International Summer School 2013 Module Outlines by UEA ISS

International Summer School 2013 Module Outlines

International Summer School 2013 Module Outlines Contents Faculty of Arts & Humanities (HUM) British Film and Television School of Film, Television & Media Studies (FTM) Eylem Atakav 3 Plague and Disease in the Medieval City School of History (HIS) Richard Maguire

Contemporary British Theatre School of Literature, Drama and Creative Writing (LDC) Anthony Frost

Creative Writing: An introduction School of Literature, Drama and Creative Writing (LDC) Andrew Cowan

Video Journalism: theory and practice School of Political, Social & International Studies (PSI) David Gill

Faculty of Social Sciences (SSF) Managing People Norwich Business School (NBS) Marie Bailey

Understanding Business Norwich Business School (NBS) Andrew Vassallo

Global Media and Communications Law School of Law (LAW) Nick Scharf

Psychology in Action School of Psychology (PSY) Simon Hampton

Faculty of Science (SCI) Biology in the Modern World School of Biological Sciences (BIO) Helen James

103

Digital Animation: principles and practice School of Computing Sciences (CMP) Dan Smith 110

Faculty of Medicine and Health Science (FMH) Future Medicine School of Norwich Medical School (MED) Laura Bowater

117

International Summer School 2013 Module Outlines

Faculty of Arts & Humanities (HUM)

British Film and Television

School of Film & Television Studies (FTV)

International Summer School 2013 Module Outlines Section 1 – General Information Module Title British Film and Television Module code FTVF2IS2

Credit value 20 Undergraduate level 2

Academic Year 2012-2013

Semester Summer 2013

School of Study Academic Module Description

Film, Television and Media Studies Dr Eylem Atakav This module will introduce students to a range of different forms and periods within the history of British film and television. It aims to provide students with an understanding of the key debates that surround British film and television; to examine its production, mediation and consumption. Through seminar sessions and field trips students will engage with key issues in the analysis of British film and television, whilst also having opportunities for close analysis of key texts, figures and periods. More specifically the module will critically evaluate claims about the realist tradition within British film and television production, while simultaneously examining the centrality of spectacle. It will discuss the British film studios and the developing relations between film and television production; analysing a range of British genres and exploring debates over the situation of British stars and directors. It will also cover the preoccupation with historical materials in British film and television production, asking students to question its centrality. With importance that dates back to the earliest days of both media, the module will scrutinise the concept of national cinema; observing the importance that international markets, and their audiences, have to both film and television production. By the end of this module students will have gained skills in: • Knowledge and Understanding. By the end of the module students should have an understanding of the key debates over British film and television; the production, mediation and consumption of British film and television; a range of forms and periods within the history of British film and television. • Intellectual Skills. Apply ideas and concepts in the discussion of aspects of British film and television. Construct coherent and independent arguments. • Professional Skills. The module will develop students' ability to: Select, sift and synthesize information from a variety of materials. Write accurately and grammatically and present written material using appropriate conventions. • Transferable Skills. The module will also develop students' ability to: Manage a large and disparate body of information. Use IT to wordprocess their assessed work. Speak and write cogently about a chosen subject area.

International Summer School 2013 Module Outlines Pre requisites Fieldtrips

School Profile

Students should come equipped with an interest in learning about British Film and Television. No specific knowledge or experience is required. Field trips will be involved in this module and may include: • The north Norfolk coast (British seaside and the location of many British films, including the ending of Shakespeare in Love) • Medieval Norwich (location for numerous films including the fairytale adventure Stardust) • Cambridge School of Film, Television and Media Studies was one of the first British universities departments to develop the study of television and film. In the most recent quality assessments by the Higher Education Funding Council, the teaching level was adjudged excellent (with a score of 23 out of a possible 24) and research in the sector achieved a top rating of 5*. Publishing extensively, the School is at the forefront of the field, making it an ideal environment in which to learn about film and television from leading scholars in the field. For more information on the please visit: http://www.uea.ac.uk/ftm. Section 2 – Details of module

Description What is this module about?

The module will explore the key issues in the analysis of British film and television. It will cover the conditions of their production, mediation and consumption, while also providing opportunities for close analysis of key texts, figures and periods. For example, it will examine the British film studios and the developing relations between film and television production; it will discuss the claims about the realist tradition within British film and television production, while simultaneously examining the centrality of spectacle within British film and television; it will analyse a range of British genres; it will explore debates over the situation of British stars and directors; it will study the preoccupation with historical materials in British film and television production; and finally, it will scrutinize the concept of national cinema and observe the importance of international markets to both film and television production, an importance that dates back to the earliest days of both media.

Learning Objectives What will I learn? (subject specific and transferable skills)

The module aims: provide students with understanding of the key debates over British film and television; to examine the production, mediation and consumption of British film and television; to explore a range of different forms and periods within the history of British film and television.

Learning outcomes What will I be able to do by the end of the module?

a) Knowledge and Understanding. By the end of the module students should have an understanding of the key debates over British film and television; the production, mediation and consumption of British film and television; a range of forms and periods within the history of British film and television. b) Intellectual Skills. Apply ideas and concepts in the discussion of a

International Summer School 2013 Module Outlines variety of aspects of British film and television. Construct coherent and independent arguments. c) Professional Skills. The module will develop students’ ability to: Select, sift and synthesize information from a variety of materials. Write accurately and grammatically and present written material using appropriate conventions. d) Transferable Skills. The module will also develop students’ ability to: Manage a large and disparate body of information. Use IT to wordprocess their assessed work. Speak and write cogently about a chosen subject area. Links Where does this fit into my current studies?

This module would be ideal if you are currently studying Media Studies or any Media related modules. However, prior knowledge of British Film and Television or Media is not needed to study this module. Section 3 – Teaching Team

Module Convenor

Dr Eylem Atakav (academic lead and convenor) studied for her degree in Film and Television Studies at Ankara University in Turkey. She then went on to do a Masters degree in Media Studies at Southampton Solent University where she also completed her doctoral thesis ‘The Representation of Women in Turkish Cinema in the 1980s’. She has taught both at Solent (2005-09) and the University of Winchester as lecturer in Media, Film and Television Studies (2007-2009). She is the co-editor of online film studies journal Cinemascope and is a member of the advisory board of Sine/Cine.

Others

In 2012 the teaching of the module will include all FTM members of staff for the introductory and conclusion sessions. The course will be taught by Dr Eylem Atakav, Dr Melanie Williams, Dr Keith Johnston and Dr Sarah Godfrey.

Section 4a - Course Study Hours Pre-Course Preparatory Reading Notional study hours 56 hours (over 4-6 weeks) 144 hours It is a normal expectation that students Whilst at the University registered on UEA modules will carry-out it is expected that preparatory reading prior to engaging with students on ISS the taught element of a module. In the case modules will commit 8 of ISS modules, this should be spread hours of study time per (ideally) over the 4-6 week period prior to day (during weekdays) arrival at UEA. This not only ensures that and a minimum of 8 students maximise their learning via their hours per weekend. engagement with the module, but also that This equates to a total they are better equipped to engage with of 144 hours.

Total 200 hours This is the total notional study time for the module, which includes attendance at lectures/field sessions, seminars, reading, preparation of coursework, independent study and all other forms of study associated with modules.

International Summer School 2013 Module Outlines discussion in class sessions and the module assessment. Crucially it means that students are able to place their learning on the module into a wider context. Expected timetable Tues 2nd July

9:3012:30

Introduction: What is British Film & Television?

2:005:00

Thurs 4th July

Lecture and discussion: What do students think of as ‘British’ in relation to film and television?

Andrew Higson (1995), ‘British Film Culture and the Idea of National Cinema,’ in Waving the Flag: Constructing a National Cinema in Britain. Oxford, OUP, pp. 4-25.

Screening: A Personal History of British Cinema by Stephen Frears (Dibb/Frears, 1997)

9:3012:30

Industry and Institutions 1: British Film

Lecture: British Film Industry and Working Title Screening: Four Weddings and a Funeral (Newell, 1994)

2:005:00

Industry and Institutions 2: British TV

Fri 5th July

2:005:00

Industry and Institutions 3: Britain as Transnational Industry?

Lecture: British Television Industry and the BBC Screening: Doctor Who (BBC, 1963-) / Eastenders (BBC, 1985-) / Strictly Come Dancing (BBC, 2004-) Screening: The End of the Affair doc (30 mins) Workshop task: students will be given fictional film / TV series, and have to design a marketing campaign for audiences in the UK and abroad

Mon

2:00-

British Genres

Lecture and seminar

Sarah Street (1997) ‘The fiscal politics of film,’ in British National Cinema, pp. 4-27. London: Routledge

Marcia Landy, ‘The Other Side of Paradise: British Cinema From an American Perspective,’ in Ashby & Higson (eds.) British Cinema: Past and Present. London: Routledge, pp. 6380. and/or Pierre Sorlin (2000), ‘From The Third Man to Shakespeare in Love: fifty years of British success on Continental screens,’ in Ashby & Higson (eds.) British Cinema: Past and Present. London: Routledge, pp. 80-91. Sarah Street again – two

International Summer School 2013 Module Outlines 8th July Tues 9th July

Thurs 11th July

5:00

1: Introduction

9:3012:30

British Genres 2: Film comedy

2:005:00

British Genres 2: TV comedy

9:3012:30

British Genres 3: Social Realism and Documentary on film and television British Genres 3: Social Realism and Documentary

2:005:00

Fri 12th July

Mon 14th July Tues 16th July

discussion of genre and awareness of ‘British’ genres Screening and discussion: Carry On Cleo (Thomas, 1964) / Monty Python and the Holy Grail (Gilliam/Jones, 1974) / The Inbetweeners Movie (Palmer, 2011) Screening and discussion: Hancock’s Half Hour (BBC, 1956-60)/ Coupling (BBC, 2000-04)/ Free Agents (C4, 2009) Lecture: Realism and the British media industries Screening: Coal Face (Cavalcanti, 1935) and Brassed Off (Herman, 1996) Workshop: students assigned practical ‘in camera’ production exercise to plan, film and present a documentary that relates to the debates and topics raised in the morning session Lecture: Screening: Dead of Night (various, 1945) / Curse of Frankenstein (Fisher, 1957) Dog Soldiers (Marshall, 2002)

9:3012:30

British Genres 4: Horror film

2:005:00

British Genres 4: Horror TV

Screening: Ultraviolet (C4, 1998) / episode of The League of Gentlemen (BBC, 1999-2002) Seminar discussion: Practical task: storyboarding a horror sequence

2:005:00

Authorship and British Cinema 1: Introduction TV authorship: Victoria Wood

Lecture:TBA Screening: TBA

9:3012:30

Screening: Victoria Wood: As Seen on TV (BBC, 1985)/ Dinnerladies (BBC, 19982000) Seminar discussion

chapters on genre in British National Cinema?

Brett Mills (2009), ‘Genre,’ in The Sitcom. Edinburgh: EUP, pp. 24-49.

Andrew Higson (1986) ‘Britain’s Outstanding Contribution to the Film: the documentary-realist tradition.’ In Barr (ed.), All Our Yesterdays, pp. 72-97.

Peter Hutchings (1993) ‘For sadists only? The problem of British horror,’ in Hammer and Beyond: The British Horror Film. Manchester: MUP, pp.323.

International Summer School 2013 Module Outlines 2:005:00

Film authorship: Joseph Losey

Screening: The Go-Between (Losey, 1970) Seminar discussion

David Caute, ‘The GoBetween: A Norfolk Summer and Deadly nightshade’, in Joseph Losey: A Revenge on Life (London: Faber, 1994), pp. 253-277. Kevin Brownlow, ‘Into the Furnace’, in David Lean (London: Fbaer, 1997), pp. 402-438. Imelda Whelehan, ‘Adaptations: the contemporary dilemmas,’ in Deborah Cartmell and Imelda Whelehan (eds.), Adaptations: From Text to Screen, Screen to Text (London: Routledge, 1999), pp. 3-19.

Thurs 17th July

9:3012:30 2:005:00

Film authorship: David Lean

Fri 18th July

2:005:00

Authorship and Adaptation

Screening: Lawrence of Arabia (Lean, 1962) Lecture: Lean and ‘British’ authorship Seminar discussion Lecture: Adaptation theory in British film and TV Seminar discussion around fidelity across media Practical task: students to ‘adapt’ a chapter / pages from classic novel into script form

Mon 22nd July

2:005:00

Stardom and Gender 1

Lecture: British film and the crisis’ of masculinity

Tues 23rd July

9:3012:30

Stardom and Gender 2

Screening: The Full Monty (Cattaneo, 1997), Football Factory (Love, 2004), Lock, Stock and Two Smoking Barrels (Ritchie, 1998), Outlaw (Love, 2007), Jack and Sarah (Sullivan, 1995) Lecture: Postfeminism and British Cinema Screening: Spice World (Spiers, 1997), Bend it Like Bekham (Chadha, 2002),

Claire Monk (2000), ‘Men in the 90s,’ in British Cinema of the 90s, ed. Murphy.

Justine Ashby (2004), Postfeminism in the British Frame, in Cinema Journal and/or Justine Ashby (2010), ‘It’s

International Summer School 2013 Module Outlines Bridget Jones’ Diary (Maguire, 2001)

2:005:00

British Cinema and TV

Final seminar-based discussion session (featuring all staff)

Been Emotional’ in British Women’s Cinema, eds. Melanie Bell and Melanie Williams Charlotte Brunsdon,(2000) Not Having It All, Imelda Whelehan (2000) Overloaded: Popular Culture and the Future of Feminism, chapter 2 Robert Murphy (2008) ‘Bright Hopes, Dark Dreams: A Guide to New British Cinema,’ in The British Cinema Book, pp.395-407.

Section 4 - Expected Study Hours Activity

Details

Total hours

Lectures

What is ‘British’ Film and Television? British Film Industry and Institutions British TV Industry and Institutions Britain as Transnational Industry British Genres: Comedy British Genres in Television British Genres: Social Realism and Documentary on Film and television British Genres: Horror Film British Genres: Horror TV Authorship and British Cinema and TV Authorship and Adaptation Stardom and Gender Andrew Higson (1995), ‘British Film Culture and the Idea of National Cinema,’ in Waving the Flag: Constructing a National Cinema in Britain. Oxford, OUP, pp. 4-25. Sarah Street (1997) ‘The fiscal politics of film,’ in British National Cinema, pp. 4-27. London: Routledge Marcia Landy, ‘The Other Side of Paradise: British Cinema From an American Perspective,’ in Ashby & Higson (eds.) British Cinema: Past and Present. London: Routledge, pp. 63-80. and/or Pierre Sorlin (2000), ‘From The Third Man to Shakespeare in Love: fifty years of British success on Continental screens,’ in Ashby & Higson (eds.) British Cinema:

21 hours

Pre-lecture preparatory reading and post-lecture follow up reading

15 Hours

% of credit

International Summer School 2013 Module Outlines Past and Present. London: Routledge, pp. 80-91. Sarah Street again – two chapters on genre in British National Cinema? Brett Mills (2009), ‘Genre,’ in The Sitcom. Edinburgh: EUP, pp. 24-49. Andrew Higson (1986) ‘Britain’s Outstanding Contribution to the Film: the documentary-realist tradition.’ In Barr (ed.), All Our Yesterdays, pp. 72-97. Peter Hutchings (1993) ‘For sadists only? The problem of British horror,’ in Hammer and Beyond: The British Horror Film. Manchester: MUP, pp.3-23. David Caute, ‘The Go-Between: A Norfolk Summer and Deadly nightshade’, in Joseph Losey: A Revenge on Life (London: Faber, 1994), pp. 253-277. Kevin Brownlow, ‘Into the Furnace’, in David Lean (London: Fbaer, 1997), pp. 402-438. Imelda Whelehan, ‘Adaptations: the contemporary dilemmas,’ in Deborah Cartmell and Imelda Whelehan (eds.), Adaptations: From Text to Screen, Screen to Text (London: Routledge, 1999), pp. 319. Claire Monk (2000), ‘Men in the 90s,’ in British Cinema of the 90s, ed. Murphy.

Seminars Pre-seminar preparation and follow up

Justine Ashby (2004), Postfeminism in the British Frame, in Cinema Journal Justine Ashby (2010), ‘It’s Been Emotional’ in British Women’s Cinema, eds. Melanie Bell and Melanie Williams Charlotte Brunsdon,(2000) Not Having It All, Imelda Whelehan (2000) Overloaded: Popular Culture and the Future of Feminism, chapter 2 Robert Murphy (2008) ‘Bright Hopes, Dark Dreams: A Guide to New British Cinema,’ in The British Cinema Book, pp.395-407. On the content of lectures (topics of which are listed above) and the screenings Screenings: A Personal History of British Cinema by Stephen Frears (Dibb/Frears, 1997)

21 hours Approx 20 hours (TV clips’ timings

International Summer School 2013 Module Outlines study

may vary) Four Weddings and a Funeral (Newell, 1994) Doctor Who (BBC, 1963-) / Eastenders (BBC, 1985-) / Strictly Come Dancing (BBC, 2004-) Carry On Cleo (Thomas, 1964) / Monty Python and the Holy Grail (Gilliam/Jones, 1974) / The Inbetweeners Movie (Palmer, 2011) Hancock’s Half Hour (BBC, 1956-60)/ Coupling (BBC, 2000-04)/ Free Agents (C4, 2009) Coal Face (Cavalcanti, 1935) and Brassed Off (Herman, 1996) Dead of Night (various, 1945) / Curse of Frankenstein (Fisher, 1957) Dog Soldiers (Marshall, 2002) Ultraviolet (C4, 1998) / episode of The League of Gentlemen (BBC, 1999-2002)

Formative assessment

Feedback sessions

Total

Victoria Wood: As Seen on TV (BBC, 1985)/ Dinnerladies (BBC, 1998-2000) The Go-Between (Losey, 1970) Lawrence of Arabia (Lean, 1962) The Full Monty (Cattaneo, 1997), Football Factory (Love, 2004), Lock, Stock and Two Smoking Barrels (Ritche, 1998), Outlaw (Love, 2007), Jack and Sarah (Sullivan, 1995) Spice World (Spiers, 1997), Bend it Like Bekham (Chadha, 2002), Bridget Jones’ Diary (Maguire, 2001) 1. students will be given fictional film / TV series, and have to design a marketing campaign for audiences in the UK and abroad 2. students assigned practical ‘in camera’ production exercise to plan, film and present a documentary that relates to the debates and topics raised in the morning session 3. storyboarding a horror sequence 4. students to ‘adapt’ a chapter / pages from classic novel into script form 5. in class participation to discussions/seminars Dr Eylem Atakav will assign 2 hours per week for tutorials and feedback sessions in addition to normal in-class time (details to be announced at the beginning of the course)

Assessment times are included in the lecture/semina r/workshop sessions

8 hours in total (there may be additional hours offered by the members of the teaching team) 85 hours (approx.) in class time.

International Summer School 2013 Module Outlines Section 5 - Teaching Sessions Lecture Programme – details for each lecture can be found in the module document/schedule What is ‘British’ Film and Television? British Film Industry and Institutions British TV Industry and Institutions Britain as Transnational Industry British Genres: Comedy British Genres in Television British Genres: Social Realism and Documentary on Film and television British Genres: Horror Film British Genres: Horror TV Authorship and British Cinema and TV Authorship and Adaptation Stardom and Gender Seminar Programme – details for each session can be found in the module document/schedule ‘British’ genres British comedy Horror television Gender and British film and television The Go-Between screening discussion David Lean and authorship Adaptation and fidelity across media Other Taught Sessions Programme – workshops, practicals, fieldwork, placements, drop-in sessions Workshop task: students will be given fictional film / TV series, and have to design a marketing campaign for audiences in the UK and abroad Workshop: students assigned practical ‘in camera’ production exercise to plan, film and present a documentary that relates to the debates and topics raised in session on the topic Practical task: students to ‘adapt’ a chapter / pages from classic novel into script form Practical task: storyboarding a horror sequence There will also be screenings which are outlined above.

Required Reading

Section 6 – Study materials Andrew Higson (1995), ‘British Film Culture and the Idea of National Cinema,’ in Waving the Flag: Constructing a National Cinema in Britain. Oxford, OUP, pp. 4-25. Sarah Street (1997) ‘The fiscal politics of film,’ in British National Cinema, pp. 4-27. London: Routledge Marcia Landy, ‘The Other Side of Paradise: British Cinema From an American Perspective,’ in Ashby & Higson (eds.) British Cinema: Past and Present. London: Routledge, pp. 63-80. and/or Pierre Sorlin (2000), ‘From The Third Man to Shakespeare in Love: fifty years of British success on Continental screens,’ in Ashby & Higson (eds.) British Cinema: Past and Present. London: Routledge, pp. 80-91. Sarah Street again – two chapters on genre in British National Cinema? Brett Mills (2009), ‘Genre,’ in The Sitcom. Edinburgh: EUP, pp. 24-49. Andrew Higson (1986) ‘Britain’s Outstanding Contribution to the Film: the documentary-realist tradition.’ In Barr (ed.), All Our Yesterdays, pp. 72-97. Peter Hutchings (1993) ‘For sadists only? The problem of British horror,’ in Hammer and Beyond: The British Horror Film. Manchester: MUP, pp.3-23. David Caute, ‘The Go-Between: A Norfolk Summer and Deadly nightshade’, in Joseph Losey: A Revenge on Life (London: Faber, 1994), pp. 253-277. Kevin Brownlow, ‘Into the Furnace’, in David Lean (London: Fbaer, 1997), pp. 402438.

International Summer School 2013 Module Outlines

Imelda Whelehan, ‘Adaptations: the contemporary dilemmas,’ in Deborah Cartmell and Imelda Whelehan (eds.), Adaptations: From Text to Screen, Screen to Text (London: Routledge, 1999), pp. 3-19. Claire Monk (2000), ‘Men in the 90s,’ in British Cinema of the 90s, ed. Murphy.

Recommended further reading Other study materials

Justine Ashby (2004), Postfeminism in the British Frame, in Cinema Journal Justine Ashby (2010), ‘It’s Been Emotional’ in British Women’s Cinema, eds. Melanie Bell and Melanie Williams Charlotte Brunsdon,(2000) Not Having It All, Imelda Whelehan (2000) Overloaded: Popular Culture and the Future of Feminism, chapter 2 Robert Murphy (2008) ‘Bright Hopes, Dark Dreams: A Guide to New British Cinema,’ in The British Cinema Book, pp.395-407. Further reading for each session will be distributed in each session. Screenings – further screening suggestions will also be distributed in each session.

Section 7 - Formative Assessment Return date of Nature of feedback marked work (where appropriate) Formative 1 TBC N/A In class and if the student wishes in one-to-one or group tutorials Assignment detail (e.g. title, type, course test length, word limit, presentation length) 1. Students will be given fictional film / TV series, and have to design a marketing campaign for audiences in the UK and abroad 2. Students assigned practical ‘in camera’ production exercise to plan, film and present a documentary that relates to the debates and topics raised in the morning session 3. Storyboarding a horror sequence Assessment Type

Assignment Deadline

4. Students to ‘adapt’ a chapter / pages from classic novel into script form 5. In class participation to discussions/seminars

Assessment Type

Coursework

Section 8a - Summative Assessment Percentage Assignment Return date of (%) counting Deadline marked work towards overall module mark 50% TBC TBC

Nature of feedback

Written feedback and tutorials

Assignment detail (e.g. title, type, course test length, word limit, presentation length) The students will be asked to provide a 1,000 word critical essay on the topic of ‘What is British Cinema and/or TV?’. They will be asked to reflect upon the discussions on the first week of the module around national cinema/TV and critically reflect upon theories as well as examples they may have been familiar with. This assignment will give students an opportunity to reflect upon the expectations around studying British film and television at the same time as focusing on their critical thinking skills. Assessment Percentage (%) counting Dates Feedback Type towards overall module

International Summer School 2013 Module Outlines mark 50%

Presentations

In class and/or individual tutorials

TBC

Assignment detail (e.g. length of exam, rubric) Students will be asked to prepare a 5-10 minute presentation on their chosen topic studied on the module. This will allow students to focus on their theoretical skills as well as communication and presentation skills. Learning Outcomes List outcomes

Section 8b - Assessment of module outcomes Formative Formative Formative Assessment 1 Assessment 2 Assessment 3 To consider different marketing strategies for British film and television products.

To examine the meanings of debates around social realism and film and television aesthetics. To learn how to do â&#x20AC;&#x2DC;in cameraâ&#x20AC;&#x2122; production .

To consider the significant elements of storyboarding. To examine theoretical debates in the British horror genre in film and television.

Section 9 - Employability Communication

Problem solving

Teamwork

The students will apply complex ideas and concepts in the discussion of a variety of aspects of British film and television. Students will be able to select and synthesize information from a variety of materials.

The module will develop students' ability to work in groups in discussing theoretical debates and in producing practical work.

The students will gain communication skills and be able to articulate their ideas in theory as well as practical work (eg scripts, films, adaptation) Write accurately and grammatically and present written material using appropriate conventions.

Formative Assessment 4 and 5 To explore theories on adaptation. To consider adaptation in the context of scriptwriting. Assignment 5 aims to improve studentsâ&#x20AC;&#x2122; skills in articulating theoretical viewpoints in class.

Presentation The students will gain skills necessary in presenting their work both theoretically and practically Speak and write cogently about a chosen subject area.

International Summer School 2013 Module Outlines

Faculty of Arts & Humanities (HUM)

Plague and Disease in the Medieval City

School of History (HIS)

International Summer School 2013 Module Outlines Section 1 – General Information Module Title Plague and Disease in the Medieval City Module code: HISH2IS2

Credit value: 20 UK

Academic Year: 2012-2013

Semester: Summer 2013

School of Study Academics Module Description

History Dr. Joy Hawkins; Dr. Richard Maguire; Prof. Carole Rawcliffe Plague and Disease in the Medieval City is an interdisciplinary module which examines the health and illnesses of the urban population in England and Northern Europe during the later Middle Ages. By using the unparalleled riches of Norwich’s medieval buildings and landscape, students will investigate standards of living alongside patterns of disease and the relative effectiveness of both individual and corporate actions in halting the spread of plague within the medieval city. Supplementary iconographical, archaeological and documentary evidence from other cities, including Coventry, Winchester, York, London and Paris, will also be used. We will examine the main influences upon the developments within medicine and its practice from the twelfth to the sixteenth centuries. The impact of medical theory on urban politics and planning is also considered, as is the close connection between the Church and medicine, notably through the medium of religious iconography. The module will conclude by assessing the influences upon and developments within medicine and its practice which took place between the twelfth and sixteenth centuries and look at whether any of these were reflected in the changes which took place in Norwich during the same period.

Pre requisites

Students should come equipped with an interest in learning about medicine in medieval cities. No specific knowledge or experience is required.

Fieldtrips

Fieldtrips will be taken to: • Norwich Cathedral • Norwich Castle • Dragon Hall and King Street • The Great Hospital • The Guildhall, Norwich • St Andrew’s and Blackfriars Hall, Norwich • St Julian’s Shrine, Norwich The School of History brings together one of the largest groups of historians in the UK, specialising in the political, social and cultural history of Britain and

School Profile

International Summer School 2013 Module Outlines Europe from Middle Ages to the Present. The most recent Research Assessment Exercise places 60% of the Schools research output as international or world quality. For more information on the School of History please visit: http://www.uea.ac.uk/his

Section 2 – Details of module Description What is this module about? Learning Objectives What will I learn? (subject specific and transferable skills)

This interdisciplinary course will examine the main influences upon the developments within medicine and its practice from the twelfth to the sixteenth centuries. By using Norwich as a case study, this module will examine the main themes of medieval medical history, including the role of women in the provision of healthcare; the short and long-term impact of repeated epidemics on the well-being of urban populations; the emerging medical marketplace; the popularity of pilgrimage and the healing saints; the role of the medieval hospital and society’s responses to its sick and disabled members, such as the blind and insane. This module uses Norwich’s medieval buildings and landscapes to help our students investigate standards of living, patterns of disease and the relative effectiveness of both individual and corporate actions in halting the spread of plague and disease within the medieval city. It will be be taught by Dr Joy Hawkins from the School of History, whose research specialism is disease, disability and medicine in the urban environment during the later Middle Ages. The lectures will be split between Dr Hawkins and Prof. Carole Rawcliffe who has written extensively on hospitals, health and disease in medieval cities. This module uses over 40 hours of lectures, seminars and fieldtrips to teach students about religion and medicine in medieval cities.

Learning outcomes What will I be able to do by the end of the module?

Students who successfully complete this module will: •

Be familiar with the main themes of European medieval medicine.

•

Understand the influences upon and developments within medicine and its practice from the twelfth to the sixteenth centuries.

•

Gain an understanding of we how can utilise material culture alongside documentary evidence to examine themes in medical history.

This module would be ideal if you are currently studying History or any related Links Where does this History modules. However, no specific prior knowledge of this subject is needed to study this module. fit in to my

International Summer School 2013 Module Outlines programme? Section 3 – Teaching Team Module Convenor Others

Dr Joy Hawkins

Dr Richard Maguire; Prof. Carole Rawcliffe

Section 4 - Expected Study Hours Activity

Details

Total hours

Lectures

See section 5

11.5

Pre-lecture preparatory reading and post-lecture follow up reading

See section 5

Seminars

See section 5

Pre-seminar preparation and follow up study

See section 5

% of credit

Formative assessment Fieldtrips

• • • • • • •

17.5 Norwich Cathedral Norwich Castle The Great Hospital Dragon Hall and King Street The Guildhall, Norwich St Andrew’s and Blackfriars Hall, Norwich St Julian’s Shrine, Norwich

Assessed course paper Total

100

100%

International Summer School 2013 Module Outlines Section 5 - Teaching Sessions Lecture, Seminar and Field Trip Programme – details for each lecture, seminar and field trip Lecture One - Introduction (Dr Richard Maguire) Monday (14:00-15:00) An introduction to the course. What is the importance of ‘change’ in historical study and why is Norwich such a good city to use as a case study for the history of medicine and society. Domestic Medicine (Week One) Lecture Two: Theory & Practice in Medieval Medicine Tuesday (11.00-12.30) This lecture will introduce students to humoral theory which was the basis of all medical practice in the medieval West. We will consider how far it was actually utilised by laymen and women on a day to day basis when treating common ailments and illnesses which beset medieval people when they lived in the confines of an urban environment. We will also explore the important and often underrated role of women as primary care givers, providing therapeutics to their family and neighbours. Lecture Three: Herbal Medicine & The Regimen of Health: Defences Against Plague in the Medieval City Wednesday (11.00-12.30) Having explored the various common ailments and illnesses from which the urban population suffered in lecture 2, in this lecture, we will explore how effective herbal remedies were in treating the sick. Because it was easier to maintain well-being than attempt to regain it once it was lost, we will also examine the theory behind the Regimen of Health and the Six Non-Naturals and consider how it could help people maintain their most prized possession – their health. This lecture will conclude by exploring the various prophylactics and therapeutics which were available to those living in urban areas.

Lecture Four: Professional Medical Practitioners: Physicians, Surgeons & Apothecaries Thursday (11.00-12.30) This lecture will examine the vast medieval urban marketplace which emerged from the thirteenth century, and consider the role played by the professional practitioners, including physicians, surgeons, barber-surgeons and apothecaries, to treated the sick in medieval towns and cities. Not surprisingly, a degree of rivalry sprung up between these professional practitioners and we will look at how satirists portrayed this taut relationship.

International Summer School 2013 Module Outlines

Medicine and Religion (Week Two) Lecture Five: Pilgrimage and Healing Shrines Monday (09.30-11.00) Although pilgrims travelled vast distances up and down the length of England seeking help from the Saints, many sought help from the shrines on their doorsteps. Norwich Cathedral held the remains of St William of Norwich whose miracles were recorded by Thomas of Monmouth in the twelfth century. This lecture will consider the close relationship between celestial and earthly medicine.

Lecture Six: The Medieval Hospital: Care for the Body and the Soul Tuesday (11.00-12.30) This lecture will examine the role of medieval hospitals. We will consider the different categories of patients who were admitted, and the various types of different institutions which emerged during the Middle Ages. No matter the size or wealth of the hospital, the nursing sisters were an intrinsic part of the smooth running of the institution as they provided by physical and spiritual care for the patients and so we will examine the women who fulfilled this invaluable role.

The Body Politic and the Medieval City (Week Three)

Lecture Seven: The Environment & Epidemics Monday (11.00-12.30) This lecture will examine the impact that very environment of the medieval city had on the health and well-being of its inhabitants. The dwelling houses in which people lived could cause a wide range of ailments and illnesses from the close proximity of animals and humans to the smoke emitted from hearths before chimneys were widely used. In an era when little attention was paid to health and safety, most occupations had either a long or short term impact on employees’ health. In addition, the Black Death and the subsequent epidemics throughout the fourteenth and fifteenth centuries caused the death of up to two thirds of some town’s populations. Lecture Eight: The Deformed Body Politic: The Blind, Insane & Leprous Tuesday (9.30-11.00) Previous generations of historians have suggested that certain groups in medieval society, for instance, the blind, insane and leprous, were pushed to the margins of their communities or excluded altogether. We will consider how far these views are accurate – were town authorities worried about the health of their citizens to the extent that they excluded anyone who was considered to be ‘other’? Or was medieval society more caring than has been previously argued and did parishioners, neighbours and family members look after and protect their more vulnerable kith and kin?

International Summer School 2013 Module Outlines Seminar Programme – details for each session Domestic Medicine (Week One) Seminar One: Women, Health and Illness in the Medieval Household (Tuesday 14.00-16.00) This seminar will introduce students to the role of women within the household as primary carers. We will look at a selection of popular remedies and consider how women dealt with the wide range of illnesses which their families suffered from. We will pay special attention to the ailments associated with pregnancy and childbirth as well as the wide range of common childhood diseases. Questions to consider: • • •

What were the main threats to survival faced by children in medieval England? Why were women mainly responsible for their household’s health? How did certain remedies become popular?

Suggested Reading: J. Achterberg, Woman as Healer (1990) P. Biller, ‘Childbirth in the Middle Ages’, History Today 36 (1986) W.R. Dawson, ed., A Leechbook or Collection of Medical Recipes of the Fifteenth Century (London, 1934) M. Green, ‘Women’s Medical Practice and Health Care in Medieval Europe’, Signs, 14 (1989) F. Getz, Medicine in the English Middle Ages (1998) L. Hunter and S. Hutton, eds, Women, Science & Medicine, 1500-1700 (1997), especially the chapter by M. Pelling, ‘Thoroughly Resented? Older Women and their Medical Role in Early Modern England’. Barbara A. Hanawalt, Growing Up in Medieval London: The Experience of Childhood in History (1995) S. Landsberg, The Medieval Garden (London, 1998) L. Pollock, With Faith and Physic: The Life of a Tudor Gentlewoman (1993) Seminar Two: The Impact of Plague (Thursday 14.00-16.00) Utilising a wide range of primary material, this seminar will explore the impact that the Black Death and subsequent epidemics in the fourteenth and fifteenth century had on urban society in medieval Europe. Questions to consider: • • •

What evidence do we have that ordinary townspeople’s behaviour changed when plague arrived? How did urban authorities respond to plague? What advice did plague tracts provide to help people defend themselves?

International Summer School 2013 Module Outlines Suggested Reading: O.J. Benedictow, The Black Death, 1346-1353 (2004) Giovanni Boccaccio, The Decameron (numerous editions) – The ‘Introduction’ describes the arrival of plague in Florence in vivid detail. J. Hatcher, Plague, Population and the English Economy 1348-1530 (1977) R. Horrox, ed., The Black Death (Manchester, 1995) M. Ormrod and P. Lindley, eds, The Black Death in England (1996) C. Platt, Colin, King Death: The Black Death and Its Aftermath in Late-Medieval England (London, 1996) C. Rawcliffe, ‘Sources for the History of Health in the Medieval City’, Understanding Medieval Primary Sources, ed. Joel Rosenthal (New York and London, 2011), pp. 177-95.

Medicine and Religion (Week Two) Seminar Three: Charms vs. Prayers – The Influence of the Church over Medicine (Monday 14.00-16.00) This seminar will explore the influence that religion had on medicine by looking at how it Christianised medical practices. We will also consider the role which the healing saints played and why so many people embarked on such long, arduous pilgrimages in the hope of receiving help. Questions to consider: • • •

How did the medieval church seek to control the promulgation of medical ideas and regulate the practice of medicine? What was the concept of Christus Medicus and how far does it help explain the popularity of medieval pilgrimage? How and when were prayers and charms used in medieval medicine?

Suggested Reading: D.W. Amundsen, Medicine, Society and Faith in the Ancient and Medieval Worlds (1996) G. Buzwell, Saints in Medieval Manuscripts (2005) M. Camile, ‘Pilgrimage, Devotion to the Saints’, in J. Alexander and P. Binski, eds, Age of Chivalry: Art in Plantagenet England 1200-1400 (1987), pp.205-225. R.C. Finucane, Miracles and Pilgrims: Popular Beliefs in Medieval England (1977) V.I.J. Flint, The Rise of Magic in Early Medieval Europe (1991) R. Kieckhefer, Magic in the Middle Ages (1989) B. Nilson, Cathedral Shrines of Medieval England (1998) L.T. Oslan, ‘Charms and Prayers in Medieval Medical Theory and Practice’, Social History of Medicine, 16 (2003), pp.343-66. C. Rawcliffe, ‘Curing Bodies and Healing Souls: Pilgrimage and the Sick in Medieval East Anglia’, in C. Morris and P. Roberts, eds, Pilgrimage: The English Experience from Becket to Bunyan (2002), pp.108-40. J. Sumption, Pilgrimage: An Image of Medieval Religion (2002) B. Ward, Miracles and the Medieval Mind: Theory, Record and Event 1100-1215 (1987) D. Webb, Pilgrimage in Medieval England (2000)

International Summer School 2013 Module Outlines

Seminar Four: Hospitals in the Landscape (Thursday 10.30-12.30) This seminar will use archaeological and iconographical evidence to examine the hospital in the urban landscape. We will also examine the different types of medieval hospital and why their use had to change over time. Questions to consider: • • •

How does the history of the Great Hospital help us to understand the role of medicine and religion in the medieval period? Why is the location of the medieval hospital an important factor to consider when studying medieval hospitals? Why did the role and purpose of the medieval hospital change from the twelfth to the sixteenth centuries?

Suggested Reading B.S. Bowers, The medieval Hospital and medical Practice (2007) M. Carlin, ‘Medieval English Hospitals’, in L. Granshaw, ed., The Hospital in History (1990) R. Gilchrist, Contemplation and Action: The Other Monasticism (1995) J. Henderson, The Renaissance Hospital: Healing the Body and Healing the Soul (2006) E. Prescott, The English Medieval Hospital, 1050-1640 (1992) N. Orme and M. Webster, The English Hospital 1070-1570 (1995) C. Rawcliffe, The Hospitals of Medieval Norwich (1995) C. Rawcliffe, Medicine for the Soul: The Life, Death and Resurrection of a Medieval English Hospital (Stroud, 1995) C. Rawcliffe, ‘Hospital Nurses and Their Work’, in R.H. Britnell, ed., Daily Life in the Middle Ages (1998), pp.43-64. C. Rawcliffe, ‘The Earthly and Spiritual Topography of Suburban Hospitals’, in K. Giles and C. Dyer, eds, Town and Country in the Middle Ages: Contrasts, Contacts and Interconnections, 1100-1500 (2005), pp.251-74.

The Body Politic & the Medieval City (Week Three) Seminar Five: Corporate Control of Urban Health

(Tuesday 11.30-1.30)

This seminar will examine how urban authorities attempted to regulate the practice of medicine within its town or city and protect the health of its citizens. Guilds emerged partly in response to the increase in medical practitioners operating in towns and cities which created an atmosphere of intense competition. Questions to consider: • • •

What were gilds and how did they regulate the practice of urban medicine? What were the unique threats to health in towns and cities? How did urban authorities respond to the unsociable behaviour of its citizens?

International Summer School 2013 Module Outlines Suggested Reading: M. Carlin, ‘Fast Food and Urban Standards of Living in Medieval England’, in M. Carlin and J.T. Rosenthal, eds, Food and Eating in Medieval Europe (1998), pp.27-52. M.P. Cosman, ‘Medical Malpractice and Peer Review in Medieval England’, American Academy of Ophthalmology and Otolaryngology, 80 (1975), pp. 293-97. M. Pelling, Medical Conflicts in Early Modern London (2003) J.B. Post, ‘Doctor Versus Patient: Two Fourteenth-Century Lawsuits’, Medical History, 16 (1972) C. Rawcliffe, ‘Sickness and Health’, in C. Rawcliffe and R. Wilson, eds, Medieval Norwich (2004), pp.301-24. C. Roberts and M. Cox, Health and Disease in Britain: From Prehistory to the Present Day (2003) E.L. Sabine, ‘City Cleaning in Medieval London’, Speculum, 12 (1937), pp.19-43. M.T. Walton, ‘The Advisory Jury and Malpractice in Fifteenth Century London: The Case of William Forest’, Journal of the History of Medicine, 40 (1985), pp.78-82. E. Wheatley, Stumbling Blocks Before the Blind: Medieval Constructions of a Disability (2010)

Seminar Six: The Longevity of the Medieval City Thursday (09.30-11.30) We will continue the discussion from lecture 8 by considering how society responded to its most vulnerable members. This seminar will conclude by bringing together all the themes and ideas which have been introduced over the previous three weeks and will explore the impact of medical theory on political and social ideas during the Middle Ages. Questions to consider: • What were the social responses to the marginal groups in urban areas during the Middle Ages? • What are the advantages of an interdisciplinary approach when studying themes in the history of medieval medicine? • How far did medical ideas inform political and social ideas during the Middle Ages? Suggested Reading: B. Clarke, Mental Disorder in Earlier Britain: Exploratory Studies (1975) S. Farmer, Surviving Poverty in Medieval Paris (2002) B. Geremek, The Margins of Society in Late Medieval Paris, trans. J. Birrell (1997) I. Metzler, Disability in Medieval Europe (2006) C. Rawcliffe, Leprosy in Medieval England (2006) R.R. Sharpe, ed., Calendar of Letter Books of the City of London, 11 vols (London, 1899-1912)

International Summer School 2013 Module Outlines Other Taught Sessions Programme – workshops, practicals, fieldwork, placements, drop-in session Domestic Medicine (Week One) Fieldtrip: St Julian’s Shrine; Dragon Hall and King Street (Wednesday 14.00-17.30) During this field trip students will have the opportunity to examine the historic landscape of King Street, and the unique trading hall of Robert Toppes including its recreated medieval garden. http://www.norwich12.co.uk/dragon-hall/index.htm; http://www.dragonhall.org/discover

Medicine and Religion (Week Two) Fieldtrip: Norwich Cathedral, including the Herb Garden and the Great Hospital (Wednesday 09.30-17.30) During this field trip students will have the opportunity to explore Norwich Cathedral and interpret its spaces and architecture in terms of the physical and spiritual health of the medieval monks who once dwelt in the adjoining monastery and that of the many visitors and pilgrims who made their journey here. Begun in 1096, most of Norwich Cathedral's Norman architecture is still intact and it forms one of the finest examples of the Romanesque style in Europe. Norwich Cathedral has the largest monastic cloisters in England, some of the original Norman wall painting survives in the Cathedral's Jesus Chapel and the presbytery, as well as a unique and world-renowned collection of medieval roof carvings. http://www.norwich12.co.uk/norwich-cathedral/index.htm; http://www.cathedral.org.uk/aboutus/herb-garden-herb-garden.aspx For the second part of the day, the students will then have the opportunity to explore the Great Hospital, the finest surviving medieval hospital in England. We will consider its role in the changing society of this period. Known as St Giles’s Hospital in the Middle Ages, this remarkable institution has been in continuous use since 1249 and is now a unique survival. We will be able to see at first-hand how English hospitals were transformed as a result of the impact of plague on urban populations. The six acre complex of buildings includes the ancient parish church of St Helen and Eagle Ward with its lavishly decorated 'eagle ceiling', originally the chancel of the church. There are also a medieval refectory, infirmary and cloisters. http://www.greathospital.org.uk/

International Summer School 2013 Module Outlines The Body Politic & the Medieval City (Week Three) Fieldtrip: The Guildhall; Market Place; St Andrew’s & Blackfriars Hall; Norwich Castle (Wednesday 09.30-17.30) This field trip will allow students to examine the architecture of medieval government in Norwich, including the Guildhall which was the centre of city government from the early fifteenth century. The exterior provides an excellent example of the flint work that the city is so famous for. The building housed courts, a prison and a chapel as well as facilities for accounting and tax collection. We will then explore Norwich Castle which was also used as a prison from the fourteenth century. In addition, the students will have the opportunity to visit Norwich Market which has been established since at least the eleventh century and St Andrew’s and Blackfriar’s Halls which originally formed a Dominican Friary, but after the Dissolution of the Monasteries by Henry VIII was bought by the City of Norwich for the good of its citizens. It now houses the country's largest collection of civic portraits. http://www.norwich12.co.uk/the-guildhall/index.htm ; http://www.norwich12.co.uk/the-halls/index.htm; http://www.norwich12.co.uk/norwich-castle/index.htm

Section 6 – Study materials Required Reading

See section 5

Recommended further reading Other study materials Section 7 - Formative Assessment Assessment Type

Assignment Deadline

Formative

(TBN)

Return date of marked work (where appropriate)

Nature of feedback

International Summer School 2013 Module Outlines 1 Assignment detail (e.g. title, type, course test length, word limit, presentation length) An essay of 2,000 words to be submitted

Section 8a - Summative Assessment Assessment Type

Percentage (%) counting towards overall module mark

Coursework 100

Assignment Deadline

Return date of marked work

TBN

tbc

Nature of feedback

Assignment detail (e.g. title, type, course test length, word limit, presentation length) An essay of 2,000 words to be submitted on (TBN)

Section 8b - Assessment of module outcomes Learning Outcomes

Formative Assessment 1

List outcomes

Assessment: Students are assessed through a variety of practically and theoretically informed methods, including a written essay and participation in seminars and field trips.

Formative Assessment 2

Summative Assessment

Seminars are designed to promote oral and aural skills of argument, debate and the coherent presentation of ideas. Whether in group work or with individual class presentations, students will encounter some form of seminar task based upon their ability to present and communicate their ideas orally. Group work in class also fosters collaborative learning and initiative. Particular care is taken to encourage students to develop transferable skills including presentation of written work and the use of library and electronic resources. The work promotes initiative, intellectual

International Summer School 2013 Module Outlines autonomy and effective intellectual collaboration. Key skills are assessed in the context of wider aspects of learning rather than being assessed separately. Students are given carefully directed advice as to how they develop transferable and study skills in order to meet the required standards and successfully progress as undergraduates. Written and verbal feedback enables students to understand, and act upon, advice given as part of the assessment process.

Section 9 - Employability Problem solving

Teamwork

Communication

Presentation

Yes

Students will gain a wide range of transferable skills which will assist their employment prospects. These include: • • • • • • • • • •

Communicate effectively in verbal exchanges. Communicate effectively in writing. Communicate effectively and fluently through the use of audio visual media Gather information from a variety of sources. Capacity to synthesise from a variety of sources. Collaborate with others to achieve common goals. Use IT and audio visual media effectively to retrieve and present information. Demonstrate critical judgement. Reflect on own learning and make constructive use of feedback. Develop and demonstrate independence of thought and initiative.

International Summer School 2013 Module Outlines Timetable Self-study Awards Field trip Appraisal Lecture Seminar Extra Teaching (if required) Lunch/breaks Departure Week One: Domestic Medicine – contact hours: 13 (9.5 classroom / 3.5 field) Monday Tuesday Wednesday Thursday Friday 1st July 2nd July 3rd July 4th July 5th July 09.30-10.30 Self Study Self Study Self Study Lecture (4) Self Study 10.30-11.00 Break Break Break Seminar 11.00-12.30

Self Study

Lecture (2)

Lecture (3)

Self Study

Preparation

12.30-14.00

Lunch

Day

14.00-16.00

Lecture (1) (one hour)

Seminar (1)

Field Trip – St Julian’s

Seminar (2)

16.00-16.30

Break

Shrine;

Break

16.30-17.30

Self Study Seminar Preparation

Extra teaching if needed

Dragon Hall & King Street

Extra teaching if needed

Week Two: Medicine & Religion – contact hours: 14 (7 classroom / 7 field)

09.30-10.30 10.30-11.30 11.00-12.30 12.30-14.00

Monday 8th July Self Study Break Lecture (5) Lunch

14.00-16.00

Seminar (3)

16.00-16.30

Break

16.30-17.30

Extra teaching if needed

Tuesday 9th July Self Study Break Lecture (6) Lunch Preparation for Field Trip tomorrow

Wednesday 10th July Field Trip – Norwich Cathedral as a site of pilgrimage; monastic herb garden; The Great Hospital

Thursday 11th July Self Study Seminar (4) Lunch Extra teaching if needed Break Self Study

Friday 12th July Self Study Seminar Preparation Day

International Summer School 2013 Module Outlines

Week Three: Public Medicine in the Medieval City – contact hours: 14 (7 classroom / 7 field) Monday 15th July

Tuesday 16th July

Wednesday 17th July

Thursday 18th July

Friday 19th July

09.30-10.30

Self Study

Lecture (8)

Field Trip –

Seminar (6)

Departure

10.30-11.00

Break

11.00-11.30

Lecture (7)

Norwich Break

11.30-12.30 12.30-13.00

Lunch

Seminar (5)

13.00-13.30 13.30-14.30 14.30-16.00

Extra teaching if needed

Lunch

16.00-16.30

Break

16.30-17.30

Self Study

Extra teaching if needed

Guildhall; the medieval marketplace;

Break Appraisal

St Andrew’s & Blackfriars Hall;

Lunch

Norwich Castle

Awards & Ceremonies

International Summer School 2013 Module Outlines

Faculty of Arts & Humanities (HUM)

Contemporary British Theatre

School of Literature, Drama and Creative Writing (LDC)

International Summer School 2013 Module Outlines Section 1 – General Information Module Title Contemporary British Theatre Module code LDCD2SS2

Credit value 20 UK Undergraduate level 2

Academic Year 2012-2013

Semester Summer 2013

School of Study Academic Module Description

Literature, Drama and Creative Writing Anthony Frost Presented by the Drama department, this module is designed to offer students an insight into contemporary British theatre. Through an integrated program of theatre visits, specialist talks and seminar sessions, students will have the opportunity to go behind the scenes and learn directly from the industry experts of British theatre. Students on the module will divide their time equally between the University of East Anglia’s main campus in historic Norwich and the University’s London Study Centre. For the middle two weeks of the course, students will be resident at the London campus, exploring both classical and contemporary plays. Theatre visits will be an integral part of the programme and shall be accompanied by a follow-up seminar conducted by a one of the University’s Drama specialists. This will be preceded by an introductory talk from industry experts, such as a London-based theatre critic or director, or by a backstage tour of a major theatre. There will also be free time to explore the capital and to see other productions as students wish. The two weeks that bookend the London-based activities will be spent at the University’s Norwich campus and will include social events and preparatory seminar work; as well as further visits to current productions in the East Anglian region.

Pre requisites Fieldtrips

The assessment of this 20 credit module will involve the writing of reviews and a short essay in the final week. Support for these assessments will be provided through engaged discussions in seminars. Student participation in the series of guided theatre visits and productions will also help to equip students with a relevant critical vocabulary. Students should come equipped with an interest in learning about British Theatre. No specific knowledge or experience is required. Field trips will be an integral part of this module and may include: • Organised guided tours to theatres in Norfolk and London • Planned talks by professionals working within theatre • Theatre Performances

International Summer School 2013 Module Outlines School Profile

The drama department at the University of East Anglia is recognised by prospective entrants and professionals as one of the leaders in the UK. Ranked 2nd in the country in the Guardian University Guide 2012, the department leaves other prestigious theatre and drama schools in its shadow. The Teaching Quality Assessment report highlights the "distinctiveness and diversity" of the programmes provided by Drama, and courses are renowned for their strong practical emphasis on all aspects of dramatic production, combined with the study of the theory, history and social significance of drama. For more details on the department and the school of Literature, Drama and Creative Writing please visit: www.uea.ac.uk/lit Section 2 – Details of module

Description What is this module about?

The course offers insights into contemporary British theatre practice, with particular emphasis on seeing, discussing and writing about current examples of classical and contemporary drama in London and the East Anglian region.

Learning Objectives What will I learn? (subject specific and transferable skills)

The course will equip you with a critical vocabulary and a sense of group work by means of a series of practical workshops, guided theatre visits to current productions with follow-up seminar discussions, and a series of introductory talks from specialists (e.g. academics, theatre critics, backstage guides, theatre directors). You will have a good sense of the wide range encompassed by contemporary theatre practice. You will gain an insight into the practices of theatre journalism.

Learning outcomes What will I be able to do by the end of the module?

You will be able to write cogently about the British theatre’s relationship to its past (through examples chosen from the classical repertoire in contemporary production) and present (by looking at the most recent, engaged work). You will be able to discuss the thematic and stylistic issues presented in such works. You will be able to write succinct and accurate theatre reviews.

Links Where does this fit into my current studies?

This module would be ideal if you are currently studying Drama or are taking drama orientated modules. However, no specific prior knowledge of contemporary British theatre is needed to take this module. Section 3 – Teaching Team

Module Convenor Others

Anthony Frost

Occasional specialist tutors from HUM faculty, supplemented by external experts (e.g. Nick Curtis of the London Standard, Sam Marlowe of The Times, Aleks Sierz)

International Summer School 2013 Module Outlines Section 4a - Course Study Hours Pre-Course Preparatory Reading Notional study hours 56 hours (over 4-6 weeks) 144 hours It is a normal expectation that students Whilst at the University registered on UEA modules will carry-out it is expected that students on ISS preparatory reading prior to engaging with the taught element of a module. In the case modules will commit 8 of ISS modules, this should be spread hours of study time per (ideally) over the 4-6 week period prior to day (during weekdays) arrival at UEA. This not only ensures that and a minimum of 8 hours per weekend. students maximise their learning via their engagement with the module, but also that This equates to a total they are better equipped to engage with of 144 hours. discussion in class sessions and the module assessment. Crucially it means that students are able to place their learning on the module into a wider context. Activity Lectures

Pre-lecture preparatory reading and postlecture follow up reading Seminars

Section 4 - Expected Study Hours Details Total hours Introductions to individual plays, 3 hrs and specialist talks on aspects of theatre journalism, contemporary theatre issues etc. Reading plays in advance of visits 6 hrs

Practical workshops, visits to plays, follow-up seminars

Formative 2 theatre reviews of plays seen assessment Feedback sessions Assessed course 2500 word essay, 100% of the paper course grade Further seminar in preparation for coursework essay Total

Seminars 12 hours Workshops 6 hours Theatre visits 18 hours 2 hrs

% of credit 10%

40%

10%

Tutorials available on request 40% 1 hr

48 hrs

100%

Section 5 - Teaching Sessions Lecture Programme Depending on which plays are chosen â&#x20AC;&#x201C; based on availability each summer: Lecture 1 London Theatre Critic (e.g., Sam Marlowe, Times Drama critic, on the practice of reviewing plays).

International Summer School 2013 Module Outlines Lecture 2 London Classical Theatre (e.g., Nick Curtis, Arts Editor of the Standard, on British Theatre’s sense of its past) Lecture 3 London Fringe Theatre (e.g., Aleks Sierz, scholar, on contemporary theatre issues) Seminar Programme Introduction in Norwich: ‘Seeing’ a Play: Establishing a critical vocabulary, explanation of assessment criteria. Practical Group Workshop to develop group skills and to develop a sense of plays as objects for performance rather than simply for academic study. Theatre Visit 1 + follow-up seminar discussion (East Anglia) Theatre Visit 2 + follow-up seminar discussion (“ “) Practical tour of e.g. The Globe or National backstage Theatre Visit 3 + follow-up seminar discussion (London Classical e.g. Globe or RNT) Theatre Visit 4 + follow-up seminar discussion (“ “) Practical workshop on e.g. improv, clowning, physical theatre (to establish a different kind of theatrical vocabulary) Theatre Visit 5 + follow-up seminar discussion (London Contemporary fringe theatre) Theatre Visit 6 + follow-up seminar discussion (“ “) Final seminar: towards essay preparation (early Week 4, Norwich) Other Taught Sessions Programme – workshops, practicals, fieldwork, placements, drop-in sessions See above: much of the course is delivered through fieldwork (i.e. seeing plays) and through workshops. There will also be the opportunity for tutorials, especially in the final week back in Norwich as students write their essays. Section 6 – Study materials Required Reading Recommended further reading Other study materials

Aleks Sierz, Rewriting the Nation Simon Sheperd & Mick Wallis, Studying Plays 3rd ed. Texts of individual plays studied, available at the theatres, at French’s Theatre Books, or at the RNT Bookshop. Contemporary theatre reviews; and some examples of good practice drawn from e.g. Irving Wardle’s Theatre Criticism, and Michael Billington’s collected reviews Section 7 - Formative Assessment

Assessment Type

Assignment Deadline

Return date of marked work (where appropriate)

Nature of feedback

Formative 1

End Week 1

Mid Week 2

Comments on submitted work

Assignment detail (e.g. title, type, course test length, word limit, presentation length) A review of either of the pieces seen in week 1, max 500 words.

International Summer School 2013 Module Outlines Assessment Type

Assignment Deadline

Return date of marked work (where appropriate)

Nature of feedback

Formative 2

End Week 3

Early Week 4

Comments on submitted work

Assignment detail (e.g. title, type, course test length, word limit, presentation length) A review of any of the pieces seen in London in weeks 2 or 3, max 500 words Section 8a - Summative Assessment Assessment Type

Percentage (%) counting towards overall module mark

Assignment Deadline

Return date of marked work

Nature of feedback

Coursework

100%

Mid Week 4

After Summer School ends

Written comments on essay – final grade

Assignment detail (e.g. title, type, course test length, word limit, presentation length) A critical essay on a topic arising from the material seen – e,g., a comparison of individual plays seen, or themes observed in them. Max 2000 words. Section 8b – Assessment of module outcomes Learning Outcomes

Formative Assessment 1

Formative Assessment 2

Summative Assessment

List outcomes

Guidance with writing style and vocabulary

Further guidance with style and observation of themes and theatrical devices

See above p.1 (ability to write cogent theoretical argument in respect of plays seen and discussed: practice in theatre journalism).

Section 9 - Employability Problem solving

Teamwork

Communication

Presentation

Group Work

Written Style and vocabulary

Coherent argument

International Summer School 2013 Module Outlines

Faculty of Arts & Humanities (HUM)

Creative Writing: An Introduction

School of Literature, Drama and Creative Writing (LDC)

International Summer School 2013 Module Outlines Section 1 – General Information Module Title: Creative Writing: An Introduction Module code:

Credit value 20 UK

Academic Year 2012-2013

Semester Summer 2013

Section 2 – Details of module Description What is this module about?

Learning Objectives What will I learn? (subject specific and transferable skills)

This module is for students with little previous experience of creative writing. We will be doing a number of in-class exercises based on objects, handouts, discussion and visualisation. On occasion we will study the work of established authors. Very often students will be asked to ‘write about what they know’, drawing on notebooks, memory, family stories, sensory impressions… In both prose and poetry we will concentrate initially on generating material. In prose we will go on to look at character, dialogue, point-of-view, ‘showing’ vs ‘telling’, plotting, etc. In poetry, we will begin to explore the possibilities of pattern and form, sound, voice, imagery, ‘making strange’, etc. Students should equip themselves with a notebook for everyday use and a file or folder in which to keep handouts and all written work. Students will be required to complete exercises in class and for homework and should be prepared to read their work aloud. The aim of this module is to get students writing prose fiction and poetry. At this stage it is important to experiment: not everything will come off, but students will learn from that. Along the way students will begin to develop an understanding of the craft elements of writing - the technical nuts and bolts. They will also acquire some of the disciplines necessary to being a writer observation, keeping notebooks, writing in drafts, reading as a writer, submitting to deadlines, etc.

By the end of the module students will have acquired competence and confidence in the writing of prose fiction and poetry. Through the practice of automatic writing and the keeping of observational journals students will be able to generate material that will enable them to produce original works of creative writing. Students will become adept at utilizing memories and sensory impressions in the construction of believable fictions and affecting poems. Students will have gained the resources for inventing and voicing characters in fiction and for deploying literary language to pleasing or surprising effect. Students will have gained an appreciation of the importance of ‘defamiliarisation’, and will have acquired an informed understanding of dialogue conventions, the limits and potential of narrative point of view, the fundamentals of structuring stories and poems, and the importance of drafting and revision. Students will be able to present work to a professional standard. This module would be ideal if students are currently studying any Humanities Links Where does this subject, particularly Literature or Languages, and would like to explore the

Learning Outcomes What will I be able to do by the end of the module?

International Summer School 2013 Module Outlines fit into my current studies?

possibilities of writing creatively. No prior knowledge or experience of Creative Writing is required.

Section 3 â&#x20AC;&#x201C; Teaching Team Module Convenor

Professor Andrew Cowan, Director of UEA Creative Writing. Andrew is a graduate of UEA with a first degree in English and American Studies and an MA in Creative Writing. Before joining the faculty in 2004 he was twice a Royal Literary Fund writing fellow at UEA, working with students on their expository and creative writing skills. Andrew was a longstanding tutor in Creative Writing for the Arvon Foundation and is the author of five novels, which have been published in 12 languages, including PIG, which was longlisted for the Booker Prize, shortlisted for five other literary awards, and won a Betty Trask Award, the Authors' Club First Novel Award, the Ruth Hadden Memorial Prize, a Scottish Arts Council Book Award and the Sunday Times Young Writer of the Year Award.

Others

TBC

Section 4 - Expected Study Hours Activity

Details

Total hours

% of credit

Lectures/Seminars

Introduction Getting Started in Poetry Keeping Observational Journals Keeping Observational Journals: Using All Five Senses Using Memories Inventing Characters Voicing a Character: Interior Monologue Poetry Exercises Dialogue Point of View Structure Making Strange Tutorials Editing & Revising Workshopping

45 hours

10%

Pre-lecture preparatory

Required Reading:

17.5 hours

Andrew Cowan: The Art of Writing

International Summer School 2013 Module Outlines reading and postlecture follow up reading

Fiction (Pearson Longman)

Introductions to poetic form: Peter Sansom, Writing Poems (Bloodaxe) Sandy Brownjohn, The Poet’s Craft: A Handbook of Rhyme, Metre and Verse (Hodder & Stoughton)

A couple of contemporary poetry anthologies: Jo Shapcott & Matthew Sweeney (eds), Emergency Kit: Poems for Strange Times (Faber) Neil Astley (ed), The New Poetry (Bloodaxe) A couple of useful, readable critical works: David Lodge, The Art of Fiction (Penguin) James Wood, How Fiction Works (Vintage)

Observational Diary: Students to keep an observational diary throughout the course. Formative assessment

Work completed for final Artist’s Model exercise (800 words) should be revised and typed up for tutor to read, annotate and comment upon. The final poetry exercise on Day 4 (minimum 14 lines) should be completed and typed up for tutor to read, annotate and comment

Assessment times are included in the lecture/seminar/workshop sessions

International Summer School 2013 Module Outlines upon. Feedback sessions

The tutor will assign half a day for 1-2-1 tutorials.

Included in lecture/seminar sessions

Assessed course paper

A short story of 2,000 words and 4 - 6 poems totalling approximately 46 lines OR a short story of 1,500 words and 6 12 poems totalling approximately 94 lines.

8 hours

Total

Approx 71 hours

90%

Section 5 - Teaching Sessions Lecture Programme â&#x20AC;&#x201C; details for each lecture Introduction An introduction to the module and each other; automatic writing exercises Getting Started in Poetry Poetry starter exercises and automatic writing exercises Keeping Observational Journals Beginning the practice of keeping observational journals as a resource for fiction and poetry; field trip to city centre Keeping Observational Journals; Using all Five Senses Discussion and exercises; utilising sensory impressions to produce prose fiction Using Memories Discussion and exercises; utilising memories and what we know to produce prose fiction Inventing Characters Using notebooks, photographs and visualisation as resources for inventing characters in fiction; exercise in writing a self-portrait Voicing a Character: Interior Monologue Voicing a character: interior monologue; field trip to Sainsbury Centre as a stimulus to the invention of fictional characters Poetry Exercises Poetry starter exercises: making strange; using objects for poetry Dialogue Discussion of dialogue conventions; exercises using given words and newspaper stories to produce dialogue Point of View

International Summer School 2013 Module Outlines Discussion and exercises exploring the limits and potential of various narrative points of view Structure Discussion and exercises to explore structure in stories Making Strange Discussion and exercises in the art of ‘defamiliarisation’ Tutorials Individual tutorials to discuss formative assessment exercise and class contribution Editing & Revising Editing exercises; discussion of nuts & bolts technical issues Workshopping Group workshopping of works for final assessment Section 6 – Study materials Required Reading

Andrew Cowan: The Art of Writing Fiction (Pearson Longman)

Recommended further reading

Some key books on being a writer: Dorothea Brande, Becoming a Writer (Macmillan) John Gardner, On Becoming A Novelist (HarperPerennial) Stephen King, On Writing: A Memoir of the Craft (NEL) Betsy Lerner, The Forest for the Trees: An Editor’s Advice to Writers (Macmillan) Flannery O’Connor, Mystery and Manners (Farrar, Straus and Giroux) A couple of introductions to poetic form: Peter Sansom, Writing Poems (Bloodaxe) Sandy Brownjohn, The Poet’s Craft: A Handbook of Rhyme, Metre and Verse (Hodder & Stoughton) A couple of contemporary poetry anthologies: Jo Shapcott & Matthew Sweeney (eds), Emergency Kit: Poems for Strange Times (Faber) Neil Astley (ed), The New Poetry (Bloodaxe) A couple of useful, readable critical works: David Lodge, The Art of Fiction (Penguin) James Wood, How Fiction Works (Vintage) As for fiction, the possibilities are endless but students need to try to read widely, especially in contemporary fiction, and try to read as a writer: think about the techniques used and the effects achieved. Students will need to apply what they learn in their own writing. The following are some contemporary writers who have studied or taught at UEA: Naomi Alderman, Tash Aw, Trezza Azzopardi, Richard Beard, Lynne Bryan, Angela Carter, Amit Chaudhuri, Tracy Chevalier, Andrew Cowan, Helen Cross, Joe Dunthorne, Anne Enright, Diana Evans, Stephen Foster, Adam Foulds, Kazuo Ishiguro, Anjali Joseph, Panos Karnezis, Ian McEwan, Mark McNay, Ben Rice, Ali Smith, Rose Tremain, Clare Wigfall…. A complete list of UEA writers can be found on our website (under ‘Alumni’): www.uea.ac.uk/creativewriting

Other study materials

International Summer School 2013 Module Outlines Section 7 - Formative Assessment Assessment Type

Assignment Deadline

Return date of marked work (where appropriate)

Nature of feedback

Formative 1

End Day4

Comments on submitted work and discussion in tutorial

Assignment detail (e.g. title, type, course test length, word limit, presentation length)

Work completed for final Artistâ&#x20AC;&#x2122;s Model exercise (800 words) should be revised and typed up for tutor to read, annotate and comment upon. Assessment Type

Assignment Deadline

Return date of marked work (where appropriate)

Nature of feedback

Formative 2

End Day4

Comments on submitted work and discussion in tutorial

Assignment detail (e.g. title, type, course test length, word limit, presentation length)

The final poetry exercise on Day4 (minimum 14 lines) should be completed and typed up for tutor to read, annotate and comment upon. Section 8a - Summative Assessment Assessment Type

Percentage (%) counting towards overall module mark

Coursework 90%

Assignment Deadline

Return date of marked work

Nature of feedback

24th July

TBC

Written feedback on returned work

Assignment detail (e.g. title, type, course test length, word limit, presentation length)

A short story of 2,000 words and 4 - 6 poems totalling approximately 46 lines OR a short story of 1,500 words and 6 - 12 poems totalling approximately 94 lines

International Summer School 2013 Module Outlines Assessment Type

Percentage (%) counting towards overall module mark

Dates

Nature of feedback

Class contribution

10%

Whole course

1-2-1 tutorial

Assignment detail (e.g. length of exam, rubric) Guidance will be given at the start of the course on the class contribution requirements, and the studentsâ&#x20AC;&#x2122; performance will be monitored in each of the sessions.

Section 8b - Assessment of module outcomes Learning Outcomes

Formative Assessment 1

Formative Assessment 2

Summative Assessment

List outcomes

Control of prose technique and style, including management of narrative voice and point of view

Control of poetic technique and style, including management of lyric voice and poetic structure

Ability to invent and give voice to characters in fiction and to deploy literary language to pleasing or surprising effect. An appreciation of â&#x20AC;&#x2DC;defamiliarisationâ&#x20AC;&#x2122;, and an informed understanding of dialogue conventions, the limits and potential of narrative point of view, the fundamentals of structuring stories and poems, and the importance of drafting and revision. An ability to present work to a professional standard.

Exam

Section 9 - Employability Problem solving

Teamwork

Communication

Presentation

Advanced ability to think creatively and imaginatively.

Advanced ability of contribute to group discussions and to

Exemplary written communication skills and sophisticated

Well-edited and grammatical written work presented to professional standard.

International Summer School 2013 Module Outlines develop in response to group and individual feedback.

understanding of the requirements of a readership.

Section 10 - Sample Exam or Test papers n/a

International Summer School 2013 Module Outlines

Faculty of Arts & Humanities (HUM)

Video Journalism: Theory and Practice

School of Literature, Drama and Creative Writing (LDC)

International Summer School 2013 Module Outlines

Section 1 â&#x20AC;&#x201C; General Information Module Title Video Journalism and Media Studies: Theory & Practice Module code: TBC

Credit value: 20 UK

Academic Year: 2012-2013

Semester: Summer 2013 Section 2 â&#x20AC;&#x201C; Details of module

Description What is this module about?

Video Journalism and Media Studies: Theory & Practice divides into two parts. The first offers a practical workshop in Video Journalism, dealing with the production of news for Broadcast or Online outlets. The workshops provide an introduction to TV reporting skills, interviewing for TV, writing to picture, pieces to camera ('standuppers'), report structure, camera operation and technique, timeline picture editing, scriptwriting and editorial aspects of TV news production. The second part of the module introduces students to competing approaches to, and the theories of, media studies more generally. Topics covered will include contemporary celebrity culture, media and identity, war and the media, representations of political rhetoric and argument, free speech, and different media systems. Prerequisites: Students should come equipped with an interest in learning about video journalism and media studies. No specific knowledge or experience is required.

Learning Objectives What will I learn? (subject specific and transferable skills)

Video Journalism and Media Studies: Theory & Practice offers practical experience of video journalism and invaluable insights into media studies. Alongside an introduction to reporting, interviewing, camera operation, and the editorial aspects of TV news production, this module teaches key skills, including critical evaluation, analytical investigation, written presentation and synthesis of information.

Learning outcomes What will I be able to do by the end of the module?

Knowledge and understanding By the end of the module, students should have an understanding of some of the key issues in video journalism and media studies, learning more about the production, mediation and consumption of news as well as the media in action. Intellectual skills Apply ideas and concepts in the discussion of aspects of video journalism and media studies. Construct coherent and independent arguments. Professional skills The module will develop students' ability to select, sift and synthesize information from a variety of materials, interpreting data and presenting material using appropriate conventions. Transferable skills The module will also develop students' ability to work to deadlines, manage a large and

International Summer School 2013 Module Outlines disparate body of information, critical evaluation and analytical investigation, as well as the synthesis and presentation of information.

Links Where does this fit in to my programme?

This module would be ideal for students currently studying Media Studies more broadly or for those with an interest in video journalism. Nevertheless, students will not require any prior knowledge of Video Journalism and Media Studies in order to study this module.

Section 3 – Teaching Team Module Convenor

Dr David Gill (convenor) is a lecturer in the School of Political, Social, and International Studies.

Others

Mr Mark Wells, Mr Ian Masters, Dr Helen Warner, Dr Sanna Inthorn, Mr Lawrence Hardy, Professor Alan Finlayson, and Professor John Street are supporting the module. Each member of teaching staff has considerable experience in the field of media studies or related subjects.

Section 4 - Expected Study Hours Activity

Details

Total hours

% of credit

Lectures

All teaching will comprise a mix of lectures, seminars, and workshops, which will total approximately 57 contact hours. In addition, the module will include six hours for a field trip.

63 hours

31.5%

Pre-lecture preparatory reading and post-lecture follow up reading

Preparatory reading for lectures, seminars, and workshops will be necessary for throughout the module. Students will be expected to read at least one article/book chapter in preparation for each teaching block in the latter half of the module (nine in total) and complete any associated note taking beforehand. For more details, see ‘Section 6’.

33 hours (+ 56 hours pre-course preparation)

44.5%

In addition, it is a normal expectation that students registered on UEA modules will conduct preparatory reading prior to engaging with the taught element of a module. In the case of ISS modules, this should be spread several weeks period prior to arrival at UEA. This not only

International Summer School 2013 Module Outlines ensures that students maximise their learning via their engagement with the module, but also that they are better equipped to engage with discussion in class sessions and the module assessment. Crucially it means that students are able to place their learning on the module into a wider context. Seminars

Please see above.

N/A

Pre-seminar preparation and follow up study

Please see above.

N/A

Formative assessment

Formative assessment divides into two parts:

12 hours

The first formative assessment will require students to plan a video report for the broadcast journalism component of the module. Students will work on this project largely under supervision, during the first six blocks of the module. It is nevertheless expected that students will use their self-study hours to reflect on, and improve, their plan. The second formative assessment will require students to prepare a plan in preparation for second summative assessment piece (the presentation). Students will work on this piece outside of contact hours, and it is expected that they will use their self-study hours to reflect on, and research, their plan. Feedback sessions

Will occur in seminars

N/A

Assessed course paper

Summative assessment divides into two parts:

26 hours

13%

The first summative assessment will require students to produce a video report for the broadcast journalism component of the module. Students will complete this project, largely under

International Summer School 2013 Module Outlines supervision, during the final blocks of the first half of the module. It is expected that students will use additional self-study hours to reflect on, and improve, their video. The deadline is for the Tuesday of the second week. The second summative assessment will require students to produce an presentation and handout (a five-minute presentation and one side of A-4). Students will work on this piece outside of contact hours. It is expected that students will use their self-study hours to research to prepare their presentation. Presentations will take place on the final two working days of the summer school. Further reading and exam preparation

During the module, students will also be encouraged to research additional academic texts and journals in order to widen and deepen their academic knowledge of the subject.

Exam

N/A

Total

This figure (200 hours) represents the total study time for the module, which includes attendance at lectures, field trips, seminars, reading (including precourse reading), coursework preparation, independent study, and all other forms of work associated with the module.

200 hours

100%

In keeping with all other summer school modules, Video Journalism and Media Studies: Theory & Practice assumes 144 notional study hours. Whilst at the University it is expected that students on ISS modules will commit 8 hours of study time per day (during weekdays) and a minimum of 8 hours per weekend. This equates to a total of 144 hours.

Section 5 - Teaching Sessions Lecture Programme â&#x20AC;&#x201C; details for each lecture

International Summer School 2013 Module Outlines Video Journalism and Media Studies: Theory & Practice divides into two parts. The first will use practical workshops (detailed below). The second part of the module will introduce students to competing approaches to and the theories of media studies more generally. Each session will take the form of short lectures, group work, presentations and audio-visual extracts. Topics covered will include contemporary celebrity culture, media and identity, war and the media, representations of political rhetoric and argument, free speech, and different media systems: Free speech and different media systems (John Street, two sessions) The first session, ‘Media and Free Speech’ explores the idea that most Western liberal democracies pride themselves on the idea that their media provide freedom of speech. It questions why free speech is valued as well as the limits on freedom of expression. The second session, ‘How and why media systems differ’, examines why no two media systems are identical. Even though they use the same basic technologies, they all operate differently. It questions the differences between media systems, the reasons for variation, and considers how media systems should operate in the ideal world. War and the media (David Gill, one session) The session will examine the complex relationship between war and the media. It considers issues such as impartiality, censorship, and security in war reporting. Alongside questions about the relations between the military and the media, it also questions the consumption and impact of war reporting more broadly. Media and identity (Sanna Inthorn, two sessions) The first session, ‘National Identity’, will discuss the idea of the nation as a discursive construct and will explore key themes in the narrative of the nation. We will also ask how the nation is negotiated in relation with other identities, such as race and gender. The second session, ‘Cyberculture’, will discuss the role of new media technologies in challenging concepts of identity. In particular, it will ask whether cyberculture has made redundant the meaning of identities of class, race and gender. Media representations of political rhetoric and argument (Alan Finlayson, two sessions) Both sessions will examine the ways in which the media represent political rhetoric and argument. It will look at three examples from British political life: Parliament on television, the broadcasting of speeches and political interviews. Celebrity culture (Helen Warner, two sessions) Both sessions will explore the phenomenon of contemporary celebrity culture at the level of production, textual representation and consumption. It examines key approaches to celebrity studies and apply debates to individual case studies.

Seminar Programme – details for each session Please see above.

Other Taught Sessions Programme – workshops, practicals, fieldwork, placements, drop-in sessions

Video Journalism and Media Studies: Theory & Practice divides into two parts. The first will use practical workshops in Video Journalism, dealing with the production of news for Broadcast or Online outlets, all taught by Mark Wells and Ian Masters. The workshops provide an introduction to TV reporting skills, interviewing for TV, writing to picture, pieces to camera ('standuppers'), report structure, camera operation and technique, timeline picture editing, scriptwriting and editorial aspects of TV news production. The second part of the module will take the form of short lectures, group work, presentations and audio-visual extracts (see above).

International Summer School 2013 Module Outlines The module also intends to offer student the opportunity to attend a field trip to a local point of interest.

Section 6 – Study materials Required Reading

Pre-course reading 1. Andrew Marr, My Trade: A short history of British Journalism (London: Pan, 2005). 2. Paul Hodkinson, Media, Culture and Society (London: Sage, 2010). Video journalism (10 teaching blocks) 1. [Skim either of the following throughout] Andrew Boyd, Peter Stewart and Ray Alexander, Broadcast Journalism: Techniques of Radio and Television News (London: Focal Press, 2008) or 2. Gary Hudson and Sarah Rowlands, The Broadcast Journalism Handbook (London: Longman, 2007). Free speech and different media systems (2 teaching blocks) 1. [First teaching block -- choose one of the following]: Onora O’Neill, ‘Practices of Toleration’, from Judith Lichtenberg (ed) Democracy and the Mass Media: A Collection of Essays (Cambridge: Cambridge University Press, 1990), chapter five; James Curran, Media and Power (London: Routledge, 2002), chapter 1; John Keane, The Media and Democracy (London, Polity Press, 1991), chapter 1; Index on Censorship (any issue). 2. [Second teaching block -- choose one of the following]: Choose one of the following: James Tunstall, The Media Were American: US Mass Media in Decline (New York: Oxford University Press, 2007); Jonathan Hardy, Western Media Systems (London: Routledge, 2008); John Street, Mass Media, Politics and Democracy (Basingstoke: Palgrave Macmillan, 2001). Media and identity (2 teaching blocks) 1. [First teaching block] Benedict Anderson, Imagined Communities: reflections on the origin and spread of nationalism (London, New York: Verso, 2006), chapter one. 2. [Second teaching block] D. Bell, Cyberculture theorists (London: Routledge, 2006), chapter one. War and the media (1 teaching block) 1. Martin Bell, ‘The death of news’, Media, War & Conflict, Vol. 1, No. 2 (2008), pp. 221–231. Representations of political rhetoric and argument (2 teaching blocks) 1. [First teaching block] Kathleen Hall Jamieson, 'Educating the Eloquent Speaker', from Kathleen Hall Jamieson, Eloquence in an Electronic Age: The Transformation of Political Speechmaking (Oxford: Oxford UP, 1990), chapter one. 2. [Second teaching block] Tony Wright, 'Inside the Whale: The Media from Parliament', Political Quarterly, 69 (1998), pp. 19-27. Contemporary celebrity culture (2 teaching blocks) 1. [First teaching block] Graeme Turner, ‘Chapter One: Understanding Celebrity’, from Graeme Turner, Understanding Celebrity (London: Sage, 2004), pp. 3-26. 2. [Second teaching block] Richard Dyer, ‘Stars as Specific Images’, in Richard Dyer, Stars (1979, [2004]) pp.60-85.

International Summer School 2013 Module Outlines

Recommended further reading

Further reading recommendations and suggestions will be provided during the module as necessary.

Other study materials

Members of staff will require rooms with internet access and audiovisual capabilities. In addition, at least one session will require the use of a computer room in order to allow all students to conduct online research. Mark Wells and Ian Masters will also need to secure access to the relevant studios, equipment (specifically editing laptops) and materials in order to conduct the video journalism element of the module.

Section 7 - Formative Assessment Assessment Type

Assignment Deadline

Return date of marked work (where appropriate)

Nature of feedback

Formative 1

The deadline is for the Friday of the first week.

Feedback will occur during the same workshop.

Verbal feedback

Assignment detail (e.g. title, type, course test length, word limit, presentation length) The first formative assessment will require students to plan a video report for the broadcast journalism component of the module. Students will work on this project largely under supervision, during the first six blocks of the module. Assessment Type

Assignment Deadline

Return date of marked work (where appropriate)

Nature of feedback

Formative 2

The deadline for the plan is the Monday of the third week.

Feedback will occur during the same seminar/lecture.

Verbal feedback (and group discussion)

Assignment detail (e.g. title, type, course test length, word limit, presentation length) The second formative assessment will require students to prepare a plan an answer to the question, â&#x20AC;&#x2DC;What is the value of studying the media?â&#x20AC;&#x2122;, in preparation for second summative assessment piece (the presentation and handout).

Section 8a - Summative Assessment

International Summer School 2013 Module Outlines Assessment Type

Percentage (%) counting towards overall module mark

Assignment Deadline

Return date of marked work

Nature of feedback

Coursework 50% (1)

Students will submit their videos reports towards the end of the first part of the module.

Feedback provided in the same workshop.

Verbal and marksheet

Coursework 50% (2)

Presentations will take place towards the end of the taught summer school.

Feedback provided in the following seminar/lecture. workshop

Verbal and marksheet

Assignment detail (e.g. title, type, course test length, word limit, presentation length) The first summative assessment will require students to produce a video report for the broadcast journalism component of the module. Students will complete this project, largely under supervision, during the final blocks of the first half of the module. Assessment will be based on ‘class contribution’ as well as the finished video report. The second summative assessment will require students to produce a five-minute presentation. The students will attempt to answer the question, ‘What is the value of studying the media?’ (supported by materials e.g. slides, handout, diagram). Presentations will be assessed with reference to research, analysis, and understanding. Assessment Type

Percentage (%) counting towards overall module mark

Dates of exam period

Dates when marks will be available on e-vision

Exam

N/A

Assignment detail (e.g. length of exam, rubric) N/A

International Summer School 2013 Module Outlines Section 8b - Assessment of module outcomes Learning Outcomes

Formative Assessment 1

Formative Assessment 2

Summative Assessment 1

Summative Assessment 2

List outcomes

To successfully plan the production of a video piece for the broadcast journalism component of the module

To plan a presentation answering the question, ‘What is the value of media studies?’

To produce a video report for the broadcast journalism component of the module

To produce a presentation answering the question, ‘What is the value of studying the media?’

Section 9 - Employability Problem solving

Teamwork

Communication

Presentation

Students will learn to solve problems i) associated with the practice of video journalism and ii) during discussions concerning the media.

Students will be required to work in groups throughout the module. Group work will include both practical (video journalism) and theoretical (media studies) elements.

Students will gain experience articulating their ideas, whether in presentation or written form, in both theoretical and practical work.

Students will improve the skills necessary to present their work.

Students will learn to select and synthesize information from a variety of sources.

Feedback and group discussion will help to guide improvement.

Section 10 - Sample Exam or Test papers N/A

Students will also gain experience with the practical (video journalism) and theoretical (media studies) elements of presentation.

International Summer School 2013 Module Outlines

Faculty of Social Sciences (SSF)

Managing People

Norwich Business School (NBS)

International Summer School 2013 Module Outlines Section 1 – General Information Module Title Managing People Module code U1N100V01

Credit value 20 UK Undergraduate level 2

Academic Year 2012-2013

Semester Summer 2013

School of Study Academics Module Description

Pre requisites Fieldtrips School Profile

Norwich Business School Marie Bailey Effective Human Resource Management (HRM) practice is a critical strategic tool for businesses to gain a sustainable competitive advantage. This module will provide students with an introduction to this key area of business management; an area that is becoming increasingly important in the labour market’s ‘War for Talent’. This module provides the knowledge required to develop an in depth understanding of HRM, regarding the nature of this crucial strategic tool and how it operates in organisations. We will cover the organisational importance of creating a performance management culture, and also outline how this is aligned to strategic business objectives. Such a “contributor culture” is one where employees add organisational value through their flexibility and willingness to make a positive difference in the workplace. Through seminar discussions and relevant fieldtrips this module will provide students with crucial understanding of this important aspect of contemporary business management. This is an undergraduate module and requires extensive pre-reading and an interest in people management, but there are no specific entry qualifications. Full details on field trips will be announced shortly at http://www.uea.ac.uk/SummerStudyAbroad/modules/managing-people Multi-disciplinary in nature, the School is well known for its ability to innovate with its course content and approach. According to Research Assessment Exercise (RAE) 2008, 90% of the research in the Business School is of international quality, with 45% of all its research defined as ‘world-leading’ or ‘internationally excellent’ in terms of originality, significance and rigour. In the most recent UK Government teaching quality audit the department gained 23 points (out of a maximum of 24). Our approach to teaching is designed to promote academic achievement and intellectual development as well as providing students with firm communication skills and a strong sense of confidence. Section 2 – Details of module

Description What is this module about?

Students are introduced to the contemporary debates, theories and concepts which underpin HRM and the employment relationship within the wider business context. Emphasis is placed on understanding how HRM relates to strategic business decision-making and its implications in the workplace. It also demonstrates the importance people management plays in achieving competitive advantage in an increasingly complex and globalised business

International Summer School 2013 Module Outlines environment. Learning Objectives What will I learn? (subject specific and transferable skills)

Subject specific skills: On completion of the module students will be able to: • Identify the nature and characteristics of HRM. •

Explain why, when, how and with what an organisation uses HRM processes, procedures and tools to add value and achieve organisational goals.

•

Demonstrate an awareness and understanding of the major issues and concepts in contemporary HRM.

•

Structure and present written work to meet specified criteria.

•

As a team member, plan, structure and organise a group presentation.

Cognitive skills: • Subject mastery of the unit content, paradigms, conceptual bases, their limitations and boundaries as well as the unit’s relationship to other subjects and their contexts.

Learning outcomes What will I be able to do by the end of the module?

•

The intellectual ability to think critically, analyse problems, understand, apply and develop concepts, synthesise different types of information, evaluate and make rational judgements.

•

The ability to research a topic or problem, observe, describe and record information accurately.

•

The ability to use and process information, undertake content/textual analyses to inform specified assessments.

•

Effective communication: written and oral, as well as effective use of data and IT.

•

Effective intrapersonal, interpersonal teamworking.

•

An awareness of cultural diversity issues.

By the end of the module students should be able to: •

Understand the nature and characteristics of HRM.

•

Indentify appropriate people management strategies, procedures and tools for achieving competitive advantage in the workplace.

International Summer School 2013 Module Outlines •

Develop an awareness of the discipline’s key concepts.

•

Develop the confidence and capabilities in both written and oral skills which meet the specified criteria.

Marie Bailey - is a Lecturer in Human Resource Management and is currently based at the UEA London Study Centre. Previously, Marie worked as a Senior Lecturer at Canterbury Christ Church Business School, where she was Programme Director for the MSc in International HRM and taught a range of subjects including employee relations, strategic HRM, organisational behaviour, employee development and resourcing at both undergraduate and postgraduate level. Having recently completed a PhD in the field of European employee relations, Marie continues to publish in this field and is currently working on a collaborative research project with Lotus cars. Section 4 - Expected Study Hours

Activity

Details

Lectures

Week 1

2 hours

Week 2

8 hours

Total hours 21

% of credit 10%

International Summer School 2013 Module Outlines Week 3

8 hours

Week 4

3 hours

Pre-lecture preparatory reading and post-lecture follow up reading

Pre-lecture reading

Post-lecture reading

Seminars

Week 1

2 hours

10%

Week 2

8 hours

Week 3

8 hours

Week 4

3 hours 20

10%

35%

Pre-seminar preparation and follow up study

Seminar exercise material, documents to facilitate discussion, project material and related games will be provided in the seminar sessions.

Formative assessment

Multiple choice quiz + time for preparation

Feedback sessions

As part of formative assessment (see above)

Assessed course paper

A 3,000 word individual essay to be completed outside of sessions.

15%

Presentation preparation

Groupwork to prepare for assessed presentation

15%

Students will be expected to review material after the seminars to reinforce learning outcome.

Total

200

Section 5 - Teaching Sessions Lecture Programme â&#x20AC;&#x201C; details for each lecture Week 1 -Introduction to HRM

100%

International Summer School 2013 Module Outlines Week 2 - Strategic HRM, Recruitment and Selection, Performance Management and Reward Week 3 - Learning and Development, The Employment Relationship, Organisational Culture Week 4 - International HRM, Module Summary Seminar Programme – details for each session The seminar programme will reflect the topics delivered within the lecture programme. For each 2hour lecture, a 2-hour seminar will follow in which students will have an opportunity through directed learning, to engage in some of the critical perspectives introduced in the lecture. This will be facilitated through case studies, group discussions and where appropriate class debates. Assessed student presentations will also form part of the seminars. Other Taught Sessions Programme – workshops, practicals, fieldwork, placements, drop-in sessions Group work plays a key part in the assessment of the module and therefore students will be required to work together outside of the formal teaching sessions to complete this task. However, there will be an opportunity for students to arrange advisory sessions.

Section 6 – Study materials Required Reading

Marchington, M. & Wilkinson, A. (2008). Human Resource Management at Work, 4th edition, London: CIPD Torrington, D. Hall, L. & Taylor, S. (2008) Human Resource Management. 7th edition, London: FT Prentice Hall

Recommended further reading

Armstrong, M. (2009) Armstrong’s Handbook of Human Management Practice, 10th edition, London: Kogan Page

Resource

Beardwell J. & Clayton, T. (2010) Human Resource Management: contemporary approach, 6th edition, Harlow: Pearson Education

Brewster, C. Sparrow, P. & Vernon, G. (2007) International Human Resource Management, 2nd edition, London: CIPD Gennard, J. & Judge, G. (2005) Employee Relations, 4th edition, London: CIPD Harrison, R. (2009) Learning and Development, 5th edition, London, CIPD Lucas, R. Lupton, B. & Mathieson, H. (2007) Human Resource Management in an International Context, London: CIPD Mendenhall, M. Oddou, G. & Stahl, G. (2010) Readings and Cases in International Human Resource Management, 4th edition, Oxon: Routledge

International Summer School 2013 Module Outlines Taylor, S. (2008) Employee Resourcing, 4th edition, London, CIPD Other study materials

In addition to the recommended texts, students should attempt to read relevant academic and professional HRM journals. The following list provides students with some recommended titles. British Journal of Industrial Relations Economic and Industrial Democracy Employee Relations Journal People Management Work, Employment ad Society Journal European Journal of Industrial Relations Human Resource Management Journal Industrial Relations Journal Section 7 - Formative Assessment

Assessment Assignment Type Deadline

Return date of marked work (where appropriate)

Nature of feedback

Formative 1

Week 3

Marked answer sheet provides students with an overall score.

Week 2

Assignment detail (e.g. title, type, course test length, word limit, presentation length) Multiple choice quiz which takes place during the seminar of week 2. The quiz contains 30 questions and should be completed in 30 minutes. Each student completes the quiz individually. This enables students to become familiar with key terms and concepts in HRM and introduces to the language of the discipline. Assessment Assignment Return date of Nature of feedback Type Deadline marked work (where appropriate) Formative 2

Week 3

Week 4

Marking matrix and additional feedback comments.

Assignment detail (e.g. title, type, course test length, word limit, presentation length)

International Summer School 2013 Module Outlines Presentation Brief In groups of 6 or 7 you are required to give a 20 minute group PowerPoint presentation on a case study organisation. As a group, you should identify and evaluate an existing HRM-related issue within a business organisation and discuss these implications in relation to HRM theory and literature. For example, the current economic downturn has highlighted a wide number of employment related issues and many organisations are currently making difficult decisions in relation to their HRM policies and practices. With this in mind, newspapers, trade journals, and the internet provide a key source of information on these contemporary issues and should help you in your presentation research. In addition, you are required to compile a joint report (4,000 words), summarising your presentation findings. You should then consider how these issues relate to the existing academic HR debates. Section 8a - Summative Assessment Assessment Type

Percentage Assignment Return Nature of feedback (%) Deadline date of counting marked towards work overall module mark

Coursework

60%

Week 4

TBC

Formal written feedback

Assignment detail (e.g. title, type, course test length, word limit, presentation length) Essay Students are required to submit ONE 3,000 word essay from the choice of three questions below: 1) Critically evaluate the impact and effectiveness of strategic HRM in the multinational setting. 2) Critically analyse the appropriateness of performance management and reward systems and establish to what extent these strategies incentivise employees in the workplace. 3) Critically discuss the strengths and weaknesses of union and non-unionised voice mechanisms and their suitability for providing employee voice and harmonising the employment relationship. Learning Outcomes

Formative Assessment 1

Summative Assessment 1

Summative Assessment 2

Understand the nature and characteristics of HRM.

The formative assessment will allow students to

Summative Assessment 1 enables students to

Summative Assessment 2 enables students to

Identify appropriate people

International Summer School 2013 Module Outlines management strategies, procedures and tools for achieving competitive advantage in the workplace. Develop an awareness of the disciplineâ&#x20AC;&#x2122;s key concepts.

identify key HRM strategies and procedures and become familiar with key words. This fulfils Learning out comes: 1 & 3.

apply HRM theory to practice and fulfils Learning Outcomes: 1, 3 and 4.

critically evaluate HRM concepts and fulfils Learning Outcomes: 1, 2, 3 and 4.

Develop the confidence and capabilities in both written and oral skills which meet the specified criteria. Section 9 - Employability Problem solving

Teamwork

Communication

Presentation

Understanding the nature and characteristics of HRM and identify appropriate techniques for achieving competitive advantage in the workplace.

Participation in case study discussions and team working as part of the formal group presentation project to establish a better awareness of applied HRM.

Working in groups. English communication skills using business English language.

Students will be expected to present their work to other students in the seminar sessions. The assignment will require the presentation of written work.

International Summer School 2013 Module Outlines

Faculty of Social Sciences (SSF)

Understanding Business

Norwich Business School (NBS)

International Summer School 2013 Module Outlines Section 1 – General Information Module Title Understanding Business Module code U1N100V01

Credit value 20 UK Undergraduate level 2

Academic Year 2012-2013

Semester Summer 2013

School of Study Academic Module Description

Norwich Business School Mr Andy Vassallo This module is intended to be an introductory module for those students interested in gaining a comprehensive understanding of the fundamentals of business and management. Through a series of seminar sessions and fieldtrips taught by the Norwich Business School, students will develop essential management knowledge and transferable business skills.

Pre requisites Fieldtrips School Profile

The course provides a broad perspective on the world of business and the activities of managers who drive these businesses forward. Businesses include a broad range of organisations from for profit to social enterprises. The course also provides insight into the different structures and functions of business which itself offers an excellent insight into personal career development. This is an undergraduate module and requires extensive pre-reading and a interest in Business, but there are no specific entry qualifications. Full details on field trips will be announced shortly at http://www.uea.ac.uk/SummerStudyAbroad/modules/understanding-business Multi-disciplinary in nature, the School is well known for its ability to innovate with its course content and approach. According to Research Assessment Exercise (RAE) 2008, 90% of the research in the Business School is of international quality, with 45% of all its research defined as ‘world-leading’ or ‘internationally excellent’ in terms of originality, significance and rigour. In the most recent UK Government teaching quality audit the department gained 23 points (out of a maximum of 24). Our approach to teaching is designed to promote academic achievement and intellectual development as well as providing students with firm communication skills and a strong sense of confidence. Section 2 – Details of module

Description What is this module about?

The course provides a broad perspective on the world of business and the activities of managers who drive these businesses forward. The modules explore business across a wide range of differing sectors; developing understanding of private, public and not for profit/voluntary sector organisations.

International Summer School 2013 Module Outlines The course provides an insight into differing organisational functions, structures and cultures which gives a broad insight into informing future career options and opportunities. The course develops awareness of how different businesses function, developing students understanding and ability to apply key business management concepts and practises, thereby improving their employability, effectiveness and success in their future careers. Learning Objectives What will I learn? (subject specific and transferable skills)

Subject Specific skills By the end of the module the student should be able to: 1.1 Understand the context of an organisation and itâ&#x20AC;&#x2122;s environment 1.2 Understand the external/internal environment in which the business operates and they are managed. 1.3 Demonstrate relevant knowledge and understanding of organisations, including structure, culture and functions within a business and how they contribute the delivering value to customers. 1.4 Awareness of the functional diversions within the organisation and their purposes. 1.5 Awareness of the wider responsibilities of business in its environment. 1.6 Apply Business Management analysis tools to analyse business problems, scenarios and contexts, identify suitable options and make informed recommendations for action.

Learning outcomes What will I be able to do by the end of the module?

Cognitive and key skills By the end of the module the student should be able to: 2.1 Analyse organisational based problems (case studies) and provide constructive and critical insights based on the relevant evidence. 2.2 Apply problem solving techniques to deliver acceptable and feasible solutions. 2.3 Apply decision making skills and make evidence based recommendations. 2.4 Effectively communicate using a variety of media and styles to present appropriately in a professional business context. 2.5 Demonstrate an understanding of theories and concepts relating to leadership, motivation and groups & teams in organisations, and how these

International Summer School 2013 Module Outlines can be used to improve performance of themselves and others. 2.6 Demonstrate the ability to critically reflect on own performance and utilise this information as a foundation for learning and continued professional and personal development. 2.7 Show an awareness of the skills required to be effective in the workplace and be able to demonstrate their practical application. Links Where does this fit in to my current studies?

The module links to a wide variety of progression routes for Undergraduate pathways, developing awareness, knowledge and understanding of wide ranging Business environments, and how different specialist areas of expertise contribute towards an overall business performance. Through improved understanding of the business environment students will be able to use this knowledge to consider informed career options. The module also focuses on developing employability skills and abilities to significantly improve career prospects, effectiveness in a job role and career success. Section 3 â&#x20AC;&#x201C; Teaching Team

Module Convenor

Mr Andy Vassallo - Andy is a Lecturer in Business at Norwich Business School, with extensive experience of working in the private sector with a variety of Organisations, including a European PLC, and privately owned entrepreneurial business and a global Corporation during periods of expansion, recession and acquisition. Andy offers the ability to relate theory to real world experiences having worked across a broad range of business contexts, from both strategic and operational perspectives. Andy has developed high levels of business and technical expertise; including representing the United Kingdom on global ISO technical committees. Andy has a wealth of educational experience, managing and delivering on post graduate, undergraduate and professional management development programmes, in addition to working on a variety of consultancy projects for public, private and not for profit sector organisations.

Total 200 hours This is the total notional study time for the module,

International Summer School 2013 Module Outlines preparatory reading prior to engaging with the taught element of a module. In the case of ISS modules, this should be spread (ideally) over the 4-6 week period prior to arrival at UEA. This not only ensures that students maximise their learning via their engagement with the module, but also that they are better equipped to engage with discussion in class sessions and the module assessment. Crucially it means that students are able to place their learning on the module into a wider context.

students on ISS modules will commit 8 hours of study time per day (during weekdays) and a minimum of 8 hours per weekend. This equates to a total of 144 hours.

which includes attendance at lectures/field sessions, seminars, reading, preparation of coursework, independent study and all other forms of study associated with modules.

Section 4 - Expected Study Hours Activity

Details

Total hours

% of credit

Lectures

Delivery of academic principles, concepts and theories relevant for understanding and effective performance in modern day business organisations. Case study approach and real business world examples used as tools to apply theory to practice.

30hrs

15%

Pre-lecture preparatory reading and post-lecture follow up reading

Reading of recommended reading chapters assigned to specific lectures.

41 hrs

20.5%

Seminars

Interactive sessions with high student participation developing skills of analysis and application of theory, together with developing the interpersonal skills required for successful careers.

12 hrs

Pre-seminar preparation and follow up study

Case study material review, individual research and exploration into areas of interest and value. Informal group / peer discussions.

20 hrs

10%

Research and use of further additional academic texts and Academic/ Business Journals to further develop academic knowledge.

International Summer School 2013 Module Outlines Formative assessment

Variety of methods used including Multi choice questions, observation, peer review and written

5 hrs

2.5%

Feedback sessions

5 hrs Opportunity through review of individual scores, written feedback on assessment documentation produced and observation of verbal and nonverbal communication skills provided in oral / written format.

2.5%

Assessed course paper

Variety of methods to develop skill, ability and knowledge and understanding related to module learning outcomes. Assessment by – • Individual written essay

35 hrs

17.5%

•

Group presentation

Individual presentation Further reading

As outlined in this document and additional through academic journals and texts.

20 hrs

12.5%

Group Work Preparation

Requirement to effectively perform in a team environment, attend meetings, conduct own research to contribute to group task. Demonstrate effective interpersonal and communication skills appropriate to business environments.

25 hrs

12.5%

Assessed Group Work

Demonstrate effective interpersonal and communication skills appropriate to business environments.

7 hrs

3.5%

Total

200

Section 5 - Teaching Sessions Lecture Programme – details for each lecture

International Summer School 2013 Module Outlines Week 1 - The Business Environment Introduction to Business Management. Understanding the External Environment. International Management & Industry Structure. Understanding the Internal Environment - Structure and Culture. Week 2 - Organisational Strategy - Processes and Approaches Organisational Strategy. Organisational Analysis & Decision making. Performance Management Systems. Enterprise, Entrepreneurship and Innovation. Week 3 - Understanding Organisations Understanding Marketing. Understanding Human Resource Management. Understanding Operations, Process & Quality management. Financial awareness. Legal and Ethical awareness. Week 4 - Managing in Organisations Management and Leadership. Organisational Behaviour. Motivation, control and creativity. Groups and teams. Change Management. Section 6 â&#x20AC;&#x201C; Study materials Required Reading

Management: An Introduction by D Boddy, 5th Edition 2010 Financial Times Prentice Hall ISBN 978- 02737-39272. The Business Environment, Ian Worthington & Chris Britton, 6th Edition 2009, FT Prentice Hall, ISBN 978-0-27371-675-4.

Recommended further reading

Management, John Naylor 2nd edition 2003 FT Prentice Hall ISBN 0 273 67321 1 Buchanan, D & Huczynski, A (2010) (7th Ed) Organizational Behaviour â&#x20AC;&#x201C; An Introductory Text. Prentice Hall. Law for Business Students, Alix Adams, 6th edition 2011 Pearson Longman ISBN 978 1 40 827 8802.

Other study materials

Academic & Business Journals various.

International Summer School 2013 Module Outlines Section 7 - Formative Assessment Assessment Assignment Type Deadline

Return date of marked work (where appropriate)

Nature of feedback

Formative 1

Immediate

Test result score

Week 1 day 3

Assignment detail (e.g. title, type, course test length, word limit, presentation length) Multi choice questions testing knowledge and understanding of theories delivered in week 1. Assessment Assignment Return date of Nature of feedback Type Deadline marked work (where appropriate) Formative 2

Week 2 Day 3

Week 3 Day 1

Individual - marking descriptors issued with student performance identified through highlighting relevant descriptor criteria. Developmental feedback provided.

Assignment detail (e.g. title, type, course test length, word limit, presentation length) 2 page individual assignment testing ability to apply an academic model to analyse a business environment and Harvard referencing. Assessment Assignment Return date of Nature of feedback Type Deadline marked work (where appropriate) Formative 3

Week 3 Day 4

Immediate

Review meeting with assignment groups on task progress and group development.

Assignment detail (e.g. title, type, course test length, word limit, presentation length) Peer review meeting. 360 degree analysis of fellow team members, formal meeting discussing team strengths and weaknesses, issues and action planning, replicating a real life business scenario. Lecturer to act as observer and feedback at the end of the meeting on assignment task development, group dynamics, leadership and individual interpersonal skills.

Section 8a - Summative Assessment Assessment

Percentage Assignment Return

Nature of feedback

International Summer School 2013 Module Outlines Type

(%) counting towards overall module mark

Deadline

date of marked work

Coursework

35%

Week 3 Day 3

Week 4 Day 3

Individual written.

Assignment detail (e.g. title, type, course test length, word limit, presentation length) Essay discussing a case study organisation current approach to managing the business, and identification, through analysis of current and future issues, risks and opportunities. Offer recommendations based on this analysis. 5 page limit on document length to develop employability skill of concise and focused approach to written communication. Assessment Type

Percentage (%) counting towards overall module mark

Return date of marked work

Nature of feedback

Group Work

35%

Week 4 Day 1

Immediate. Verbal & written.

Assignment detail (e.g. title, type, course test length, word limit, presentation length) Group oral and written presentation of analysis and evidenced based recommendations for business improvement of a case study organisation. This assignment requires in-depth analysis and also presents group team challenges of responsibility and leadership, time management, work allocation, and reconciling differing views in relation to decision making, strategic options and choices. 7 page limit on written report to develop employability skill of concise and focused approach to written communication. 25% of mark awarded for group presentation, ability to answer questions and supporting document. 10% of mark - groups will be required to attend a different groups presentation and ask questions on the information presented (to simulate the business scenario of attending a business presentation / meeting and adding value through offering evaluative discussion on the information presented).

Assessment Type

Percentage (%) counting towards overall module mark

Return date of marked

Dates when marks will be available on e-vision

International Summer School 2013 Module Outlines work Individual Presentation

30%

Week 4 Day 3

Immediate. Verbal & written.

Assignment detail (e.g. title, type, course test length, word limit, presentation length) Individual presentation - Critical reflection on individual learning experience, personal / professional development, with discussion being supported by application of academic theories in relation to motivation, leadership, groups and teams and interpersonal skills. Section 8b - Assessment of module outcomes Learning Outcomes Formative 1 •

Understand the context of an organisation and its environment

•

Understand the external/internal environment in which the business operates and thow they are managed.

•

Demonstrate relevant knowledge and understanding of organisations, including structure, culture and functions within a business and how they contribute to delivering value to customers.

•

Awareness of the functional divisions within the organisation and their purposes.

•

Awareness of the wider responsibilities of business and its environment.

Formative 2 •

Understand the context of an organisation and its environment

•

Understand the external/internal environment in which the business operates and thow they are managed.

•

Demonstrate relevant knowledge and understanding of organisations, including structure, culture and functions within a business and how they contribute to delivering value to customers.

•

Awareness of the functional divisions within the organisation and their purposes.

•

Awareness of the wider responsibilities of business and its environment.

•

Apply Business Management analysis tools to analyse business problems, scenarios and contexts, identify suitable options and make informed recommendations for action.

International Summer School 2013 Module Outlines •

Analyse organisational based problems (case studies) and provide constructive and critical insights based on the relevant evidence.

•

Apply problem solving techniques to deliver acceptable and feasible solutions.

•

Apply decision making skills and make evidence based on recommendations.

Formative 3 •

Understand the context of an organisation and its environment

•

Understand the external/internal environment in which the business operates and thow they are managed.

•

Demonstrate relevant knowledge and understanding of organisations, including structure, culture and functions within a business and how they contribute to delivering value to customers.

•

Awareness of the functional divisions within the organisation and their purposes.

•

Awareness of the wider responsibilities of business and its environment.

•

Apply Business Management analysis tools to analyse business problems, scenarios and contexts, identify suitable options and make informed recommendations for action.

•

Analyse organisational based problems (case studies) and provide constructive and critical insights based on the relevant evidence.

•

Apply problem solving techniques to deliver acceptable and feasible solutions.

•

Apply decision making skills and make evidence based on recommendations.

•

Effectively communicate using a variety of media and styles to present appropriately in a professional business context.

•

Demonstrate an understanding of theories and concepts relating to leadership, motivation and groups & teams in organisations, and how these can be used to improve performance of themselves and others.

•

Demonstrate the ability t critically reflect on own performance and utilise this information as a foundation for learning and continued professional and personal development

•

Show an awareness of the skills required to be effective in the workplace and be able to demonstrate their practical application.

Summative 1

International Summer School 2013 Module Outlines •

Understand the context of an organisation and its environment

•

Understand the external/internal environment in which the business operates and thow they are managed.

•

Demonstrate relevant knowledge and understanding of organisations, including structure, culture and functions within a business and how they contribute to delivering value to customers.

•

Awareness of the functional divisions within the organisation and their purposes.

•

Awareness of the wider responsibilities of business and its environment.

•

Apply Business Management analysis tools to analyse business problems, scenarios and contexts, identify suitable options and make informed recommendations for action.

•

Analyse organisational based problems (case studies) and provide constructive and critical insights based on the relevant evidence.

•

Apply problem solving techniques to deliver acceptable and feasible solutions.

•

Apply decision making skills and make evidence based on recommendations.

Summative 2 •

Understand the context of an organisation and its environment

•

Understand the external/internal environment in which the business operates and thow they are managed.

•

Demonstrate relevant knowledge and understanding of organisations, including structure, culture and functions within a business and how they contribute to delivering value to customers.

•

Awareness of the functional divisions within the organisation and their purposes.

•

Awareness of the wider responsibilities of business and its environment.

•

Apply Business Management analysis tools to analyse business problems, scenarios and contexts, identify suitable options and make informed recommendations for action.

•

Analyse organisational based problems (case studies) and provide constructive and critical insights based on the relevant evidence.

•

Apply problem solving techniques to deliver acceptable and feasible solutions.

•

Apply decision making skills and make evidence based on recommendations.

International Summer School 2013 Module Outlines •

Effectively communicate using a variety of media and styles to present appropriately in a professional business context.

•

Demonstrate the ability t critically reflect on own performance and utilise this information as a foundation for learning and continued professional and personal development

•

Show an awareness of the skills required to be effective in the workplace and be able to demonstrate their practical application.

Summative 3 •

Effectively communicate using a variety of media and styles to present appropriately in a professional business context.

•

Demonstrate the ability t critically reflect on own performance and utilise this information as a foundation for learning and continued professional and personal development

•

Show an awareness of the skills required to be effective in the workplace and be able to demonstrate their practical application. Section 9 - Employability

Problem solving

Teamwork

Communication

Presentation

Lecture / Seminar methodology will include group tasks to analyse business scenarios and contexts applying academic models and principles. Problem solving / decision making models delivered as part of the module content and applied through formative and summative

Group tasks included in module delivery to develop knowledge and understanding of self in relation to leadership and team working skills through engagement activities, formative and summative assessment.

Written, oral, and nonverbal communication skills will be introduced, practiced and assessed (formative and summative) throughout module design and delivery, thereby improving relevant skills required for the modern day workplace.

Opportunities to present to small groups and cohort both individually and in groups. Presentation skills to include dissemination of information and questioning and answering to replicate real business world environments.

International Summer School 2013 Module Outlines assessment. Rational and creative problem solving scenarios will be practically explored using problem based learning together with development of self reflective practice and associated learning skills.

Opportunities to develop interpersonal, communication skills to improve effectiveness in the workplace.

International Summer School 2013 Module Outlines

Faculty of Social Sciences (SSF)

Global Media and Communications Law

School of Law (LAW)

International Summer School 2013 Module Outlines Section 1 – General Information Module Title Global Media and Communications Law Module code LDC U1W442V01

Credit value 20 UK Undergraduate level 2

Academic Year 2012-2013

Semester Summer 2013

School of Study Academics

Module Description

School of Law Nick Scharf David Mead Emily Laidlaw This module explores the pertinent challenge posed by the ‘information society’ in our contemporary world. We will investigate the increasingly globalised and integrated media industries, looking to the rule of law and to national legal systems. Many have predicted that the Internet will make borders less relevant, yet many states continue to regulate both established media (print, broadcast) as well as new media. International organisations identify freedom of expression as a key component of democracy, but also express concern about cultural diversity, hate speech, and access to the media and the Internet. Meanwhile, a number of areas of commerce and society are moving online, leading to challenging questions regarding jurisdiction and liability. Topics covered will include media regulation, electronic commerce, human rights, global governance of the Internet, and disputes between states as to the extent to which national laws apply to transnational messages and transactions. Students will also be introduced to the innovative research taking place in the media@uea centre and encouraged to discuss the legal systems of their own nations.

Pre requisites

Fieldtrips School Profile

A fieldtrip to London will also be included and will enable students to meet professionals working directly within this legal field. This will give students valuable experience to meet with relevant legal practitioners, and gain a practical insight into the inner workings of Global Media and Communication Law. Students should have experienced some study of law but not necessarily a law degree. Students should also come equipped with an interest in learning about global media and communications law. The module will include a field trip to London to meet legal practitioners working in the field of media and communications law. Norwich Law School has a well established reputation for excellence in its teaching standards and also for world class research with over 80% of its research graded to be of ‘international standard’ in the most recent Research Assessment Exercise. We are committed to supporting students both academically and pastorally and pride ourselves on creating an intellectually stimulating yet friendly environment for students.

International Summer School 2013 Module Outlines Section 2 – Details of module Description What is this module about?

Learning Objectives What will I learn? (subject specific and transferable skills) Learning outcomes What will I be able to do by the end of the module?

Links Where does this fit into my current studies?

This module explores the challenge posed by the ‘information society’ and increasingly globalised and integrated media industries to the rule of law and to national legal systems. Topics covered will include media regulation, electronic commerce, human rights, global governance of the Internet, and disputes between states as to the extent to which national laws apply to transnational messages and transactions. Students will also be introduced to the innovative research taking place in the media@uea centre and encouraged to discuss the legal systems of their own nations. •

Methods of analysis, problem-solving and advocacy used within law

•

Comparative law (including the role of transnational and international courts and institutions)

•

Differences between forms of regulation (e.g. national and transnational, State and private)

•

Understand the role of law (ranging from human rights to commercial) in controlling, influencing or encouraging forms of expression and communication

•

Appreciate the differences between media and between different technologies from legal, social, cultural and economic points of view

•

Explain how courts and legislators try to ‘balance’ competing interests e.g. speech and privacy, national culture and transnational markets

This module would be ideal if you are currently studying law or taking law modules. However, no specific prior knowledge of global media and communications law is not necessary to study this module but an interest in the area of study is needed. Section 3 – Teaching Team

Module Convenor Others

Nick Scharf teaches Intellectual Property Law at the University. Emily Laidlaw & David Mead. Emily teaches LLB and LLM courses in IT and Internet law, e-commerce law, media regulation and torts, and has further teaching experience in the areas of intellectual property and human rights. Emily's research interests are in the areas of digital human rights, Internet regulation, media law and corporate social responsibility. She is a Managing Editor of the European Journal of Law and Technology and a member of media@uea. Emily writes a blog on the regulation of new technologies and human rights at http://www.laidlaw.eu/.

International Summer School 2013 Module Outlines

Section 4a - Course Study Hours Pre-Course Preparatory Reading Notional study hours Total 56 hours (over 4-6 weeks) 144 hours 200 hours It is a normal expectation that students Whilst at the University This is the total notional study time for the module, registered on UEA modules will carry-out it is expected that students on ISS which includes attendance preparatory reading prior to engaging with the taught element of a module. In the case modules will commit 8 at lectures/field sessions, of ISS modules, this should be spread hours of study time per seminars, reading, preparation of (ideally) over the 4-6 week period prior to day (during weekdays) coursework, independent arrival at UEA. This not only ensures that and a minimum of 8 hours per weekend. study and all other forms students maximise their learning via their engagement with the module, but also that This equates to a total of study associated with of 144 hours. modules. they are better equipped to engage with discussion in class sessions and the module assessment. Crucially it means that students are able to place their learning on the module into a wider context. Emily has a BA in Communication from Linfield College, an LLB (Distinction) from the University of Saskatchewan, and an LLM (Distinction) in Information Technology and Communications Law from the London School of Economics. She is currently completing her PhD at the London School of Economics on â&#x20AC;&#x153;Information Gatekeepers, Human Rights and Corporate Social Responsibilitiesâ&#x20AC;?. Her doctoral research has been supported by the Modern Law Review and Olive Stone Memorial scholarships. Before undertaking postgraduate studies, she practiced for several years in Canada as a litigator, with particular experience in complex corporate and constitutional matters. David Mead graduated from the University of Cambridge in 1988. He qualified as a solicitor and worked in the litigation department of a large city firm before deciding to pursue an academic career in 1995. He was Joseph Hume scholar at University College, London (1995 - 1996) while studying for an LLM. He was a visiting lecturer at King's College, London 1996- 1998. David joined the Law School at UEA in January 2001 from London Guildhall University. David currently teaches at both undergraduate and postgraduate levels. He teaches Public Law and British Human Rights Law on the LLB and (from 2011/12) Legal Issues in Free Speech as part of the Media Law LLM. David is the School's Director of Learning and Teaching. He has been a guest lecturer at the Deutsche Richterakadamie in Trier and is a member of the Law School's Centre for Employment Law.

Section 4 - Expected Study Hours Activity

Details

Total hours

% of credit

International Summer School 2013 Module Outlines Lectures

All sessions involve a mixture of lecture-style and seminar-style; see below

Seminars

Classes involve a combination of lecturing (e.g. presentation with or without slides), problem-solving and discussion, and other activities (e.g. identify information, prepare presentation etc.)

Pre-seminar preparation and follow up study

Students are expected to read selected materials in advance before coming to Norwich. There will also be readings and research tasks during the period of teaching.

Formative assessment

Many classes will require students to present their views e.g. one side of an argument or to prepare a poster, and they will receive feedback on these exercises.

Assessed course paper

In-class presentation supported by appropriate written materials

Total

100 100%

Section 5 - Teaching Sessions Lecture Programme – details for each lecture See below Seminar Programme – details for each session Each of the items listed below is approximately two ‘sessions’ (i.e. of the 24 academic slots listed for the Summer School). This is an indicative list and may change e.g. in response to legal and political developments – please see the reading list for a final version. 1. Introduction to Media & Communications Law 2. Freedom of Expression and International Human Rights Law 3. The regulation of radio, television and cinema 4. The role of the Internet 5. Difficult Speech case study 1 (e.g. hate speech) 6. Difficult Speech case study 1 (e.g. political dissent and protest)

International Summer School 2013 Module Outlines 7. Meeting with lawyers working in media/communications law 8. Internet governance and jurisdiction 9. Electronic commerce 10. Corporate social responsibility and new media 11. Case study (e.g. social networking) 12. Presentations Other Taught Sessions Programme – workshops, practicals, fieldwork, placements, drop-in sessions Field trip: meeting with legal practitioners in London (or in Norwich; subject to availability of visiting speakers). Section 6 – Study materials Required Reading

Materials to be prepared and available electronically – no set textbook.

Recommended further reading

Other study materials

Walden et al, Media Law & Practice (OUP 2009) Murray, Information Technology Law (OUP 2010) Robertson & Nicol, Media Law (Penguin 2008) Keller, European & International Media Law (OUP 2011) Hare & Weinstein, Extreme Speech (OUP 2010) Journals: Journal of Media Law, Communications Law, Entertainment Law Review, International Journal of Law & Information Technology, European Human Rights Law Review Electronic resources (podcasts etc) Legal databases (brief instruction will be provided) Section 7 - Formative Assessment

Assessment Assignment Type Deadline

Return date of marked work (where appropriate)

Nature of feedback

Formative 1

N/A

Assignment detail (e.g. title, type, course test length, word limit, presentation length) Regular feedback in class on seminar tasks, accompanied by self-test activities available on Blackboard (auto-generated feedback available).

International Summer School 2013 Module Outlines Section 8a - Summative Assessment Assessment Type

Percentage (%) counting towards overall module mark

Assignment Deadline

Return date of marked work

Nature of feedback

Coursework

100

End of Module

N/A

Verbal & Written

Assignment detail (e.g. title, type, course test length, word limit, presentation length) Presentation on one of a list of topics (supported by materials e.g. slides, handout, diagram) which will cut across individual seminar topics (for example, the question of regulating controversial speech on the Internet through international law). Will be assessed with reference to research, analysis and understanding of topic. Section 8b â&#x20AC;&#x201C; Assessment of module outcomes Learning Outcomes

Formative Assessment 1

Summative Assessment

List outcomes

Different Platforms of technology

Role of Law Balance of Interests

Section 9 - Employability Problem solving

Teamwork

Communication

Presentation

Yes

International Summer School 2013 Module Outlines

Faculty of Social Sciences (SSF)

Psychology in Action

School of Social Work & Psychology

International Summer School 2013 Module Outlines Section 1 – General Information Module Title Psychology in Action Module code SWP U1C800V01

Credit value 20 UK Undergraduate level 2

Academic Year 2012-2013

Semester Summer 2013

School of Study Academics

Module Description

School of Psychology Dr Simon Hampton Dr Neil Cooper Dr Helen Mobbs Through 12 sessions taught by the department of Psychology this module will discuss the application of psychological knowledge, methods, and practise in everyday life. Sessions will cover an exciting spectrum of issues including the history of applied psychology from Greek ideas concerning self-insight to contemporary notions of self-help developmental psychology and the use of psychological ideas in education; the demise of the notion of us having privileged access to our mental states and the concomitant rise of the talking cure; persuasive communication in advertising; the public understanding of psychology; psychology and the law; psychometric testing; and the psychopharmacology of common and legal drugs. This module will mainly take the form of activity sessions approaching different theoretical and practical questions. Exploring how psychology has changed our everyday interaction in the world today, it will ask students to challenge their assumptions through structured seminars and group discussions. The Sessions will be broken down as follows: Session 1: What did psychology ever do for us? The history of applied psychology from self-insight, to self-help, and beyond . . . Session 2: Knowing thyself: The Greeks, ‘soul knowledge’, and the examined life. Session 3: Dr Spock et al: Developmental psychology and the development of psychological knowledge in pedagogy Session 4: On the couch: The demise of privileged knowledge and the rise of the talking cure Session 5: Persuasive communication 1: Marketing and advertising to the mass: The beginnings of the modern consumer and the ‘I’ generation Session 6: Persuasive communication 2: Marketing and advertising to you: The maturation of the post-modern consumer and the ‘us’ generation Session 6: Form the reified to the consensual: Psychology as a social representation: The rise of homo psychologicus Session 7: Psychology in the dock: The eye-witness testimony experiments,

International Summer School 2013 Module Outlines Ted Bundy and the expert witness Session 8: Psychometric testing: IQ, who are you, and are you what we want? Session 9: Psychopharmacology: The advent, use, spread, and abuse of prescribed mind altering drugs Session 10: Ergonomics: The environment seen as designed affordances Session 11: Happiness: The history and future of a concept Session 12: Mind reading: fMRI and it proposed applications Pre requisites

Activities

School Profile

There are no hard and fast pre-requisites for this course. Students must be prepared to have their assumptions challenged with an appetite for what makes other people tick! Activities will include: • What is psychological evidence? An exercise centred on the idea of attributing a truth value to a psychological proposition. • What are the most useful findings of modern psychology? A vox pop exercise centred on establishing the psychology studies that have had the greatest impact outside of the discipline. • From Ivory Tower to the Street: A presentation showing how abstract theory can be used to illuminate different aspects of a single phenomenon. • Thesis, anti-thesis and synthesis: A group exercise showing how different disciplines in the social sciences might view the same event. • What is ‘Real World’ research? An exercise which converts claims and propositions found in news bulletins into fieldwork. • What has psychology ever done to us? An exercise showing how psychology has come to change the nature (or properties) of the thing is purports to explain. • The formal and informal ethics of everyday life: Exercise showing how common ethics and the British Psychology Society converge and diverge in their approach to the person as a moral entity. • The class believes . . . : A formative debate whereupon students argue for a proposition they (broadly) disagree with, and against one they (broadly) agree with. The School of Social Work and Psychology is an internationally renowned academic department dedicated to research and teaching in social work, social policy and psychology. We have a strong interdisciplinary focus with a reputation for policy relevant empirical research. The recent Research Assessment Exercise (RAE) confirmed our research excellence, rating 90% of our research to be of international standing and 55% judged to be "world leading" or "internationally excellent". In addition we have an excellent record for teaching with consistently high ratings in the National Student Survey. For more information on the department please see: http://www.uea.ac.uk/psy Section 2 – Details of module

Description What is this module about?

Psychology in Action concerns itself with various forms of applied psychology and how psychology is used implicitly and

International Summer School 2013 Module Outlines explicitly by lay persons and how it can be seen to be at work in various formal and informal social settings. Learning Objectives What will I learn? (subject specific and transferable skills)

The overarching objective is to show you way in which psychological theories, methods and findings have entered into and play out in the day-to-day world of work, family social life, professional practice and other settings. In other words, we are looking to show you psychology in action in the world around you.

Learning outcomes What will I be able to do by the end of the module?

The module will equip you with a number of skills. See the details under ‘key skill’ at the end of each session descriptor.

Links Where does this fit in to my current studies?

This depends on your current major/minor mix, what you have studied and what you intend to study. We would like to emphasise that this module assumes no prior knowledge of psychology. Section 3 – Teaching Team

Module Convenor

Dr Simon Hampton - Simon is a Lecturer in Psychology at UEA, Admission tutor for the BSc Psychology degree, and will be overseeing the delivery of the Summer School module ‘Psychology in Action’. A British Psychological Society qualified psychologist he has taught on a number of the core and compulsory modules that make up the degree and his publications include articles on reproductive technologies and the history of psychology. He had published a book called ‘Essential Evolutionary Psychology’, and is working on a second which will deal with some of the outstanding conceptual and historical issues in psychology.

International Summer School 2013 Module Outlines Others

Dr Laura Biggart - Laura is a Lecturer in Social Science Research at the University. She has a first class degree in BSc (Hons) Psychosocial Sciences and a PhD for research on fathers and work-family life. She is BPS qualified in Psychometric testing in Levels A and B. Her research focuses on social cognition (emotion recognition, attribution) and emotional intelligence (trait and ability models), particularly in applied settings, for example: work-life balance, recruitment and selection, parenting and youth offending. My current research involves examining social competence in young offenders and children in care and the importance of emotional intelligence for public sector workers. Dr Victoria Scaife - Vicky leads the Psychology of Substance Use Research Group at the University. She also directs the School’s popular MSc Child and Family Psychology programme, and oversees all of the School’s taught psychology masters programmes. Vicky is a Chartered Psychologist specialising in social psychology and drug and alcohol use. Specific research interests include young people and substance use decision-making, parental substance misuse, and public and professional attitudes towards people with substance use problems. Recent research projects have focused particularly on the needs of vulnerable young people, and on student binge-drinking. Dr Neil Cooper - Neil is a Senior Lecturer in Psychology, and the course director of BSc Psychology. Neil’s scholarly work orients around qualitative approaches in psychology and their application in professional practice and social issues. Using qualitative methods he takes a psychosocial stance to exploring the interconnections between individual's lived experiences and their sociocultural environments. Research projects he is involved cover areas such as multidisciplinary working practices, family support, how technological change impacts social care and the personal experiences of migration. Neil is also interested in the student experience at university and is active in projects aimed at supporting first year students through the use of technology such as podcasting. Mr James Newman - James currently lectures for a range of programmes including those in Sports Coaching and Psychology for UEA and University Campus Suffolk, Lowestoft. Having completed his Master’s thesis on ‘Conflict Resolution Among Friends In Sport’, his current research interests aim to continue assessing how relational factors affect the sport experience. Currently, he is working on a research proposal to develop a questionnaire focused on bullying within Physical Education. He will be embarking on PhD study in the near future, with the hope that this will lead to a full lecturer role at a Higher Education Institution.

Section 5 - Teaching Sessions Lecture Programme – details for each lecture This Module is comprised of 14 Sessions. All of the Sessions are 3 hours in duration. Some of these are a straight 3 hours. Others a divided into 2 90 minute segments. And some carry a ‘Homework’ component whereupon the Session will be concluded when you bring to the class work that has been carried out away from it. Each Session is detailed below under a common format comprised of ‘Content in Brief’, ‘Practical component’, ‘Learning outcomes’, ‘Key skill’, ‘Homework’ (where applicable’, and ‘indicative reading’ (where it has, at this point, been decided). Session 1: Knowing thyself: The history of psychology from soul knowledge to self-help. 1. Content in brief In this session we look at psychology as an exercise in the Platonic insistence that we know ourselves. We will examine various ways in which this has been and is done, and consider the question ‘am I all I need to know?’ 2. Practical component Tough but tender, we will be asking you to tell us about what you are. This will be more than an ice breaker and more of a portrait builder – a portrait that will be revisited at various points in the module to see if it has changed. 3. The learning outcomes for the session are • To develop a historical appreciation of why it is and what might be gained from so-called ‘navel gazing’. • To be able to illustrate how this practise has changed over time. • To be able to explain why it is you come to see yourself as you do. 4. Key skills Coming to some understanding as to why you see yourself, and describe yourself, as you do facilitates an important skill called impression management.

International Summer School 2013 Module Outlines

Session 2: Cross cultural meanings of ‘the self’. 1. Content in brief Central to modern psychology is the concept of self, and the notion that that self is like something – i.e. that each of us has a personality, or type of character. In this session we will examine these ideas, and look at how different cultures conceive of the self in different but quite characteristic ways. 2. Practical component We will be completing, using, evaluating and modifying various types of psychometric tests – i.e. instruments based on self and other reports - which claim to tell us and other what we are like. 3. • • •

The learning outcomes for the session are To be able to offer and assess at least two definitions of ‘self’. To be able to describe what might bring about individualistic and collectivist senses of self. To be able to use and evaluate at least one type of psychometric test.

4. Key skill Having some idea of how you may appear to be to others and how you interpret others and form decisions about them it a key interpersonal skill that can be developed and has explicit utility in any form of interview. 5. Homework To find a least one person that you do not already know to complete a test the results from which you then discuss with them. Session 3: Common and Mysterious: The functions of Sleeping and dreaming 1. Content in brief Sleep is the single most common form of behaviour – most of us we don’t spend anything like as much time eating, drinking, being physically intimate with others, or even working at a single task (most work is comprised of identifiable sub-tasks), and as such is worthy of analysis (e.g. what is its function). But it also appears to be coterminous with arguably far more intriguing phenomena to the psychological imagination – dreams. This session examines the properties, relationship between and functions of both. 2. Practical component Having been given notice, we expect you to bring some of your dreams into the class and open them up to examination and interpretation by the rest of the class. Learning outcomes To be able to describe patterns and types of sleep To be able to forward at least three theories of the purpose of this behaviour. To be able to recount and offer an assessment of at least three theories of the purpose of dreams. 4. Key skill Sleep – and good sleep at that – is clearly essential to sound cognitive functioning and after this session you should be in a potion to analyse and evaluate the quality of your own sleep and

International Summer School 2013 Module Outlines address deficiencies if necessary. Session 4: How to design a questionnaire 1. Content in brief Questionnaires, especially those that assess attitudes, are a staple of psychological research, especially social psychology. This session is about what constitutes a good questionnaire – i.e. one that can be defended in terms of its validity in that is measures what you think it measures, and reliability in that it does some with consistency. 2. Practical component Beginning with a claim about persons, groups, differences between groups, or the views that some person hold about others – it will be your choice – we will formulate a hypothesis and design a set of questions that will test it, and that we will do. 3. The learning outcomes for the session are • To be able to derive a hypothesis from a general proposition courtesy of a research question. • To be able to formulate a set of question that pertains to the status of the hypothesis. • To do this knowing which statistical procedure will be used in order to determine the status of the hypothesis. 4. Key skill Understanding the epistemological difference between a proposition, a question, and a hypothesis, and why the latter is privileged over the first two. 5. Home work Will be to administer your questionnaire to approximately 5 participants and return to class with it for analysis. 6. Indicative reading Chapter 6 ‘Self-completion questionnaires’, in, Bryman, A. Social Research Methods (2nd ed). OUP: Oxford Session 5: The rise of homo psychologicus 1. Content in brief In the Anglo-American cultural and media scene psychologists are amongst the most visible public intellectuals. Why? Why do we ask so much of them? This session looks at how psychological knowledge has gone from being rectified to part of what we might call the consensual knowledge – i.e. one of the things that bind us courtesy of shared social representations – and at the notion of psychological expertise. 2. Practical component Here we want you to delve into your own experience of psychology and psychologists. Who are they? What are they like? What are they alike? Are they likeable? We will be setting you up as focus groups to explore these questions and, afterwards, asking each of you to prepare and present a summary of what you thought your group agreed and agreed to disagree on. 3.

Learning outcomes

International Summer School 2013 Module Outlines • • •

To be able to describe and assess the theory of social representations. To be able to apply the theory to a collectively shared phenomenon. To have some experience of the technique and experience of focus group research.

4. Key skills We all need to simplify, and we are subject simplification. A key skill is in having some grasp of how to do it is critical in many scenarios where effective communication of a message (or part therein) is important. Also, some understanding as to how the messages that you receive have been simplified is useful. Session 6: Cultural Psychology – the society in our mind. 1. Content in brief This session is an introduction to Cultural Psychology and will explore the relationship between psychology and culture by considering how psychological theories, concepts and research are related to cultural experience and practices. The session involves an introduction to cultural psychology, critically watching ethnographic film, a cultural quiz to illustrate the complexity of even ‘everyday’ culture. After discussing the methods of ethnographic research, the group will undertake ‘fieldwork’ in the community and report their findings back to the class. 2. Learning outcomes • Describe the attributes of cultural psychology. • Describe the impact of cultural factors on specific psychosocial areas such as socialisation, self identity, and social behaviour. • Illustrate the main strategies involved in ethnographic research and appraise major methodological and practical issues. • Recognize the ways in which psychological research may be culture-bound and critically consider the theoretical implications of research investigations conducted in different cultural contexts. 3. Practical component Working in small groups the class will identify a specific area of life which is linked to psychological theory and identify where ethnographic evidence may be gathered to enhance our understanding of this area. Groups will be guided on the techniques of observation and the research issues which need to be considered. 4. Key skill Students undertaking the session will develop an understanding and respect of cultural perspectives, and an open-minded approach to which enables them to be more adaptable and flexible in diverse situations. 5. Home work Observational exercise which involves looking at ‘the English’. 6. Indicative reading Chapter 4 ‘Analyzing Subjective Culture’, in, Triandis H.C. (2004) Culture and Social Behavior. McGraw Hill. Boston.

International Summer School 2013 Module Outlines Session 7: Criminal psychology – young offenders 1. Content in brief Criminal Psychology focuses on factors which predict or explain criminal behaviour of offenders focusing on psychological aspects. In this session, after clarifying what is meant by criminal behaviour, risk assessment will be considered and evaluated as an approach to predicting criminal behaviour and designing preventative interventions. The role of social cognition (e.g. emotion self regulation, empathy) for explaining aggression in young people will be explored. 2. Practical component In small groups, students will design an intervention that would help improve social cognition in young people. 3. Learning outcomes • To engage in the practical exercise in a reflective manner to make connections between the practical tasks and theory • To evaluate the strengths and weaknesses of the practical tasks in achieving their aim of mitigating some of the developmental delays in social cognition that are common amongst offenders • To gain an understanding of risk and protective factors in predicting criminal behaviour • To gain an insight into the design processes that help mitigate some of the developmental delays in social cognition that are common amongst offenders. 4. Key skill An understanding of how important social cognition skills are for the transition from adolescence to adulthood in negotiating the social world. 5. Home work Will be to design your intervention and return to class to evaluate them. 7. Indicative reading Chapter 1 in Saarni, C., Harris, P.L. (Eds) (1989) Children's understanding of emotion. Cambridge: Cambridge University Press. Session 8: Occupational psychology – recruitment and selection 1.

Content in brief

Occupational psychology is concerned with the performance of people at work and with how individuals, small groups and organisations behave and function. Its aim is to increase the effectiveness of the organisation and improve the job satisfaction of individuals. The application of occupational psychology is relevant to staff selection, equal opportunities, training and development, psychological testing, and stress and health all of which have brought occupational psychologists to the fore of strategic business practice.

In this session we will consider the role of cognitive biases in influencing recruitment and selection. Students would get an opportunity to design some form of assessment which challenges stereotypes, overcomes cognitive biases, deals with impression management, evaluates issues of

International Summer School 2013 Module Outlines fairness, diversity and achieving a good match of candidate to job. By putting yourself into the employer’s shoes, you will gain a valuable insight into employers’ thinking processes and criteria used when recruiting which will be helpful to you for future job applications. 2. Practical component In this session students will design an appropriate assessment designed to challenge stereotypes, overcome cognitive biases and deal with impression management. The process also requires that you evaluate issues of fairness, diversity and achieving a good match of candidate to the job. Students will work in small groups to design the form of assessment and each student will undertake each of three roles: Carrying out the assessment, taking the assessment and also being an observer. 3. Learning outcomes • To gain an understanding of some of the psychological cognitive biases that can influence recruitment and selection • To gain an insight into the design processes that help mitigate some of these psychological cognitive biases • To experience the recruitment and selection process from different perspectives: employer, interviewee and observer • To engage in the practical exercise in a reflective manner to make connections between the practical tasks and theory • To evaluate the strengths and weaknesses of the practical tasks in achieving their aim of mitigating psychological cognitive biases • To work as a group to achieve a goal 4. Key skill Understanding how cognitive biases can influence decision making for important outcomes and some techniques for overcoming them. 5. Indicative reading Chapter 3 ‘The interview’, in, Cook, M. 2004. Personnel Selection (4th ed). John Wiley & Sons: West Sussex Session 9: The Social Psychology of Substance Use 1. Content in brief Social Psychology is concerned with understanding how individuals make and shape their social environments, and are in turn made and shaped by them. This session explores how individuals make decisions about licit and illicit substance use and how social environments can influence those decisions. There will be a particular focus on binge drinking, young people, and various features of the UK night time economy, including the traditional British Pub. 2. Practical component A combination of field trips and seminar work will be used to identify the broad individual, social and environmental factors which can act to facilitate or inhibit binge-drinking. This will provide a basis for generation and implementation of a questionnaire designed to test emergent hypotheses, and production of a set of practical policy recommendations based on your findings. 3.

The learning outcomes

International Summer School 2013 Module Outlines For the session are to be able to: • generate testable hypotheses regarding binge-drinking • formulate a questionnaire to test hypotheses • perform simple analysis of basic data • arrive at conclusions concerning the relative contribution of individual and broader social structures to binge-drinking phenomenon, and following on from that to produce a set of accompanied by a set of practical policy recommendations 4. Key skill Understanding the extent to which common human behaviour is individually and/or socially determined, and development of the ability to use both theoretical and applied knowledge to produce practical, psychologically-aware recommendations for addressing common problems 5. Home work Will be to administer your questionnaire to approximately 5 participants and return to class with them for analysis. 6. Indicative reading Ch.7 ’Social Interaction and Social Groups’ in Sussman, S. & Ames, S.L. (2008). Drug Abuse: Concepts, Prevention and Cessation. CUP: Cambridge. Session 10: Feedback, Reinforcement, and Expectation Effects in Sports Performance 1. Content in Brief Students will be taught on two related areas of Sport Psychology: Feedback and Expectation Effects. This will include two lectures which will provide the background behind each area as well as key theories and applications. This will be reinforced within a practical session where students can embed the lecture material in practice. 2. Session Plan Students will attend Feedback and Reinforcement lecture (60 minutes). Learning outcomes for the session will be as follows: - Define feedback, reinforcement, and punishment - Differentiate between punishment, positive reinforcement and negative reinforcement - Explain the effectiveness of positive and negative approaches to feedback - Explain the 4 stages of research on coach effectiveness training - Understand the coding scheme of the CBAS - Explain the relationship between various types of professional behaviours and players’ psychological and behavioural outcomes Students will then attend Expectation Effects lecture (45 minutes). 3. The learning outcomes for the session will be as follows: Explain the “self-fulfilling prophecy” effect Explain Martinek’s model of teacher expectations in PE and sport Understand the idea of attributions and how they contribute to future expectations Be able to explain and apply 4 principles for preventing negative expectation effects, and apply them to case studies

International Summer School 2013 Module Outlines

4. Practical session at UEA Sportspark (75 minutes). Students will participate in a 30 minute coaching session, where they will be asked to pay attention to the feedback given and received. At the end of the session students will be asked to form into groups to discuss this feedback and link it to reinforcement, punishment etc. Students will then be asked to take part in another 15 minute coaching drill. This will then be linked as a group discussion to the Self-Fulfilling Prophecy. 5. Key Skill The key skill gained from this session will come in your ability to apply relevant psychological theory to analyse, improve and evaluate your and others performance in stressful situations. Session 11: Attribution & Achievement in Sports Performance 1. Content in Brief Students will attend two lectures that discuss two key motivational theories. The lectures will include research and practical applications linked to these theories. This will be reinforced by a practical session that demonstrates to students the applications of these in the sporting environment. Lecture 1: Students will attend Attribution lecture and take part in the associated activities where possible (60 minutes).

The learning outcomes for the session will be as follows: Explain the difference between task (mastery) and ego (outcome) goal involvement Explain how goal involvement is linked to motivated behaviour Understand the difference between a differentiated and undifferentiated concept of ability, and how these predict goal involvement Understand how goal orientations relate to goal involvement Explain how the motivational climate predicts goal involvement, and what you can do as a coach or teacher to improve the motivational climate Lecture 2: Students will then attend Achievement Goal lecture and again will participate in activities where possible (60 minutes). The learning outcomes for the session will be as follows: Explain the difference between task (mastery) and ego (outcome) goal involvement Explain how goal involvement is linked to motivated behaviour Understand the difference between a differentiated and undifferentiated concept of ability, and how these predict goal involvement Understand how goal orientations relate to goal involvement Explain how the motivational climate predicts goal involvement, and what you can do as a coach or teacher to improve the motivational climate 2. Practical Session Student will then attend a practical session at UEA Sportspark (60 minutes). Students will play a small sided game (15 minutes).

International Summer School 2013 Module Outlines Students will then form into small groups and give reasons for their success and failure in the game. Students will then be required to classify these according to Attribution Theory and discuss motivational outcomes. One student will then lead the group in a sporting activity (10 minutes). Group discussion will then focus on motivational climate set. 3. Key skill The key skill gained from this session will come in your ability to apply relevant psychological theory to analyse, improve and evaluate your and others performance in stressful situations. Session 12 : Language in Action - Qualitative Research in Psychology 1. Content in brief The session aims to heighten your critical ability in relation to qualitative approaches in psychology and to develop your ability to examine a psychological issue through the application of a qualitative method, specifically narrative analysis. The session will explore the way in which social and individual processes impact on people by illustrating how language is central to how people understand the world they live and how people understand themselves. To anchor the session we focus on talk about families. ‘The family’ provides a background which offers you the opportunity to explore the way in which ‘talk’ frames both the socially shared and uniquely individual ways in which people live. Through exploring the way in which the family and its meaning(s) are psychosocially constructed questions concerning power, politics and individual agency are also addressed. 2. The learning outcomes for the session are • Be able to use appropriate vocabulary in describing qualitative approaches used in psychological research. • Compare and contrast quantitative and qualitative methodology and understand the philosophical position of social constructionism. • Identify and critically comment on the strengths and weaknesses of qualitative methodologies. • Describe the nature of ethical issues arising from qualitative research. • Reflect upon the problematic nature of knowledge construction and the significance of the researchers’ role in the exploration of psychological issues and problems. 3. Practical component We will be exploring how people talk about family and what family means to them. We will start by sensitising the group to the nature of language and the importance of language for creating what we know about the world. From this point we will explore what family means within the group then venture out to gather stories about families from around the campus. Finally using an analytical guide we will analyse the stories we have collected to arrive at a conclusion about what family means. 4. Key skill Have a broader capacity to write and read research reports in psychology, and the capability to express a wide range of methodological considerations related to researching people. 5. Home work Interview one person through asking them to ‘tell me a story which sums up family life for you’.

International Summer School 2013 Module Outlines

Indicative reading Chapter 22 ‘Life story and narrative research’, in, Langdrige D. and Hagger-Johnson G. (2009) Introduction to Research Methods and Data Analysis in Psychology. London. Pearson.

Session 13: Persuasive communication: Marketing and advertising to the masses 1. Content in brief Research has shown us that there are some rules to effective communication – be it advertising consumer goods, relaying public health messages, those that want to convey political or ideological policy ideas or meanings - and this session will explain and show you what they are. 2. Practical component The practical component will b intertwined with the lecture and the goal is for you, in small groups, to generate and advertisement, The group together will decide which of them is best. You will get another go on an product/issue of your choice.

3. • • •

The learning outcomes for the session are To be able to explicate the four stage model of persuasive communication that underlies much of it that proves to be successful. To be able to translate this model into actual messages. To be able to design messages in various communication modalities such as TV, posters, and radio.

4. Key skills To be able to identify the structure of the model if and when it is embodied in messages and communications aimed at you in. Session 15: Inside schizophrenia 1. Content in brief There are many myths about mental illness, especially schizophrenia. This is in part because there are so many components to the illness, and it may be that no two persons diagnosed with it have the same symptoms. However, there are some common symptoms and in this session will be delving into your own minds with a view to showing you what they are and what they might feel like to experience. 2. Practical component Without giving too much away, we can say that the practical parts of this session will involve some role play, some confession, and some talking to yourself! 3. Learning outcomes for this session are: • For you to be able to elucidate the common symptoms of schizophrenia and detail common patterns of the trajectory of the condition. • For you to be able to show aspects of your own experience may be thought of as schizoid. • To be able to outline some of the probable antecedents and causes of the condition.

International Summer School 2013 Module Outlines

4. Key skill The key skill we want you to derive from this session is, in essence, to develop a way of seeing mental health in continuous rather than categorical terms. By this we mean an appreciation that sane and not-sane, either condition X or Y is neither a correct or useful way of thinking about psychiatric conditions.

International Summer School 2013 Module Outlines

Faculty of Science (SCI)

Biology in the Modern World

School of Biological Sciences

International Summer School 2013 Module Outlines Section 1 – General Information Module Title

Biology in the Modern World

Module code

U1C100V02

Academic Year 2012-2013 School of Study Academic Lead Module Description

Credit value 20 (UK) Undergraduate Level 2 Semester

Summer 2013

Biological Sciences Dr Helen James Taught by the School of Biological Sciences, this module is designed to help students develop an in-depth understanding of some of the crucial biological issues in our modern world. Through seminar sessions and relevant field trips we will explore various aspects of biology and discuss how they impact upon society today. Teaching students to develop a critical approach in supporting a reasoned argument, we will engage in discussions and debates on a range of current ‘hot topics’ such as stem cells and GM crops. This module also aims to teach students to critically analyse how these biological science issues are represented in popular literature and the media. Looking at the important impact different forms have upon scientific advancements and public perceptions of biology. Upon completion of this module students will be able to: Compose a reasoned argument Complete in-depth literature reviews within specified scientific areas Evaluate ethical issues associated with rapid and exciting developments in contemporary scientific research (bioethics) Explain how technological and scientific advances are changing our perception of what can be defined as science fiction Discuss the degree to which the media can influence public perception of what is scientific fact and what is science fiction

Pre requisites

Students should come equipped with an interest in learning about Biology in the modern day. No specific knowledge or experience is required.

Fieldtrips

Fieldtrips will form part of this module and may include: • organised visits to natural science museums in Norfolk and London • field trips to view and assess the contemporary biological sciences research under discussion • critical appraisal of a relevant film and fictional novel • tours of the University’s Biological Sciences laboratories The School of Biological Sciences contains a dynamic academic community rated as one of the best of its kind in the UK. Its teaching is of the highest quality, rated ‘excellent’ in the Teaching Quality Assessment and 90% of its research activity is classified as internationally leading, excellent, or recognised in the latest Research Assessment Exercise. For more information on the School of Biological Science please visit: http://www.uea.ac.uk/bio

School Profile

International Summer School 2013 Module Outlines Section 2 – Details of module Description What is this module about?

Through seminar sessions and relevant field trips we will explore various aspects of biology and discuss how they impact upon society today. Teaching students to develop a critical approach in supporting a reasoned argument, we will engage in discussions and debates on a range of current ‘hot topics’ such as stem cells and GM crops

Learning Objectives What will I learn? (subject specific and transferable skills)

. This module also aims to teach students to critically analyse how these biological science issues are represented in popular literature and the media; looking at the important impact different forms have upon scientific advancements and public perceptions of biology.

Learning outcomes What will I be able to do by the end of the module?

Links Where does this fit into my current studies?

Students will learn or develop an understanding of: 1. how various biological issues are important in the modern world 2. scientific details about such current ‘hot topics’ such as stem cells and GM crops 3. the ability to build a reasoned argument through (individual) written work and presentations plus group discussions and debates to appreciate and analyse how various biological science issues are represented in popular media’s. Upon completion of this module students will be able to: 1. compose a reasoned argument (both written and orally) 2. complete in-depth literature reviews within specified scientific areas 3. evaluate ethical issues associated with rapid and exciting developments in contemporary scientific research (bioethics) 4. explain how technological and scientific advances are changing our perception of what can be defined as science fiction discuss the degree to which the media can influence public perception of what is fact and what is fiction illustrate that the sciences and the arts are disciplines that overlap significantly. This module would be ideal if you are currently studying Biology or any Biology modules. However, no specific prior knowledge of Biology in the Modern World is needed to study the module. Section 3 – Teaching Team

Module Convenor

Dr Helen James (BIO). Helen is a Senior Lecturer in the School. She teaches across a wide range of disciplines including cell biology, cancer biology and immunology and has an interest in ethics for scientists.

Others

Drs Richard Bowater, and Kay Yeoman (BIO) plus others to be arranged. Richard and Kay are both Senior Lecturers. Richard trained as a biochemist and is interested in macromolecular interactions of bacterial DNA repair proteins. Kay is a molecular microbiologist with additional interests in science communication research.

Total 200 hours This is the total notional study time for the module, which includes attendance at lectures/field sessions, seminars, reading, preparation of coursework,

International Summer School 2013 Module Outlines only ensures that students maximise their learning via their engagement with the module, but also that they are better equipped to engage with discussion in class sessions and the module assessment. Crucially it means that students are able to place their learning on the module into a wider context.

minimum of 8 hours per weekend. This equates to a total of 144 hours.

independent study and all other forms of study associated with modules.

Section 4 - Expected Study Hours Activity

Details

Total hours

% of credit

Lectures

Lectures are combined with seminars please see details below.

Pre-lecture preparatory reading and post-lecture follow up reading

Lectures are combined with seminars please see details below.

Seminars

A range of subjects ranging from ‘Ethics’, ‘Responsibilities of Scientists’, ‘Genetic Screening’ and ‘Stem Cells’ to ‘Biology in the Arts’ and ‘Science Fiction - Science Fact’ (please see detailed information below).

30-35 contact hours

Pre-seminar preparation and follow up study

Reading of various journal articles, news websites or publications, (chapters) of novels etc.

30 hours preparation/follow up

Formative assessment

Debate (bioethics)

15 hours preparation

Plus 10 hours field trips ( = 45 credit hours)

Essay plan

0 20 hours preparation and reading

Feedback sessions

Within the seminar sessions.

Assessed course paper

Bioethics essay

50 hours preparation

Presentation (biology in the arts)

20 hours preparation

0 70 30

Total

180-200 hours

100%

International Summer School 2013 Module Outlines Section 5 - Teaching Sessions Lecture Programme – details for each lecture Lectures are combined with seminars - please see details below. Seminar Programme – details for each session Introduction - background to module, module details and outcomes, assessment pattern. From Ethics to Bioethics - introduction to ethical theories and why there are conflicts and controversies. Responsibilities of Scientists - why scientists need codes of conduct and discussion of when this goes wrong - using highly publicised examples (Hwang, Poehlman, Wakefield etc). Science Communication - history of scientific research and communication; science in the modern press. Science Policy - how policy decisions are made in the UK and further afield. Genetic Screening - The science involved. The arguments for and against various types of genetic screening. How is research conducted? - Funding and the application process, regulation, publication and peer review, RAE/REF and other measures of research achievement. Animal experimentation - why are animals used in research? Stem Cells - The science involved. The arguments for and against stem cell research. GM Organisms - The science involved. The arguments for and against genetically modifying organisms. Biological Control - non native (invasive) species, biological control of pests. The arguments for and against. Science Fiction - Science Fact - the relationship between fact and fiction as science progresses and how this is portrayed in the arts. Biology and the Arts - examples from across all forms of the arts - TV, film, radio, literature, theatre. Cloning - discussion using examples such as Jurassic Park, The Island, GATTACA. Human Health - discussion using examples such as Survivors, Outbreak, Darwin’s Radio. Other Taught Sessions Programme – workshops, practical’s, fieldwork, placements, drop-in sessions Trips: 1. Laboratories in BIO and Biomedical Research Centre (BMRC) (range of different types) 2. Laboratories in John Innes Centre and Institute of Food Research 3. A unique trip related to Biology and the Arts (for example Sainsbury Centre for Visual Arts) Section 6 – Study materials Required Reading

Recommended further reading Other study materials

To be confirmed in advance to enrolled students via student Blackboard site.

Any good text on bioethics (for example: Mepham B (2005) Bioethics. An introduction for the biosciences. Oxford University Press). Numerous articles and web links will be available via the Blackboard site for the module.

International Summer School 2013 Module Outlines Section 7 - Formative Assessment Assessment Type

Assignment Deadline

Return date of marked work (where appropriate)

Nature of feedback

Formative 1

TBC

Feedback on debate to groups

Assignment detail (e.g. title, type, course test length, word limit, presentation length) Debate - in pairs or small groups, students prepare arguments for or against a particular biological development which is then to be presented as part of a debate. Depending upon number of students, anticipate presentation time of 10-15 minutes per pair/small group. Assessment Type

Assignment Deadline

Return date of marked work (where appropriate)

Nature of feedback

Formative 2

TBC

Written comments on essay plan, plus individual discussions with students if requested.

Assignment detail (e.g. title, type, course test length, word limit, presentation length) Essay plan - one page (no more than 350 words) plan of bioethics essay - what information is planned to be discussed in their essays, the proposed structure and what are the proposed sources of information. Section 8a - Summative Assessment Assessment Type

Percentage (%) counting towards overall module mark

Assignment Deadline

Return date of marked work

Nature of feedback

Coursework

(a) Essay – 70%

TBC

(b) Presentation – 30%

TBC

Written comments on essay, plus individual discussions with students if requested. Written feedback on presentation (returned with essay feedback)

Assignment detail (e.g. title, type, course test length, word limit, presentation length) Essay: ‘Various biological developments are good for society’. With the use of one specific example, discuss this statement providing a balanced argument.” Word limit: 2000 words. Presentation: Each student to give an oral presentation of an example of biology in the arts. To include an introduction of the work of fiction, the biology portrayed, the scientific principles, the accuracy of the portrayal and concluding comments. Presentation length: 10 minutes.

International Summer School 2013 Module Outlines Section 8b â&#x20AC;&#x201C; Assessment of module outcomes Learning Outcomes

Formative Assessment 1

Formative Assessment 2

Summative Assessment

List outcomes

Debate 1) understanding of how various biological issues are important 2) constructing a balanced argument 3) group work in preparation and presentation of debate

Essay Plan 1) understanding of how various biological issues are important 2) constructing a balanced argument in a written assignment

Essay 1) compose a reasoned argument (both in writing and orally) 2) complete in-depth literature reviews within specified scientific areas 3) evaluate ethical issues associated with rapid and exciting developments in contemporary scientific research Presentation 1) explain how scientific advances are changing what can be defined as fiction 2) discuss the degree to which the media can influence public perception of what is fact and what is fiction

Section 9 - Employability Problem solving

Teamwork

Communication

Presentation

Group discussions and debate.

Group discussions, debate presentations.

Construction of balanced arguments both in writing and oral presentations. Group discussions and debates.

Group presentation within debate; individual presentation.

International Summer School 2013 Module Outlines

Faculty of Science (SCI)

Digital Animation: Principles and Practice

School of Computing Sciences (CMP)

International Summer School 2013 Module Outlines Section 1 – General Information Module Title Digital Animation: principles and practice Module code CMPC2F0F

Credit value 20 UK Undergraduate level 2

Academic Year 2012-2013

Semester Summer 2013

School of Study Academic Module Description

School of Computer Sciences Dan Smith Learning to understand the process involved in 3D modelling and animation is essential for much of the work that takes place in digital media today. This module aims to introduce students to this exciting area, focusing on the principles and practices involved in digital animation. With over 40 hours of contact time, students will gain an in depth understanding of the issues involved in the creation of 3D models and how they are used to create visual images and animations. Delivered by the School of Computer Sciences, the module will take a practical and hands on approach to learning and provide students with a real insight into the professional world of digital animation.

Pre requisites Fieldtrips School Profile

Through structured sessions students will gain practical experience of creating their very own 3D models with the software Autodesk 3ds Max. As the industries standard software the module will familiarise you with the package that is used by the professionals in digital animation. Through practical sessions students will learn how to use the package and develop their own 3D models. Taking this further, students will develop knowledge and understanding of how these 3D models can be modified in a variety of different ways, and how to manipulate the images by using the software. Students will also be taught how to apply a range of textures and surfaces to their 3D objects and explore ways of creating effects such as adding lighting for realism and exciting special effects. Students should come equipped with an interest in learning about digital animation. No specific knowledge or experience is required Full details on field trips will be announced shortly at http://www.uea.ac.uk/SummerStudyAbroad/modules/cmp. The School of Computing Sciences was ranked fifth out of all mainstream English universities; joint with computer science departments of the Universities of Cambridge and York. In the latest (2003) teaching quality assessment made by the government quality assurance agency (QAA) the school was awarded the highest score of “commendable” in all four categories. Our degree programmes are accredited by the British Computer Society (BCS) and the National Student Survey of final year students puts us ninth in the country. For more information on the school please see http://www.uea.ac.uk/cmp.

International Summer School 2013 Module Outlines Section 2 â&#x20AC;&#x201C; Details of module Description What is this module about?

Understanding 3D modelling and animation is essential for much work in digital media. Students will gain an understanding of the issues involved in the creation of 3D models and their use to create images and animations. They will gain practical experience in creating 3D models and modifying them in a number of ways, using industry standard software (Autodesk 3ds Max). They will learn how to apply a range of textures and surfaces to the objects, add lighting for realism and special effects.

Learning Objectives What will I learn? (subject specific and transferable skills)

1. To introduce the theory, processes and limitations of digital animation. 2. To give students an understanding of appropriate design approaches for digital animation. 3. To introduce student to the techniques needed to create high quality animations. 4. To give students experience of tools and packages for digital animation.

Learning outcomes What will I be able to do by the end of the module?

Module specific:On completion of this module, students will be able to: 1. Apply skills in 3D modelling and animation. 2. Analyse real world scenarios and propose character modelling solutions. 3. Evaluate natural phenomena from an animation perspective and identify transformation methods for specific situations. Transferable Skills:Experience of media design processes. Improved presentation skills. Improved analysis and problem-solving skills.

Links Where does this fit into my current studies?

This module would be ideal if you are currently studying Computer Science or are taking any computing modules. However, no specific prior knowledge of digital animation is needed.

International Summer School 2013 Module Outlines

Section 3 â&#x20AC;&#x201C; Teaching Team Module Convenor

Dr Dan Smith is currently Course Director for MSc Computing and MSc Advanced Computing Science. He has authored over 40 papers and is a member of the British Computing Society, The IEEE Computing Society and the Association for Computing Machinery.

Section 4a - Course Study Hours Pre-Course Preparatory Reading Notional study hours 56 hours (over 4-6 weeks) 144 hours It is a normal expectation that students Whilst at the University registered on UEA modules will carry-out it is expected that preparatory reading prior to engaging with students on ISS the taught element of a module. In the case modules will commit 8 of ISS modules, this should be spread hours of study time per day (during weekdays) (ideally) over the 4-6 week period prior to and a minimum of 8 arrival at UEA. This not only ensures that hours per weekend. students maximise their learning via their engagement with the module, but also that This equates to a total they are better equipped to engage with of 144 hours. discussion in class sessions and the module assessment. Crucially it means that students are able to place their learning on the module into a wider context.

Section 4 - Expected Study Hours Activity

Details

Total hours

Lectures

Pre-lecture preparatory reading and post-lecture follow up reading

Lab classes

Background reading and research

Lab exercises

Design development

Animation development

% of credit

International Summer School 2013 Module Outlines Presentation preparation

Total

200

Section 5 – Teaching Sessions Lecture Programme – details for each lecture • An understanding of the process of modelling and rendering. • Introduction to Modelling in 3Ds Max. • Lighting principles and their application to rendering. • Introduction to Rendering and Computer Animation. • Manipulating 3D objects and texturing. • Controlling Animation using spline paths. • Using image processing techniques to improve texturing. • Using Plugins and additional resources with 3ds Max. Other Taught Sessions Programme – workshops, practicals, fieldwork, placements, drop-in sessions Lab classes will be scheduled to run through tutorials related to the lecture material. Topics will include: • Design of digital animations • Modelling objects in 3ds Max. • Rendering tools including Mental Ray • Lighting, Texturing and Materials There will be 32 hours of supervised lab classes Section 6 – Study materials Michele Bousquet (2011), How to Cheat in 3ds Max 2011: Get Spectacular Results Fast, Focal Press

Required Reading

Isaac V. Kerlow (2009), The Art of 3D Computer Animation and Effects, Wiley Mario Pricken and Christine Klell (2004), Visual Creativity: Inspirational Ideas for Advertising, Animation and Digital Design, Thames and Hudson Other study materials

There is an extensive collection of online documentation, tutorials and other resources to support this module. Relevant links and material will be made available via Blackboard. Section 7 - Formative Assessment

Assessment Type

Assignment Return date of Deadline marked work (where appropriate)

Nature of feedback

Formative 1

tbc

Individual oral and written class comments

tbc

International Summer School 2013 Module Outlines

Assignment detail (e.g. title, type, course test length, word limit, presentation length) 3DS Max tutorials Assessment Assignment Return date of Type Deadline marked work (where appropriate) Formative 2

tbc

Nature of feedback

Individual oral and written class comments

Assignment detail (e.g. title, type, course test length, word limit, presentation length) Animation design exercises Section 8a - Summative Assessment Assessment Type

Percentage Assignment Return date (%) Deadline of marked counting work towards overall module mark

Nature of feedback

Coursework

TBC

Written comments

TBC

Oral and written comments

Assignment detail (e.g. title, type, course test length, word limit, presentation length) Assessment is by coursework and project. There are two assignments: Model design (30%) Animation project and presentation (70%)

Learning Outcomes

Section 8b - Assessment of module outcomes Formative Assessment 1 Formative Summative Assessment Assessment 2

List outcomes

To apply Skills in 3D modelling and animation. To evaluate natural phenomena from an animation perspective and

Analyse real world scenarios and propose character modelling solutions.

1. Assessed in project 2. Assessed in design coursework

International Summer School 2013 Module Outlines identity transformation methods for specific situations.

International Summer School 2013 Module Outlines

Faculty of Medicine and Health Science (FMH)

Future Medicine

Norwich Medical School (MED)

International Summer School 2013 Module Outlines

Section 1 – General Information Module Title: Future Medicine Module code: TBC

Credit value: 20 UK

Academic Year: 2012-2013

Semester: Summer 2013 Section 2 – Details of module

Description What is this module about?

This module is designed to help students develop an understanding of some of the recent breakthroughs that have taken place in medical science as well as the effect of global changes that impact on health care. This module has been designed to provide additional support to students who wishing to progress into a career in health and medicine upon graduation. This also module seeks to provide students with a programme of study that will •

enhance the transition into their future career path

•

provide evidence of commitment to a future career in health

Through Problem Based Learning (PBL), seminar sessions, student selected studies with presentations and relevant field trips we will encourage students to develop an increased scientific knowledge in specific areas related to medicine. In addition we will explore and engage in the critical approach in supporting a reasoned argument, we will engage in discussions and debates on a range of topics such as stem cells, globalised healthcare and pharmacogenomics. Finally we will explore the ethical implications of these future developments.

Learning Objectives What will I learn? (subject specific and transferable skills)

Students will learn or develop an understanding of:

Learning outcomes What will I be able to do by the end of the

Upon completion of this module students will be able to:

the scientific details underpinning future medicine such as stem cells and pharmacogenomics

the global implications of healthcare developments associated with future medicines

the ethical implications and the ethical debates surrounding recent scientific breakthroughs

compose a reasoned argument (both in writing and orally)

complete in-depth literature reviews within specified scientific areas

explain how technological and scientific advances are changing future

International Summer School 2013 Module Outlines medicine

module?

recognize and describe the ethical issues associated with developments in medical research (bioethics)

An opportunity to study abroad and develop an increased understanding of studies for Links Where does this future careers in health care settings. fit in to my programme?

Section 3 – Teaching Team Module Convenor Others

Dr Laura Bowater

Drs John Winpenny, Anna Smajdor and Barbara Jennings plus others to be arranged. Section 4 - Expected Study Hours

Activity

Details

Total hours

% of credit

PBL

Students will work in PBL groups. The groups will meet on a weekly basis. Group sizes will be dependent on the number of enrolled students

4 x 3 hours

Pre-PBL preparatory reading and post-lecture follow up reading

Students will use the library and on line facilities to develop self-directed study to prepare for the PBL sessions. In addition students will undertake follow up reading to embed their learning gathered throughout the weekly PBL sessions.

4 x 5 hours

Seminars

A range of subjects ranging from ‘Ethics’, ‘Genetic Screening’ and ‘Stem Cells’, pharmacogenetics, pathophysiology of named disease conditions (e.g. Cystic Fibrosis and obesity), global issues in healthcare. At least two seminars will be provided on a weekly basis.

8-10 contact hours

Reading of various journal articles, news websites or publications.

15 hours preparation/follow up

Pre-seminar preparation and follow up

Plus 10 hours field trips

International Summer School 2013 Module Outlines study Student Selected Studies (SSS)

Reading of various journal articles, news websites or publications.

20 hours preparation/follow up

Formative assessment

Each week students prepare a piece of work for PBL. This is formatively assessed.

5 hours preparation

Each week students prepare and undertake a mini presentation to their PBL group. They will be formatively assessed on this process.

5 hours preparation

Essay plan

10 hours preparation

SSS presentation plan

10 hours preparation

On-line diary for SSS

10 hours preparation

Feedback sessions

Within the SSS presentation plan sessions.

Assessed course paper

Extended Essay

50 hours preparation

SSS Presentation

20 hours preparation

Recommended further reading

To be confirmed

Other study materials

Numerous articles and web links will be available via the Blackboard site for the module.

Section 7 - Formative Assessment Assessment Type

Assignment Deadline

Return date of marked work (where appropriate)

Nature of feedback

International Summer School 2013 Module Outlines Formative 1

tbc

Each week of PBL

Assignment detail (e.g. title, type, course test length, word limit, presentation length)

Assessment Type

Assignment Deadline

Return date of marked work (where appropriate)

Nature of feedback

Formative 2 Formative 3

tbc

Feedback on preliminary SSS presentation, plus individual discussions with students if requested.

tbc

tbc Written comments on Essay plan plus individual discussions with students if requested.

Assignment detail (e.g. title, type, course test length, word limit, presentation length)

SSS Presentation - should provide an initial presentation including power point slides. Essay plan - one page (no more than 350 words) plan of essay - what information is planned to be discussed in their essays, the proposed structure and what are the proposed sources of information.

Section 8a - Summative Assessment Assessment Type

Percentage (%) counting towards overall module mark

Assignment Deadline

Return date of marked work

Nature of feedback

a) essay

70%

tbc

Written comments on essay, plus individual discussions with students if requested.

b) SSS present-

30%

tbc

Coursework

Written feedback on presentation (returned with essay feedback)

International Summer School 2013 Module Outlines ation Assignment detail (e.g. title, type, course test length, word limit, presentation length) Essay: Topics to be discussed will be the future of medical advances and the subsequent consequences to society. Word limit: 2000 words. Presentation: Each student to give an oral presentation on a selected topic that will dovetail with the topics covered within the module. Presentation length: 10 minutes and additional 5 minutes of questions.

Assessment Type

Percentage (%) counting towards overall module mark

Exam

Dates of exam period

Dates when marks will be available on evision

Assignment detail (e.g. length of exam, rubric)

Section 8b - Assessment of module outcomes Learning Outcomes

Formative Assessment 1

Formative Assessment 2

Summative Assessment

Exam

List outcomes

Essay Plan

SSS Presentation

Essay

SSS Presentation

Plan 1) compose a reasoned argument (orally)

1) compose a reasoned argument ( in writing)

1) compose a reasoned argument (orally)

2) complete indepth literature reviews within specified scientific areas

3) explain how technological and scientific advances are changing future medicine

1) constructing a balanced argument in a written assignment 2) explain how technological and scientific advances are changing future medicine 3) evaluate ethical issues associated with rapid and exciting developments in contemporary

3) evaluate ethical issues associated

2) complete in-depth literature reviews within specified scientific areas 3) explain how technological and scientific advances are changing future medicine

International Summer School 2013 Module Outlines with rapid and exciting developments in contemporary scientific research

Section 9 - Employability Problem solving

Teamwork

Communication

Presentation

Group discussions within PBL

Group discussions, within PBL

Construction of balanced arguments both in writing and oral presentations. Group discussions and debates.

Presentation within PBL; individual presentation.

Self Directed Learning within the PBL process

Section 10 - Sample Exam or Test papers N/A