Moodle@Warwick

*This module website are currently being updated for the 20/21 academic year* 

Welcome to the Public Policy for 21st Century Challenges course for the academic year 2020/2021!

Lectures begin in week 1 of the autumn term and finish in week 20, which is the last week of the spring term in the following year. The exceptions are weeks 6 and 16, which are PAIS Reading Weeks. Please note that there are no seminars in week 1.

Please note that the seminars begin in week 2 of the autumn term and finish in week 20, which is the last week of the spring term in the following year. The exceptions are weeks 6 and 16, which are PAIS Reading Weeks.

Welcome to the Gender and Development Moodle page! 

The module is taught through one lecture and one seminar each week. The lectures provide an introduction and overview of the topic under discussion and the seminars explore the main issues in more detail.

Please be aware that there is NO seminars in both week 1 and week 2, but you will need to complete a group exercise before week 3 (detailed instructions regarding the exercise, please see announcement). 

**Seminar classes begin in Week 3** of the autumn term and finish in Week 20, which is the last week of the spring term in the following year. The exceptions are Weeks 6 and 16, which are PAIS Reading Weeks.

The main teaching part of the course is scheduled to finish in Week 20 to allow you to complete essays over the Easter break. When we reconvene in the summer term, we will be holding revision classes.

in office room E1.15

Introduction

Welcome to the website for PO380: 'Britain and the War on Terror'.

The module director is Dr Sam Cooke

Email: s.cooke.2@warwick.ac.uk

Should you have any questions or problems, please do not hesitate to come and see me during my advice and feedback hours.

Lectures begin in week 1 of the autumn term (and seminars in week 2) and the course finishes in week 20 (i.e. the last week of the spring term in the following year). The exceptions are weeks 6 and 16, which are PAIS Reading Weeks.

Welcome to Fundamentals in Quantitative Research Methods. All essential information about this module is in the Syllabus below. In the sections below you will find more precise information and documents 5 or 6 days ahead of each class.

Do not forget to refer to general information about your course provided by your respective department. In PAIS for example, this is the MA Handbook, which provides precise guidance on essay writing, and many other useful topics.

For personal issues whose solution is neither on Moodle or in your MA Handbook, please come and meet the lecturer (Philippe Blanchard) or your seminar tutor (P.B. or Alvaro Cabrejas Egea) during their weekly advice and feedback hours (to be indicated here soon). We are pleased to help as much as we can. If you cannot come during the A&F hours, just make an appointment for another time over email.

When people think about media these days, the internet and social media immediately spring to mind. But of course, these are only the latest developments in a long history of humans communicating to ever larger numbers, about a wider variety things, over greater expanses of space and time. This module surveys that history from a sociological perspective, looking at how people respond to the form and the content of media representations through the lens of sociological theory and empirical research. The module starts with the early theories of mass media and their impact on people’s lives. Step by step, the module introduces key developments in the history of media research. Ultimately, we arrive at the role of social media in society. We consider how the highly distributed and democratised nature of the internet and social media is transforming society and people’s lives on an evolving basis. The module asks you to consider your own experience of media and to critical interrogate its role in society from a sociological perspective.

Sociology of Education is a sub-discipline of Sociology that takes a critical and analytical look at the design, development, experience and outcomes of the education system. Over the course of the module we will take the UK education system as a case study for helping us to understand the ways in which political, social, moral and economic agendas have shaped (and continue to shape) schools and universities. Paying close attention to key policy-making, we will ask critical questions about the role and purpose of education in relation to wider society. What kinds of knowledge and ways of knowing are permitted or excluded in traditional educational settings? Does education challenge or reproduce social inequalities? How do young people and teachers experience education?

Welcome to Gender, Crime and Justice,

 This module aims to provide a comprehensive and critical understanding of the relationship between gender, crime and justice. The module will explore the  sociological  and  criminological approaches to the study of deviance, gender and crime in contemporary society. You  will be presented with a range of theoretical and conceptual issues around the theme of gender, crime and justice including feminist writing on the meaning and relevance of gender. The course will highlight some of the key issues when exploring crime, victimisation and criminal justice in relation to gender. The content will draw on relevant policy material in this field.

Disability, Inequality, and the Life Course is a Year 2 optional module that introduces students to the sociology of disability. The particular focus of the module is to provide explanations for numerous disability inequalities that exist across the life course. Upon completion of the module, students will have an appreciation of existing theoretical approaches to understanding disability inequalities as well as knowledge of empirical research on a wide range of relevant topics. The module is primarily research-led: we will regularly engage with existing empirical work on disability in order to better understand mechanisms and social processes behind the association of disability with social inequality.

This module seeks to promote teaching on the historical and contemporary experiences of transgender people. It fosters critical analysis of gender in relation to trans binary and non-binary genders and focuses on the meaning of transgender for everyday social life in a local as well as global context. ‘Trans’ may be taken to mean anyone who is uncomfortable with, or transgresses, usual gender roles and ‘can cover a variety of experiences’ (Whittle, 2006) including gender variance, permanent or temporary cross dressing, transsexuality and transgenderism. It aims to introduce students to gender as a question of being or doing beyond ‘the binary’ and introduce them to the theory and practice of trans epistemologies in contemporary society. Taking a trans-feminist perspective, the course recognizes the increasingly critical field of inquiry in trans binary and non-binary social life (including socio and medico legal frameworks) and how this is cross cut by other variables such as race, impairment, class, sexuality and religion. The course will address socio and medico legal issues such as healthcare, young people, surgery as well as research methodologies and media representation and presentation.