Students will receive full feedback on assignments, with written comments on standardised feedback sheets. Verbal feedback will be provided as appropriate on students' performance in tutorial discussions.
Course Co-ordinator: Mrs C Dennis
Pre-requisite(s): None.
This course will explore the concept of ethical thinking in relation to the pursuit of science, particularly relating to biological issues. The nature of science, its role in culture and society, ethics and ethical debate will be considered. The view will be taken that scientists cannot distance themselves from the wider implications of their work.
The course will have an introductory period, lead by staff from the School of Biological Sciences, setting out the various issues in biology that have particular ethical significance.
This will be followed by teaching from staff from other areas of the University, providing students with a framework for thinking about issues in different ways and from different points of view. Lectures will be focussed on particular bioethical issues, however students will be encouraged to apply the material presented more generally, both via their chosen assessment topic and in terms of their own lives and experiences.
Assessment will be made up of three exercises:
Individually:
1. Production of a report on an area of biology that may cause ethical concern, and which is of interest to the student. The report will be framed in the context of a request from a government committee for an evaluation of ethical issues associated with that particular topic. Two workshops will support report development one towards the start of the course which will discuss illustrative examples, another later in the course which will involve peer assessment of draft report.
The report is expected to be around 3000 words, and will contribute 50% of the final course grade.
2. Students will be asked to write a reflective summary of four of the structured discussion sessions, highlighting thoughts and ideas that have been provided by others involved in the discussion that perhaps were new or challenging to their own views. The reflective summaries will be around 500 words per discussion session, and will contribute 20% of the final course grade.
As part of a small group:
3. Production of a short public engagement exercise (lecture, film, debate, other suitable exercise).
Efforts will be made to allow students to present to a lay audience, for instance at the Aberdeen May Festival. Both groups and topic will be allocated by the course organiser, although there will be opportunity to discuss and negotiate these. As far as possible, each group will be made up of students from different schools. The presentation/exercise is expected to be of around 15 minutes duration, and will contribute 30% of the final course grade.
1 two-hour seminar sessions and 1 one-hour lecture per week.
1st Attempt: 3,000 word report (50%); four 500 word reflective summaries (20%); 15 min presentation (30%).
Resit: Resubmission of coursework.
Formative Assessment and Feedback Information
Structured discussion sessions during class time will allow opportunity for peer-feedback. Scheduled report workshops will allow further opportunity and also for feedback from academic staff.
Students will receive written feedback on all summative assessment exercises. Students will also have opportunity to give and receive peer-feedback.