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Latest news and information
Finland took the lead and never gave it back
Finland remains the U19 world champions as they defeated Sweden with 7-4.
The final in the U19 WFC 2017 in Växjö was going to be a classic one. The host nation Sweden got to face the champion from the last tournament, Finland. The Finish team started of the game best and won the first period convincingly with three goals against none. It should be mentioned that Justus Kainulainen showed his magnificent skills by scoring a beauty between his legs for Finland.
The Swedish team wasn't giving up the final and started getting back in the game in the second period when Kasper Broby scored one in the top right corner to reduce Finland's lead. Sweden ended up winning the second period by 3-2 and went to the second rest with the score 5-3 in favour of the Finish team.
Finland kept the distance from Sweden throughout the game and when Justus Kainulainen scored the 7-4 goal in the empty net the game was settled, Finland remains the U19 World floorball champions for another two years.
– We were focused in the game and I think we handled the game all the way, said man of the match Justus Kainulainen after the game.
Kasper Broby wasn't pleased with the result after the game:
– No, we didn't win the gold, he said when asked if he was happy with the tournament.
//Kalle Göransson
Players of the match
Finland: Justus Kainulainen
Sweden: Kasper Broby
#95 Pontus Zarins, SWE
#17 Ondrej Nemecek, CZE
#3 Antti Suomela, FIN
#14 Simon Laubscher, SWI
#10 Heikki Iiskola, FIN
#13 Joona Rantala, FIN
Czech Republic winner of the bronze medal
Czech Republic fought the hardest to win the bronze medal as they defeated Switzerland with 8-5.
It would be a close game between Switzerland and Czech Republic as both team were eager to win the bronze medal. The Czech team gave themselves the lead after only 17 seconds in the first period. Both teams played their very best as Switzerland controlled the ball and Czech Republic worked hard and well in the defensive area. Nothing could separate the teams in the first period as the teams managed to score three goals each.
The second period would be in favour of the Czech team as Jakub Kolisko and Milan Melis gave their team an two goals lead, making the score 5-3 Czech Republic in the lead as the third period began. The Czech team wasn't finished with their scoring as they scored two more in the beginning of the third period, making the score 7-3 and from here on it seemed like nothing could stop the Czech team from winning the bronze medal. Switzerland gave everything they had but Czech Republic stood strong and won the game with the score 8-5.
//Kalle Göransson
Players of the match
Switzerland: Simon Laubscher
Czech Republic: Josef Juha


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Your pain is the breaking of the shell that encloses your understanding. —Kahlil Gibran (1883-1931), Lebanese American artist, poet & writer
Happy New Year!
This is the time of year for pondering the purpose in our lives and the stuff cluttering our lives. Yay! Do I sound too perky? Yes? Probably because I love to organize. It's therapy for me all year long. I actually feel a bit haughty, like the lady who shows up at church every single week and then has to put up with the clumsy holiday-goers a couple times a year. Yeah. I'm so ahead of you clueless-plastic-bin-shoppers-at-Target! Surely heaven has reserved special-plastic-bin-angel-wings just for me the faithful!
Seriously, this time of year I'm on to more serious stuff, like fine-tuning my picture organizing. I've also been thinking a lot about pictures and life lately:
- The big picture of my life. I turned 50 today.
- Playing with pictures, aka altered art. I'm learning Photoshop Elements, which is the non-pro version of Photoshop.
- How a seemingly meaningless object in a picture can wrench a heart with its story. I posted what I thought was just a baby picture of my niece K. on Facebook. Well it was so much more to her. To her it told the special story of her Lamby, a favorite toy given to her by her Granny.
Yet even the most beautifully organized and displayed pictures cannot begin to tell the messy stories of life. If our days and minutes were indeed as neat as our photos we'd all be, well, just flat. And boring.
So I am paying homage to my 50 Years on Earth with my Very First Lady. My very first digitally-altered (Photoshop'd), vintage photo lady, that is. If you are not familiar with altered art check it out! Think doodling, glittering and tattering old pictures and text ("real" or digital). I have several links on my list, including http://www.artchixstudio.com/shop/home.php?dir=home and http://www.timholtz.com/.
I'd like to thank Jane at http://pixie-gypsy.blogspot.com/ for her inspiring artwork. I happened upon her blog a few nights ago and haven't been the same since! She's now on my list too so visit her any time.
May Your Shells Be Broken and Your New Year Blessed with Glittering Goodness!
Related Articles
- who invented glitter (greenanswers.com)

subset: commoncrawl


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Modules for course 3L3Q | BA/SEL
BA Sociology and English Literature
These are the modules currently offered on this course in the 2019–20 academic year.
You can also view the modules offered in the years: 2018–19; 2020–21.
Find out more about studying and applying for this degree.
Year 1 Modules
Compulsory Modules
Semester 1
- SXU-1003: Understanding Society (20) This module introduces students to Sociology. The module runs over two semesters giving students a comprehensive sociological foundation to some of the key sociological issues and debates. The module introduces following aspects of social sciences: Semester 1 The nature of social sciences and relations between key disciplines and methods (2 weeks). Interaction and communication (2 weeks) Life course and the family (2 weeks) Gender and socialisation (2 weeks) Culture and media (2 weeks) Semester 2 Social stratification, Education and work (2 weeks) Organisations and institutions (2 weeks) The environment, urbanisation (2 weeks) Political Sociology and social movements (2 weeks) Globalisation (2 weeks)or
SCS-1004: Cymdeithaseg a'r Byd Cyfoes (20)Ceir cyflwyniad i'r prif theorïau cymdeithasegol, gan ganolbwyntio ar bersbectifau ffwythiannaeth a theori gwrthdaro. Edrychir ar waith Emile Durkheim a Karl Marx a'u gwaith arloesol mewn ffurfio theorïau cymdeithasegol cynnar. Yna edrychir ar sefydliadau cymdeithasol yn y gymdeithas gyfoes, gan gymhwyso'r theorïau a'r persbectifau at ddadansoddi sefydliadau fel y teulu, addysg, gwaith a dosbarth cymdeithasol.
- QXE-1013: Reading, Thinking, Writing (20) The course will include analytical reading of drama, prose, poetry and film in English from the medieval period to the present era; an introduction to critical and theoretical approaches to the reading of literature; integration of close textual study and critical/theoretical approaches, as the foundation for all other modules in the School; practical development of skills of literary commentary, essay writing, and critical discussion.
Optional Modules
40 credits from:
- HPS-1001: From Cradle to Grave (20) (Semester 2) or
HAC-1001: Y Wladwriaeth Les (20) (Semester 2)
- HPS-1002: Power, Freedom & the State (20) (Semester 2)
- HPS-1004: Death of God (20) (Semester 2)
- HPS-1005: Existentialism (20) (Semester 1)
- SXY-1005: Introduction to Criminology (20) (Semester 2) This module is intended to provide Level One students with a thorough familiarity with the major ways of thinking about crime, with reference to some of the main theoretical perspectives within criminology. This module provides an introduction to criminological thought, ranging from classical to strain theories of crime. Theoretical perspectives have been developed in an attempt to explain why people commit crime, and the history of thought on this question will be examined. The module considers the shifting definitions of crime over time and space, and explores the ways in which society responds to crime and criminals. Empirical concerns are likely to include the role of the media in crime construction, the use and abuse of drugs, the experiences of victims of crime and attitudes towards white-collar and organised crime.or
SCY-1004: Cyflwyniad i Droseddeg (20) (Semester 2)Mae'r fodiwl yn eich cyflwyno at faes trosedd a chyfiawnder troseddol. Trafodir theorïau a themau allweddol a ddefnyddir i egluro ymddygiad droseddol sy'n cynnwys esboniadau clasurol i'r rhai mwyaf cyfoes; y mesurau a ddatblygwyd i atal trosedd, ynghyd â gorolwg o'r system gyfiawnder troseddol sy'n cynnwys prif asiantaethau cyfiawnder troseddol, datblygiad hanesyddol, strwythur ac atebolrwydd y system.
- HPS-1006: Ess. Skills for Ac. Success (20) (Semester 1) or
HAC-1006: Ess. Skills for Ac. Success (20) (Semester 1)
- SXY-1007: Intro to Criminal Justice (20) (Semester 1) Part One of this module is intended to provide Level One students with a sound understanding of the ways in which in England and Wales, crime comes to the attention of the authorities, how crime is measured and investigated, how accused persons are brought to trial, and those who are convicted are sentenced and punished. This module takes an historical view of criminal law, the police, the criminal courts and the prision system, examining the significant social, economic, and philosophical changes that have helped to shape the modern criminal justice and penal systems. It examines the functions of the criminal justice agencies, explores some of the predominant ideas and theories about how the system operates and raises critical questions about the ways in which criminal justice is done and punishment is delivered. In Part Two the aim is to provide students with a thorough familiarity of major ways of thinking about crime, with reference to some of the main theoretical perspectives within criminology. This module provides an introduction to a range of criminological thought. Theoretical perspectives have been developed in an attempt to explain why people commit crime, and the history of thought on this question will be examined. The module considers the shifting definitions of crime and to offenders. Empirical concerns are likely to include to role of the media in crime construction, the use and abuse of drugs, the experiences of victims of crime and attitudes towards white-collar and organised crime.or
SCY-1002: Cyflwyniad i Gyf Troseddol (20) (Semester 1)Cyflwyniad i'r modd yr ymchwilir i drosedd yn Lloegr a Chymru, triniaeth y sawl sydd wedi eu cyhuddo ac ar brawf, yr euogfarnedig a systemau cosb. Edrychir yn hanesyddol ar wreiddiau cyfraith troseddol, llysoedd a'r carchar ynghyd â sut mae newid economaidd, athronyddol a chymdeithasol wedi siapio'r system gyfiawnder a chosb. Trafodir swyddogaethau'r asiantaethau cyfiawnder troseddol, prif syniadau a theoriau ar weithredu'r systemau, a chwestiynir yn feirnadol y modd y trosglwyddir cyfiawnder a chosb.
40 credits from:
- QXE-1003: Intro. to Medieval Literature (20) (Semester 1) Introduction to Medieval Literature offers students the opportunity to study a variety of Old English literature that is evocative of the intricate decoration on the Staffordshire Anglo-Saxon hoard; riddles, Old English battle poetry and The Dream of The Rood (taught in translation). In the second part of the module students will encounter Middle English drama, romance poetry and Chaucerian verse in its original language. The transition between the Old to the Middle English period will be analysed in terms of specific themes and motifs, such as the development from pagan Germanic heroism to Christian values. Chivalry, the comic and bawdy, and piety will be the main foci in the Middle English part of the course, explored through a range of poetry, prose, drama and life writing. This module is an ideal 'taster' for the medieval literature modules available at levels two and three.
- QXE-1004: The Literature of Laughter (20) (Semester 2) The module is organised on a chronological basis, moving from Chaucer to Monty Python and beyond, taking in on the way a selection of texts by Shakespeare, Wycherley, Pope, Swift, Austen, Dickens, Twain, as well as Kate Atkinson's Behind the Scenes at the Museum and an anthology of comic verse. The lectures place the texts in their historical and cultural contexts, while the seminars and study groups focus on the week's specified text for close reading and discussion. Both the lectures and the smaller groups are consistently concerned with the module's over-riding questions about the nature of literary laughter. Concepts such as wit and satire are analysed, along with some of the recurring topics of humorous writing: religion, politics, sex and gender. The major functions of laughter – for stereotyping, for self-defence, for reform, rebellion, or release of tension – are highlighted for both their continuity and their difference in specific literary and cultural contexts.
- QXE-1014: The Gothic in Literature/Film (20) (Semester 2) This introductory course focuses mainly on Gothic writing from the late eighteenth century onwards, although it begins by looking at examples of the medieval and early-modern grotesque that help to set early Gothic novels in context. Organized in a loosely chronological way, this module is particularly sensitive to the ways in which Gothic texts have been used to represent contemporary cultural anxieties (such as the New Woman in the last quarter of the nineteenth century, or New Technology in the early years of the twenty-first), but it will also examine how the Gothic has been used to articulate political resistance, for example in anti-imperialist, post-colonial, and feminist works. It will also pay particular attention to the Gothic as a visual form, both analysing the representation of Gothic spaces in eighteenth and nineteenth-century literature and art, and investigating the importance of the genre to the development of cinema, from silent-era German expressionism to the present. While the precise topics covered by the module will vary from year to year, themes will include some of the following: Terror and the Sublime; Monstrosity and Deviance; Doubles and Doppelgängers; Vampires and Sexualities; Parody and Pastiche; Domesticity and 'The Uncanny'; Cybergothic and the Post-human; Feminist and Postcolonial Rewritings; Gothic and the Young Adult Novel. Students will situate texts within their historical and political contexts, and will also gain an awareness of a range of important theories (from Freud's notion of the Uncanny to Derrida's theories of hauntology) that will be important to the study of literature in the rest of their degree.
- QXE-1015: Landmarks in Literature (20) (Semester 1) The specific texts studied will vary from year to year, but the module will include nineteenth-century works (e.g. Edgar Allan Poe, Arthur Conan Doyle); English 'classical' stories of the early twentieth century (e.g. Agatha Christie); American 'hard boiled' versions (e.g. Dashiell Hammett, Raymond Chandler), and modernist, postmodernist and other variants (e.g. Jorge Luis Borges, Sara Paretsky, Walter Mosley, Paul Auster). Film and television adaptations may also be included. The module will also situate the texts in relevant historical and cultural contexts, and explore them via key concepts in literary theory.
- QXE-1016: Children's Fiction (20) (Semester 2)
Year 2 Modules
Compulsory Modules
Semester 1
- SXS-2035: Classical Social Theory (20) The module introduces the classic contributions of Marx, Tocqueville, Tonnies, Weber, Durkheim and Simmel and the development of their thinking concerning modernity, capitalism, rationalisation and bureaucracy, and the question of moral and social order. The module then considers how the classic tradition has been transformed and new paths have been pursued in the contexts of Parsons' 'system theory', symbolic interactionism, critical theory and feminist social theory.
Semester 2
- SXS-2011: Identity & Diversity (20) The structure of the module covers following topics: 1. The nature of social diversity and identies. 2. The scope of social inequalities in the global, national and local contexts; 3. the class and economic inequalities; 4. Gender inequalities and sexualities; 5. Race and ethnicities; 6. Nationality; 7. Consumer culture and subcultures 8. New types of inequalities in global age.
Optional Modules
60 credits from:
- QXE-2003: Jonson to Johnson (20) (Semester 2)
- QXE-2005: Victorian Literature (20) (Semester 2) The Victorians lived in an era of change and contradictions: a culture in which some reaped immense rewards from mechanised industry, but feared the idea of 'mechanism'; a period which saw the growth of cities and democracy, but was attracted to images of medieval feudalism. These themes will be examined, along with: realism in the Victorian novel; the narrators of the Victorian novel; ideas of truth in art and fiction; the figure of the intellectual or 'sage'; the domestic sphere; children and orphans; women as writers and members of Victorian society; the important relationship between notions of scientific 'truth' and religious 'faith', and ideas of nationality and race as expressed in the work of Irish, Scottish and Welsh authors working within concepts associated with the British empire. This course looks at a broad range of texts including novels, poetry and essays. Authors studied may include Charles Dickens, Elizabeth Gaskell, Charlotte Bronte, John Ruskin, Robert Browning, Alfred Tennyson, Christina Rossetti, Robert Stevenson, Bram Stoker and Oscar Wilde.
- QXE-2013: Renaissance and Reformation (20) (Semester 1) This course offers an introduction to the `Golden Age¿ of English literature, an exciting period of cultural change which encompasses the Reformation, the rise of a culture of individualism, and the English Revolution of the 1640s and 1650s. Among the modes of writing produced in these turbulent circumstances are poetic forms such as songs, sonnets, epigrams and pastoral epic; dramatic genres such as revenge tragedy and city comedy; and prose works such as autobiographical confessions, pamphlets and fiery sermons. Texts week 1. William Shakespeare, Henry V 2. Philip Sidney, Apology for poetry and all sonnets in Norton from Astrophil and Stella 3. Christopher Marlowe, The Jew of Malta 4. Edmund Spenser, book 1 of The Faerie Queene (in Norton) 5. William Shakespeare, Othello 6. John Webster, The Duchess of Malfi (in Norton) 7. reading week 8. John Donne, Songs and Sonnets, the Elegies,and the Holy Sonnets (all those in the Norton) 9. George Herbert and Henry Vaughan (all poems in the Norton) 10. John Milton, Paradise Lost (books 1-4, in Norton) 11. John Dryden, The Conquest of Granada 12. Etheridge, The Man of Mode Editions ¿ no preference.
- QXE-2019: Contemporary Writing (Lit) (20) (Semester 2) 'Contemporary Literatures' introduces students to the first postmodern texts in the 1950s, and takes them right up to literature from the present day. The course asks students to investigate how literature (across a range of genres) responds to the broad historical trends and specific events of the age. While these might include residual literary traditions from the 1950s such as the theatre of 'angry young men' and 'Movement' poetry, the module will initially focus on the emergence of postmodernity. It will go on to consider how the Anglophone literary field has became more international in the second half of the twentieth century, witnessing the emergence of national literary traditions in a range of former colonies. New and contemporary movements and traditions in Anglophone literature will be explored in the second part of the course. These might include British Asian literature, post 9/11 literature, recent American drama, eco-poetry and the effect on literature of recent digital innovation.
- QXE-2020: The Romantic Period in Britain (20) (Semester 1) The Romantic Period (c. 1785 -1832) was marked by social change, political strife and a growth in print culture. In many ways it was the start of the modern age, as Britain sought to define itself both internally and within a global context. This course introduces students to both canonical and non-canonical texts of the period and the ways in which they both shaped and reflected wider social and cultural concerns. It will guide students through key areas of current scholarship of the period so that they may refine their understanding of the relationship between texts and their contexts. In order to question what the term 'Romanticism' may entail, this course focuses not only on certain authors and texts from this period but also what may be termed Romantic spaces, including the home, nation, metropolis (both London and Edinburgh will feature prominently), border spaces, natural or picturesque settings (including Tintern Abbey and nearby Snowdon), reading rooms, theatres, the boxing ring and galleries.
- QXE-2024: Alfred Hitchcock (20) (Semester 2) Alfred Hitchcock is perhaps the most notable example of a director whose films were popular both with audiences and with critics seeking to establish the credibility of film as an art form. His work provides a case-study of theories of authorship; of different national cinemas and studio systems, and of a particular genre, the thriller. In addition, the popularity and accessibility of Hitchcock's films also raise questions concerning narrative, spectatorial pleasure, the gaze, and gender, and consequently provide an opportunity to explore the interrelation and limits of film theory and film practice
- QXE-2027: Literature and Modernity (20) (Semester 1) Literature and Modernity examines literature about, or by writers from, Britain and Ireland in a period bracketed by the emergence of proto-modernist writing in the late 1890s and the emergence in the early 1950s of texts that would later be seen as postmodern. This period in Western Europe witnessed unprecedented changes in the modes of production, in relations between the sexes and between the classes, and in the development of new cultural forms like radio and cinema. While these originated in the Victorian period, they were accelerated by the social and psychological impact of the First World War, global depression, the rise of fascism, another catastrophic World War and the start of the nuclear age, historical factors that make the study of literature from this period especially rewarding. Students will study some of the ways in which authors responded to these cataclysmic shifts by considering work from a range of critical perspectives. These may include the literary movement (for example, modernism), broad historical change (for example, changes in gender roles), a major historical event (for example, the Second World War), genre, or recent trends in criticism which encourage us to look at this period's writing from a new angle.
- QXE-2101: Beowulf to Malory (20) (Semester 1) Seminar list/lecture list Week 1 Historical and Cultural Overview of the Old English Period Week 2 Beowulf Week 3 The Old English Elegies Week 4 Christian Heroes Week 5 Chaucer: Canterbury Tales: General Prologue and the Franklin's Prologue and Tale Week 6 Chaucer: the Nun's Priest's Prologue and Tale Week 7: NO LECTURES OR SEMINAR Week 8 Sir Gawain and the Green Knight Week 9 Malory, The Morte Darthur, I Week 10 Malory, The Morte Darthur, II Week 11 Henryson (photocopies to be provided) Week 12 NO LECTURES; revision seminar
- Students must take (at least) 1 module dealing with Literature before 1800, and 1 from post-1800 modules.
20 credits from:
- SXU-2002: Cont. Social and Political Deb (20) (Semester 1) There will be no set curriculum - rather this will emerge each time the module is taught depending on staff and student interests. The approach adopted will be to devote the first workshop to identifying themes and issues to be addressed, and to draw up the curriculum for that academic session in collaboration between staff and students. The workshop style of teaching and learning will allow emerging issues and contemporary debates to be addressed. Possible topics to be covered: Should drugs be legalised? Social control and the media Thinking critically about criminology Should there be a sociology of the environment? Exploring disaster capitalism Girls will be girls and boys will be boys – debunking the myth of gender. Exploring the relationship between inequality and capitalism Radicalisation, immigration, identity and racism. The Arab Spring Riots and civil liberties Thinking beyond the norm – the rationalization of 'them' and 'us'
- SXY-2004: Crime & the Media (20) (Semester 2) Media stories on crime and law are numerous. They form an object of inexhaustible interest to audiences. Many people learn about crime and law from the media, especially from newspapers, books and films. Media portrayals often contributed decisively to changes in public opinion and politics. Also, deviant behaviour can be influenced by media. Media construct deviance (e.g. by identifying `folk devils`), but media also offer cultural templates for people involved in deviant activities. The class deals with the cultural and political significance of media portrayals of crime and law. Students learn about economic, political, legal and other backgrounds. Major narratives employed by the media will be identified. The standard patterns of telling and other technical means of the media are analysed. The audience's reaction to media portrayals and its use of media also form a topic for the class.
- HPS-2008: Sociology of Religion (20) (Semester 2)
- SXP-2010: World Poverty and Inequality (20) (Semester 2) This module will examine the explanations for, and the experience of, poverty in the UK and in comparative perspective. It will aim to address the following aspects: 1. Defining poverty – how is poverty defined? What is social exclusion? How important is inequality? 2. Explaining poverty - how has the persistence of poverty been explained? This will look particularly at 'pathological' explanations involving a 'culture of poverty' or the existence of an 'underclass' 3. The risk of poverty – who is most at risk of being poor, and what are the possible consequences? 4. Experiencing poverty - what does it mean to be poor in the UK today? 5. Dimensions of poverty - what are the various dimensions of poverty, including income, wealth, health, education and housing. 6. International issues – can we 'make poverty history'? 7. Confronting poverty – what policies are most effective against poverty? Is poverty or inequality the real problem?
- HPS-2011: Paradoxes of Self: Nietz./Jung (20) (Semester 1)
- SXP-2040: Social Work Perspectives (20) (Semester 2) 1. What is Social Work? Describing and defining Social Work. 2. You and Social Work. What do Social Workers do and where do they work? 3. Values and Ethics for Social Work. Codes of Practice for Social Work Practice. 4. The Legal and Organisational context in which the Social Work process occurs. 5. Research and service user and carer experiences – analysing serious case reviews in social work and how they inform current social work practice. 6. Anti -oppressive practice. Identity and understanding oppression and the many faces of oppression in society. 7. Social work process: Assessment: Theories and Models (Questioning model, Procedural model, Exchange model and Narrative) Assessment of Risk and Need; Assessment and Oppression; Multi-disciplinary assessment. 8. Social Work process: Systems Theory as an underpinning approach to social work interventions; User participation; Theories of Empowerment; Advocacy, Negotiation and Partnership. 9. Social Work processes: Communication- Interviewing skills and structure; Questioning; Responding; Barriers; Using interpreters; Interviewing children. 10. Social Work processes: Reflective practice; Review stages in social work; Endings.or
SCP-2040: Safbwyntiau GC (20) (Semester 2)1. What is Social Work? Describing and defining Social Work. 2. You and Social Work. What do Social Workers do and where do they work? 3. Values and Ethics for Social Work. Codes of Practice for Social Work Practice. 4. The Legal and Organisational context in which the Social Work process occurs. 5. Research and service user and carer experiences – analysing serious case reviews in social work and how they inform current social work practice. 6. Anti -oppressive practice. Identity and understanding oppression and the many faces of oppression in society. 7. Social work process: Assessment: Theories and Models (Questioning model, Procedural model, Exchange model and Narrative) Assessment of Risk and Need; Assessment and Oppression; Multi-disciplinary assessment. 8. Social Work process: Systems Theory as an underpinning approach to social work interventions; User participation; Theories of Empowerment; Advocacy, Negotiation and Partnership. 9. Social Work processes: Communication- Interviewing skills and structure; Questioning; Responding; Barriers; Using interpreters; Interviewing children. 10. Social Work processes: Reflective practice; Review stages in social work; Endings.
- SXP-2050: Issues in Equality (20) (Semester 1) Workshop topics include: How to help young people who are not in education, employment or training needs (NEETS); Encouraging more men into in care related professions; How to create inclusive work places for transgender employees and understanding/tackling hate crime.
- HGH-2138: Europe 1945-1992 (20) (Semester 1)
- VPR-2301: 20th Century Phil of Religion (20) (Semester 2) The module begins by clarifying the state of the analytic philosophy of religion at the turn of the 20th century, reflecting upon its inheritance of 19th century 'modernity'. This is contrasted with some concurrent developments in the continental tradition (German Romanticism, Dostoevsky, Nietzsche). This is the context from which, and into which, Wittgenstein speaks. We will cover the early, middle, and late eras of Wittgenstein's thought, and show the revolutionary impact that his thought had for the philosophy of religion. We track the various directions in which Wittgenstein's influence was felt; for example, in A. J. Ayer's verificationism, or those overtly 'Wittgensteinian' philosophers of religion such as D. Z. Phillips. The 'meta-philosophy of religion' is introduced throughout, as we tackle the question of how best to philosophise about religion.
Year 3 Modules
Compulsory Modules
Semester 1
- SXS-3003: Theorizing Society & Politics (20) This module explores the origins, nature and significance of sociological theories and concepts developed in the 20th and 21st century. It examines the strengths and weaknesses of such approaches as critical theory (Adorno, Horkheimer, Marcuse et al) structuralism and neo-structuralism (Levi-Strauss, Foucault, Bourdieu), and feminist standpoint theory. It considers a range of theories which seek to address knowledge, power and subordination in terms of gender divisions and differences of class, race or sexuality. The module seeks to ask questions about the relationship between social theory, social action, sociological research and everyday life. This in turn encourages students to reflect on their own position as participants in social interaction.
- SXS-3030: Globalisation & Social Change (20) Topics include: • theories of social change • demographical changes to the modern societies • debating and explaining globalisation • migration • capitalism and globalisation • politics, the state and globalisation • power and inequality in the global economy • globalisation movements • global culture
Optional Modules
60 credits from:
- QXE-3012: Detective Fiction (20) (Semester 1) This module covers nineteenth-century works by Poe, Collins and Conan Doyle; English 'classical' stories of the early twentieth century (Chesterton, Christie); American 'hard boiled' versions (Hammett, Chandler), and modernist and postmodernist variants (Borges, Auster). The module will situate the text in some historical and cultural contexts, and focus on the relationship between form and ideology in the genre.
- QXE-3022: Shakespeare and EM Literature (20) (Semester 1)
- QXE-3028: Literature in the Community (20) (Semester 1)
- QXE-3031: Welsh Writing in English (20) (Semester 2) 'Modern Welsh Writing in English' will consider a range of texts, principally written in English, emerging from modern Wales. The module explores the development of a tradition of Anglophone Welsh writing from the late nineteenth century, across the twentieth century and up to the contemporary moment. In so doing seeks to investigate the varied ways in which Welsh writers – male and female, from North and South (and beyond), rural and industrial, and across a range of genres and forms – have articulated the Welsh experience in all its diversity. The module will also introduce students to some of the current critical and theoretical approaches being adopted in the study of Welsh writing.
- QXE-3034: Arthur: legend and super hero (20) (Semester 1) This module will consider a selection of the best writing about the Arthurian legend, from the ninth century to the twentieth, with the aim of showing the development and use of this legend throughout a very long period. The choice of texts may be vary from year to year, but is likely to include the Mabinogion, Geoffrey of Monmouth, Malory, Shakespeare, Tennyson, Mark Twain and T.H. White. The main themes that inform the legend will be discussed alongside the different writers' agendas in adapting and manipulating the core elements of the tradition.
- QXE-3086: Shakespeare's Afterlives (20) (Semester 2) In order to explore the concept of literary afterlives, the weekly seminars alternate between the study of a Shakespeare play and the investigation of instances of the 'afterlife' of that particular play. For example, a seminar on A Midsummer Night's Dream is followed by a seminar on Angela Carter's novel Wise Children, a text riddled with references to the play and its adaptations as well as to the 'Shakespeare industry' as a whole. The module encourages students to be alert to examples of the use and abuse of Shakespeare in our own contemporary contexts, and to respond creatively as well as critically to the plays and other texts under discussion. Participation in seminars is stimulated by a variety of means, including weekly presentations by pairs of students and a final colloquium on the essay projects being researched by members of the group.
- QXE-3088: Bob Dylan (20) (Semester 2) SEMINARS Material to be studied in seminars will include: Critical distinctions between modernist, mass, and popular cultures; `Folk music¿ and Dylan's early career; Rock music and Dylan's transition to electric performance; The relationship between biography and critical analysis; Dylan and religion; Dylan and literature; Textual analysis of the song lyric; Dylan and the visual arts; The transition from analogue to digital reproduction and dissemination; Bootleg culture.
- QXE-3094: Realms of Magic (20) (Semester 2) This module will cover the development of the romance genre from its earliest form in Marie de France's and Chrétien de Troyes' work through to insular productions such as Amis and Amiloun, Emaré, King of Tars, Isumbras, Sir Amadace, Bevis of Hampton, and Floris and Blancheflour. The range of texts will remain flexible, and their early modern versions will also form part of the discussion; the transformations and adaptations of these romances in medieval manuscripts and early modern prints will also be addressed. Topics as varied as spiritual instruction, courtly love, political governance, war, sexual fulfilment and magic will be investigated alongside incest, race, gender and ideology. The versatility of the genre will be explored in its development into other genres, in particular, but not exclusively, in early modern drama, and the endurance of its appeal will be judged with reference to the transformation of the genre in the early modern period. Connections will be established with Shakespeare's plays and Spenser's Faerie Queene. The module will end with analyses of adaptations of romance in the modern period (novel, film productions).
- QXE-3096: Medieval Women's Literature (20) (Semester 1) What texts were medieval women writing and reading? This module examines women's textual culture in an historical period in which many male-authored works encouraged women to be 'chaste, silent and obedient,' in spite of an assumption that women were naturally inclined towards lust and gossip. The module explores texts from the range of literature written and read by women, and the ways in which female-produced works (those written, translated, read, commissioned, performed and discussed in medieval England) were in dialogue with the constructions of medieval womanhood current during this period. The texts studied in seminar offer opportunity to hear, amongst others, the intimate thoughts and words of Margery Kempe, Julian of Norwich, the Paston wives and Marie de France, on topics as broad as love, marriage, sex, death and religion, as recorded in travel narratives, letters, devotions, lyrics and other literature – all of which contributed to the rich textual culture of the Middle Ages. This module is an ideal companion to any of the other level three medieval literature modules.
- QXE-3099: The English Dissertation (40) (Semester 1 + 2) This module involves the production of an extended piece of critical writing of a length and quality appropriate to the culmination of the undergraduate degree scheme. Drawing on knowledge and critical methodologies learned earlier in the degree, students will be assisted via lectures and individual supervisions in devising, refining, developing and presenting a substantial piece of critical work on a topic of their choosing. The series of introductory lectures and workshops will focus on how to develop the initial research idea into a workable project presented in appropriate scholarly form. Critical self-reflection will be developed via the proposal and oral presentation in the first semester, and via discussions with the supervisor, which are held at key stages in the development of the project in both semesters.
- QXE-3102: The 1820s: Print Explosion (20) (Semester 2) The early nineteenth century was a period of radical social and intellectual change that also witnessed an explosion in new forms of print culture, from the 'serious' historical novels of Walter Scott through to the supposedly light reading of the Christmas gift book, or annual. This module concentrates on a single decade – the 1820s – in order to explore the emergence of several of these new forms, including, for example, the illustrated political satire of William Hone and the other post-Peterloo radicals, the playful critical essays of Hazlitt and Lamb (associated with an emergent magazine culture), and the new forms of writing about the self in the 'confessions' of De Quincey and Hogg. This module investigates a range of canonical texts (which may include Byron's mock-epic Don Juan; an example of Scott's 'Waverley' novels; and the Confessions of an English Opium-Eater), while placing them in the context of less familiar works (such as Pierce Egan's illustrated novel, Life in London, the short stories of The Keepsake, and John Clare's manuscript poems). This combination of canonical and understudied popular texts raises important questions about the relationship between image and text, literature and politics, the individual and society, questions still prevalent in our own age.
- LXE-3103: Wales: A European Contact Zone (20) (Semester 1)
- QXE-3105: Reading Myth (20) (Semester 2) This module will take as its focus the textual response to inherited mythic structures: how myth may be perceived in theoretical terms as a proairetic discourse; how it establishes affinities with certain genres (e.g. epic, tragedy, romance); and how in more contemporary cultural debates it has been problematised by expectations of falsehood. The seminar programme will range from Ancient Greek representations of myth (e.g. Medea) to medieval accounts of Scripture in dramatic narrative (e.g. Abraham and Isaac) and to varying accounts of saints' lives. In the early modern period attention may be devoted to the changing importance of ancient mythologies in literary narrative. In the more contemporary periods, options will change from year to year, but may include explorations of such pervasive constructs as the Founding of Empire (Kipling, Lessing), The American Dream (Capote, Fitzgerald, Highsmith) and The War on Terror (Buchan, Fleming, and Porter's Empire State).
- QXE-3107: EM Lit: Sex, Sects and Scandal (20) (Semester 1) Beginning with English constructions of nationhood in the 1590s, this module will examine the pressures that are placed upon Tudor notions of English identity by the ways in which early modern texts engage with Britishness. From here, the module will move to explore seventeenth century Anglophone literature in Wales, Ireland and Scotland. Authors to be studied might include Edmund Spenser, Thomas Nashe, Thomas Deloney, Thomas Heywood, William Shakespeare, Katherine Philips, Henry Vaughn, William Drummond and Roger Boyle.
- QXE-3110: Neo-Victorian Fiction (20) (Semester 2)
- QXE-3113: The Monstrous Middle Ages (20) (Semester 2)
- Students may not take a dissertation in both English Literature and the other discipline of the Joint Honours programme.
20 credits from:
- HPS-3001: Work Placement - Semester 1 (20) (Semester 1) or
HAC-3001: Lleoliad Gwaith - Semester 1 (20) (Semester 1)
- HAC-3002: Addysg yn y Gymru Gyfoes (20) (Semester 1)
- HPS-3003: Race democracy * pol ideaology (20) (Semester 2)
- HPS-3006: Dissertation (40) (Semester 1 + 2) or
HAC-3006: Traethawd Hir (40) (Semester 1 + 2)
- SXU-3010: Dissertation (20) (Semester 1 + 2) The dissertation is a substantial piece of work. The completed dissertation submitted at level 6 (year 3) consists of a written piece of work of 10,000 words. Within this module students will build on work begun at level 5, and work towards the completion of the dissertation. This will involve the refinement or expansion of the literature review begun at level 5, and will include discussion of major themes arising from the literature. Research for the dissertation may include a small amount of primary empirical research, for example a qualitative or quantitative study conducted by the student under the direction of their supervisor. Throughout the module, students will be engaged mainly in developing their analysis of the literature and any other data collected, and in writing the dissertation.or
SCU-3010: Traethawd Hir (20) (Semester 1 + 2)Mae Traethawd Hir yn ddarn sylweddol o waith, yn cael ei gwblhau ar lefelau 2 a 3. Mae'r traethawd terfynol tua 10,000 o eiriau, ac yn cael ei gyflwyno yn y drydedd flwyddyn. Mae'n cyfrif fel pedair modiwl tuag at eich dyfarniad gradd terfynol. Yn y modiwl yma, byddwch yn parhau a'r gwaith a gychwynwyd gennych ar Lefel 2, a byddwch yn mynd ati i gwblhau'r Traethawd Hir. Bydd hyn yn cynnwys datblygu'r adolygiad llenyddiaeth a gychwynwyd gennych eisoes ar Lefel 2, sy'n trafod prif themau eich testun. Mae'n bosib y byddwch wedi cwblhau rhywfaint o ymchwil gwreiddiol (ond mae hyn yn opsiynol) - er enghraifft, peth gwaith ymchwil meintiol neu ansoddol gwreiddiol y byddwch wedi ei gynnal gyda chymorth a chyfarwyddyd eich goruchwyliwr/aig. Drwy gydol y modiwl, byddwch yn datblygu eich dadansoddiad o'r lenyddiaeth ac unrhyw ddata a gasglwyd, ac yn ysgrifennu eich traethawd.
- HPS-3011: Paradoxes of Self: Nietz..Jung (20) (Semester 1)
- SXY-3015: Crime & Power (20) (Semester 2) State crimes: from ghettos to genocide. How does criminology and criminal justice respond when it is the formal State who offends? How do we define crime, justice and victimisation in this context? Transnational and organised crimes: human trafficking and the international trade in sexual services and illegal substances are examples of crimes which transcend national boundaries. Interpersonal levels of crime and power: examples may include 'honour'-based violence and coercion; homophobic hate crimes; gender violence in intimate relationships; what happens when the victim becomes the offender as in the case of battered women who kill? How do the law, society and criminal justice system respond to these forms of crime?
- SXS-3040: Gender Perspectives (20) (Semester 2) Conceptualizing gender Feminisms Men and masculinities Social movements Families, intimacy and sexuality Gender and schooling Gender and work Gender and the media Representations of gender in popular culture Cyberspace and technology Methodologies Gender mainstreaming Gender from a worldwide perspective
- SXP-3210: Issues in Housing (20) (Semester 1) This module introduces students to some of the key current issues in housing policy, concentrating on the three key areas of quantity, quality and affordability. It examines the factors affecting the supply of, and demand for, housing, and explores the characteristics of the different tenures people may experience during their housing careers, looking at contemporary issues in each housing tenure. The module will also examine housing standards, and the policies for maintaining housing quality, together issues of housing finance. It will explore the managerial context of social rented housing which has undergone considerable change both governmentally [through devolution] and administratively [through a changing mix of local authorities, housing associations and other social rented housing agencies].


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Central Darfur — The Arab League announced allocation of 250 thousand US dollars for providing yellow fever vaccines to the five states of Darfur. Samir Hosni, director of the African section and Arab cooperation at the Arab League, called on member states in a press statement issued on Wednesday, 12 December, to support and address the humanitarian situation in Darfur.
He announced that the Arab League is committed to urgently provide vaccines from France and other European countries to vaccinate people in Darfur against yellow fever.
Two new cases of yellow fever in C Darfur
Issa Mohamed Moussa Yousef, Minister of Health in Central Darfur, announced the emergence of two new cases of yellow fever in the localities of Zalingei and Umm Dukhun. The new cases bring the total incidence to 413 and the death toll to 81 in Central Darfur, according to the latest statistics issued on Wednesday.
The minister explained to Radio Dabanga that, overall, the incidence of yellow fever in the locality comes from the gold mining area of Jebel 'Amer in North Darfur. He pointed out that no new cases emerged in Central Darfur and asserted that the situation has stabilized.
In response to a question about other diseases spreading in the state, he said that malaria is spreading rapidly in Central Dafur. About the upcoming vaccination campaign in the localities of Mukjar and Bendessey the minister stressed that the vaccines against yellow fever arrived in Khartoum but have not yet arrived in the state.
He added that the state has completed all preparatory arrangements for the campaign in both localities and is waiting for the arrival of the drugs.


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A beaded pendant made of seed beads size 11/0, different size of crystlas and fishing line.
Skill Level:
* Beginner
* Intermediate
* Advanced
* This tutorial is for a miniature pitcher. The height will be 4 - 4.5 cm and the diameter of the belly will be 2 cm.
PDF File Includes:
* Pictures for every single step
* Suggestions for materials
* Suggestions for bead colors
* Some very useful and important tips to make your pendant perfect
Notes on the Item:
* I offer the pattern, not the pendant.
* If you are a beginner in doing beaded creations, this pendant is just perfect for you. You can use it either with a chain or you can combine this design with your other design such as bracelets, and earrings.
* PDF includes over 170 photos and detailed explanations of each step.
* The pattern is available in English and Turkish languages and will be only send as a PDF file.
* Although all instructions and photos are copyrighted, and designed only for your personal use; please feel free to sell any product that you will produce by using these patterns.
* Additional customer services are happily provided after your purchase with no charge.
Please do not hesitate to contact me if you have any questions and/or concerns. Your satisfaction is my priority.
Pattern is tested and created by Nazo Design®.
Photos are taken by Ugur Arpaci.
Beyoğlu taşlı yüzük nasıl yapılır
Daha fazlası için YouTube.com/NazoDesign


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- A few weeks ago: Our mortgage broker sent our First Home Owners grant documents to St George, our bank. Our mortgage broker then called to confirm that they had been received.
- A couple of weeks ago: I called NRMA (our insurance company) to ask them to raise the building insurance amount to the amount specified by the bank. (My original figure was obviously an underestimate.) They told me that this was all done, no worries.
- Early last week: Jen sent the insurance documents to St George. She also emailed our solicitor with a request to settle a few days earlier.
- Last Friday: No contact yet from our solicitor, so I called his office to confirm that the request was received and actioned. He's not in the office; apparently, he'll call me back on Monday morning.
- Monday afternoon: No call from our solicitor. I called him late afternoon. I noted that he mustn't be receiving our calls and emails. He noteably neglects to mention the email, but was surprised about the call on Friday. He told me that St George apparently haven't received our insurance documents (see 1), nor our First Home Owners Grant documents (see 3).
- Tuesday: Jen had to drive to visit our mortgage broker to sign new First Home Owners Grant documents.
- Wednesday morning: Jen called NRMA to ask them to fax our updated insurance documents to St George. She discovered that apparently, our record states the old insurance amount instead of the updated amount (see 2). Our solicitor called me to tell me that the received fax was missing some information. Jen subsequently called NRMA and they said that the information was correct in the records but that the fax was somehow incorrectly generated.
All is now finally sorted, but.... aaaaaaaaarrrrrrrrrrrrggggg!


text: It is a traditional village that took its name from the noble Byzantine family of Gavalades. The family took possession of the village when Crete was distributed to the 12 noblemen of Byzantine in 1182. In a distance of 500 meters from the village, many of the well-known Gavaliana wells are preserved. Gavalohori has a Folklore Museum and there is also a textile and embroidery Women' s Association.


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I'm forever trying to come up with easy rainy-day activities to do with Violet. Although we spend a lot of the week out and about, there are some days when we need a little something to keep us occupied for an hour or so. Recently we've found a lovely new messy play session at a children's centre which Violet loves, but it also provides me with lots of ideas and inspiration for trying new things at home.
So this week I've gone all out and plonked Violet is a spare storage tub and popped in some edible sensory play for her to explore. We went with shredded wheat and dried oats this week, but I'm pretty sure you could go with anything you had lying around in the kitchen cupboards that is baby-safe obviously. V enjoyed playing with the different textures and picking up the oats and of course sticking them straight into her mouth! I also popped in her stacking cups, which worked really well for filling and pouring and just general play.
Violet sat in here for a good half an hour interacting with the different textures and just having a good time. We explored a little with her feet too which she seemed to enjoy. I found the easiest way to play was to strip her down and to her vest and nappy and let her go for it. And I also popped the tub on a disposable table cloth I had to hand, to save any extra hoovering up!
This is such an easy sensory activity to try at home and can be made with little or no cost at all. I'm really looking forward to experimenting with some more sensory tastes and textures - you'll find me browsing Pinterest.
Do you know of any sensory activities we should try?


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Jayalakshmi Automotives Private Limited, Guntur is conducting walk in interview for the recruitment of Showroom and Relationship Managers posts. Walk in interview will be held on 12th and 13th January, 2016.
1. Showroom Managers - Applicants must have minimum 7 years of experience with 2 years of experience as Manager. Age should be between 30 to 45 years.
2. Relationship Managers - Applicants should have minimum 4 years of relevant experience. Applicants age should be between 25 to 35 years.
Venue for walk ins : Jayalakshmi Automotives Private Limited, # 8-24-31, Mangalagiri Road, Guntur.
Email : firstname.lastname@example.com.


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LORD HAMAH, an outspoken National Democratic Congress (NDC) member, has said the largest opposition NDC can gamble on former President Mahama for the 2020 agenda, but it is at the party's own risk.
He said it would be delusional for anybody to think that Mahama could snatch power from the governing New Patriotic Party (NPP) in 2020 elections.
"John Mahama is a leader who is not popular. All those who are asking him to come back, they are all big names and appointees. No popular youth organization in any constituency or region has come for him; No ordinary person within the party, from ordinary people's organizations are asking for him to come back," he told host Fiifi Banson on Anopa Kasapa on Kasapa 102.5 FM.
He said about 98 percent of NDC members who have so far declared support for him[Mahama] are persons in the upper-class range, who are alienated from the real conditions of the Ghanaian society.
Mr Hamah, claimed a handful of the ordinary supporters who are perhaps clamoring for his come back are "just manipulated organs by these forces…who cannot even convince themselves why the former President should run again."
It is predicted that Mr Mahama will have soft grounds running for the Presidency again in NDC party, although such claims often made by appointees of his government.
Mr. Mahama had reportedly met several power brokers in the NDC in recent times and was able to convince them to rally behind him so that his dream of becoming the NDC flag-bearer again would be a foregone conclusion.
Reports were rife that the ex-president went to Kumasi, the Ashanti Regional capital, in a private jet last Sunday where he was alleged to have held secret meetings with several top guns in the NDC about his intention of running for the presidency again.
However, persons within his [Mahama] circles have denied the media reports making rounds.
- Sammy Gyamfi calls CID's bluff
- Majority leader reveals why NDC is opposing new EC register
- Use current register if you believe you can win 2020 - NDC dares NPP, EC
- We made a lot of mistakes but we've learnt our lessons - NDC asks for 'second' chance
- Police arrest 2 NDC delegates at Fiapre
- Read all related articles


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As a soloist, Timothy has performed and recorded extensively both on disc and for radio with all the major orchestras throughout the UK and abroad, covering the core cello repertoire. He has performed the major concertos of Beethoven (Triple Concerto), Brahms (Double Concerto), Dvořák, Elgar, Haydn, Schumann, Shostakovich and Tchaikovsky; and Richard Strauss's Don Quixote. He has worked with eminent conductors including Kees Bakels, Pierre Boulez, Sir Colin Davis, Valery Gergiev, Neeme Järvi, Yakov Kreizberg, Alexander Lazerev, Andrew Litton, Kurt Masur, Riccardo Muti, Sir Simon Rattle, Esa-Pekka Salonen, Sir Georg Solti and Yuri Temirkanov.
Also an active chamber musician, Timothy has collaborated with such distinguished artists as Vladimir Ashkenazy, Joshua Bell, Cho-Liang Lin, Andrew Litton, Simon Trpčeski and Esther Yoo.
Timothy Walden is regularly invited to teach as a guest professor at the Royal Academy of Music, Royal College of Music and Trinity Laban Conservatoire of Music and Dance in London; and formerly in Australia at the Sydney Conservatorium of Music and Australian National Academy of Music.
The Principal Cello's Chair is endowed in memory of Amaryllis Fleming (1925-1999) by the Amaryllis Fleming Foundation and Fleming Family and Partners Ltd.
To find out how you can support the work of the Philharmonia Orchestra through endowing a Chair, visit Chair Endowment.


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"A teacher presents the past, reveals the present, and creates the future."
Kipton Solmonson recognized as GEAR UP West Professional of the Year
During this year's conference, Spokane Public Schools' GEAR UP Liaison Kipton Solmonson received the GEAR UP West Professional of the Year award for his exemplary work as a student advocate and college access practitioner.
Solmonson, nominated by his peers, draws from his own experiences to inspire a passion for perseverance to the college finish line. Working collaboratively with his GEAR UP and Spokane Public Schools' colleagues, he developed a full-day, high school transition experience for his 8th grade students. Solmonson shared the practice in a GEAR UP workshop, and since then it has been implemented in other schools, positively impacting thousands of students throughout Spokane County.
The GEAR UP West Professional of the Year Award is selected by a cohort of GEAR UP education professionals. Two other Washington GEAR UP professionals were nominated for the 2015 award: Alicia Naig, a GEAR UP graduation specialist at Everett High School, and Rosalie Sigler, a GEAR UP site coordinator at West Valley High School.