Media Level 2 Module Booklet 1011a

BA (Hons) Media
Level Two
Core Modules and Elective Modules

Handbook
2010/11
Welcome to the Level 2 Core Modules and Elective Modules Booklet
Dear All,
Here is the options booklet for your second year. It’s an important document because it sets
out what you can and can’t take as part of your programme of studies. You’ll make choices
over the next few weeks which will give a shape to your degree – and which may shape your
life. In short – BE CAREFUL!
It’s a long document which contains a great deal of information. Before you read it, I’m going
to summarise its key points.
1. Your second year contributes 30% towards your final degree. Every year we
have final year students bemoaning the impact of a poor second year on their final
degree. Don’t be one of them.
2. You need to achieve 120 credits this year. This will be a mix of 40 and 20 credit
modules.
3. You all take 2 ‘media’ modules – Theorizing and Researching Media and
Culture, and Working with the Media/Media in the Workplace. They add up to
60 credits.
4. If you have chosen a pathway, you must take at least 40 credits of pathway
modules this year. In some cases (Journalism Studies and Film and Television), two
modules have been selected for you as cores. The other pathways have one core, and
you must choose at least one further module from the pathway choices set out in the
matrix on pages 12 and 13. There is nothing to stop you taking 60 credits in your
chosen pathway, but we give you the option of taking a module from somewhere else –
either from within our wider media provision, or from a different subject entirely.
5. Make yourself familiar with the procedures for changing pathways and
changing modules. If you miss the dates set out here, you will be unable to change.
IF YOU ARE IN ANY DOUBT THEN SEEK HELP FROM ME.
Steve Jones
Programme Leader
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IMPORTANT INFORMATION
Please read this introduction as it contains some key points about making your choices for
Level 2.
Credits
Your modules must total 120 CREDITS for the year. It is your responsibility to ensure that
the credits for the modules you choose equal this figure. It is ESSENTIAL that you do not
choose modules which clash on the timetable. If a clash is identified then you will be informed
and will be asked to change modules.
2. Think about pre-requisites

These are the modules that you must have taken already in order to progress onto the next
stage. Also, be careful about taking modules from non-Media subjects with which you’re
unfamiliar, even if they don’t ask for pre-requisites (which is not to say you shouldn’t take
them – just exercise some caution).
3. How to make your choices
For ALL pathways you have to take the following 2 Core Modules:
• Theorizing and Researching Media and Culture - 40 credits
• Working in the Media/Media in the Workplace - 20 credits
(All pathways have additional core modules. Please refer to the matrix on pages 12
and 13 for details)
The remaining credits are made up from pathway modules and elective modules. (Please
refer to the matrix on pages 12 and 13 for details). You are also able to take ULP
modules for supplementary credits, (see pages 41 – 46 for details). Please note there is
now a charge for taking ULP modules as supplementary credits.
YOU NEED TO:
• Read this Core Modules and Elective Modules Handbook

• Consult with the Module or Programme Leader if necessary.
• Attend the year meeting at which you may ask any questions about option
choices, (see page 8 for details)
• The clash List – you MUST check that the modules you wish to study do
not clash. The clash list will be made available at the year meeting.
(N.B. If you attend a module for which you are not officially registered you cannot receive
marks or credit for this module).
4. Module Changes
You need to think very carefully about your module choices. If you feel that you wish to make
a change then THESE CHANGES MUST BE REQUESTED ON THE CORRECT FORM and by the
dates set out below.
Forms can be requested the Programme Administrator or collected from the Tracking Office
GE103. Completed forms should be returned to the Tracking and Assessment Office. Please
note that members of academic staff cannot make these changes on your behalf.
In the light of results sent to you in the summer you may decide to change one or more of
your electives.
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• Any changes must be within your degree structure, e.g. regulations about how many
modules you can do in one subject.
• You must complete and return the form to the Faculty Tracking and Assessment Office
after the receipt of your transcript and BY 2nd August 2010 AT THE LATEST. Please note
that you may have to change electives again in the light of failure in the September resits.
After 2nd August 2010, you may only change modules as a result of a September resit
failure and for no other reason in the first week of term.
• You need to be aware that your preferred module may not be available. Consequently
you must list further choices, as requested on the change form, unless - in the event of your
preferred choice being unavailable - you would prefer to stay with the module choice you
made earlier in the year.
• Occasionally, a module that you have chosen will not run, e.g. if it is
undersubscribed, and you will be informed of this and asked to choose an alternative.
5. Fail and Repeat Modules

If you have modules from your level 1 studies which have been coded 'fail and repeat', and if
you are allowed to proceed to level 2 study carrying this fail, then you will have to complete
the fail and repeat credits. Any fail and repeat credits from level 1 would have to be studied,
with attendance, alongside your other modules. You are responsible for ensuring that you
know what work you have to do. You will be required to complete all elements of
assessment for such modules.
6. The Structure of the Academic Year

The academic year runs from October to July and is divided into three terms:
Autumn: 04.10.10 - 10.12.10

Spring: 10.01.11 - 25.03.11
Summer: 11.04.11 - 10.06.11
7. Pastoral Care and Student Support
If I have a problem, whom do I contact?

The School understands that students may have problems and pressures which affect their
studies. If you find yourself experiencing difficulties, then the first person you should see is
either the module leader, if you are having problems with a particular module, or the
Programme Leader if you are experiencing more general difficulties. The Programme
Administrator can also be contacted, (see page 6 for contact details). Please note,
however, that none of these staff members are trained counsellors, and more specialised
advice is available via Student Support Services.
Student Support
The University has a number of specialist teams who are able to give help in different
circumstances.
General support student.support@ntu.ac.uk 848 6060

Financial support financial.support@ntu.ac.uk 848 2494
Disability support dis.support@ntu.ac.uk 848 2085
International students int.support@ntu.ac.uk 848 2631
Counselling service counselling@ntu.ac.uk 848 6487
Mature students mature.support@ntu.ac.uk 848 3290
Religious advisers faith@ntu.ac.uk 848 2305
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8. Assignment extensions
If you are unable to submit a written piece of coursework due to ill health or other serious
extenuating circumstances, you may request an extension. You must collect an Extension
request form from the Tracking Office GE103 and take this to your module leader for approval.
This will give you an extension for 1 week.
9. Special Situations
If you feel that your academic performance for an examination, class test or throughout the
year has been adversely affected by medical or other extenuating circumstances (ie.
personal/family illness) you MUST complete a Special Situations form obtainable from
(and to be returned to) your Programme Administrator, at least seven working days before the
Examination Board at which your marks will be considered. This must be accompanied with a
medical certificate and/or other authenticated 3rd party written evidence. If appropriate, these
circumstances may be taken into account when decisions are made about your work or degree
classification. The Special Situations Procedure can be found in detail in the On-line Student
Handbook http://www.ntu.ac.uk/studenthandbook/.
Important Note: “Computer problems” are not considered to be relevant grounds for the
submission of Special Situations. For that reason make multiple copies of all your
assignments and store them in different physical locations. We will not accept emailed
assessed work, because it needs to go through the tracking office. If your Special Situations
are confirmed, the Examination Board has a number of options including awarding FIRST
SITTINGS (your full marks will be awarded), rather than REFERRALS (your mark will be
capped at 40), in the following September. NO MARKS ARE EVER CHANGED AS A RESULT
OF SPECIAL SITUATIONS.
10. Academic Misconduct/Plagiarism

Upon enrolment each year you will be asked to confirm the declaration agreeing to abide by
the University’s regulations including those relating to plagiarism, cheating, collusion and other
forms of academic misconduct. Further details are available via the website at
www.ntu.ac.uk/registry or from the On-line University Student Handbook
http://www.ntu.ac.uk/current_students/resources/student_handbook/index.html
Each time you submit an assignment you will also be asked to sign the Assignment
Submission Form to declare that your work does not contravene the University’s regulations
on academic misconduct and does not substantially reproduce work previously submitted for
assessment.
The School investigates all alleged cases of academic misconduct, and if a case is proven there
are penalties involving referrals and loss of marks. If you have any concerns or queries about
academic misconduct, and plagiarism in particular, please consult an academic tutor.
Academic misconduct includes cheating, plagiarism, collusion, falsifying data and other
dishonest practices not included in the above definitions such as handing in the same or
substantially the same piece of work for credit on more than one occasion. Although
misconduct may be on a major or a minor scale, it is always a very serious issue and will be
dealt with accordingly. You are advised to familiarise yourself with the university’s regulations
as outlined at http://www2.ntu.ac.uk/registry/publications/academicmisconduct.pdf . If you
are in any way unclear about what constitutes Academic Misconduct, you should contact tutors
for advice. Study skills sessions also provide useful information on academic writing.
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11. The University Language Programme (ULP)
You are able to take a language, through the ULP, as part of your degree course. (See pages
41-46 for details.) Please note there is now a charge for taking ULP modules as
supplementary credits.
To pre-register on a ULP module you must attend a registration session in the city during
week 1 of the autumn term. Details of the ULP registration session will be emailed to all
students nearer the time. If you do not attend a registration session, you may not be
able to take the language module. You will not be allowed to enter at a level lower than
that of your ability.
Please note: If you have opted for the ULP and your language ability does not allow you to
enter stage 5, 6 or 7 you will not be allowed to proceed and you will be asked to choose
alternative modules outside the ULP.
12. NOW (NTU online workspace)

The VLE is often the first place where you will be able to find information about your:
• Timetable
• Results
• Referred work, where applicable
It’s also a means of communication between staff and students. We will contact you as
individuals and groups with module and programme news. And it’s an archive of information.
Module, programme and subject handbooks are available as electronic copies on NOW, to back
up your paper copies. It provides an electronic learning environment that supports learning in
lectures and seminars through the reproduction of teaching materials (slide shows, digitized
reading and handouts) and provides guidelines for independent learning
Note, however, that NOW is not a distance learning module. Although we post teaching
materials on the system, it is not a substitute for attending a lecture or seminar. Looking at a
PowerPoint slide show, for example, will give you only the most superficial understanding of
what the lecture was about.
13. The AAH Academic Support Team
The School has an excellent Academic Support programme and though you may be confident
after studying at level one, even students that have had excellent results so far can always
benefit from a little extra help.
This service takes two forms.
First, study skills workshops throughout the year cover many aspects of the research and
production of academic work in the School of Arts and Humanities. Details appear in module
handbooks and on NOW and you are STRONGLY ENCOURAGED to attend some or all sessions.
There is a demonstrable link between attending study skills sessions and performing better in
your studies.
For more info see the Academic Support in Arts and Humanities page on NOW.
This NOW Learning Room contains a range of useful resources, including fact sheets and
guidance notes on a range of Study related issues. It also has the functionality to request a
one to one appointment via an online calendar.
The second function of study skills is more remedial. When your work is marked, a tutor may
ask you to attend a study skills session, specifying the areas that you need to improve.
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Alternatively s/he may suggest you contact Study Skills to arrange an appointment. This is not
necessarily a cause for dismay: some of the very best students sometimes fail to fulfil their
potential because of faults that can be rectified through taking advantage of the Academic
Support Team
You can contact the Academic Support Team via:
Email: AAH.Academicpractice@ntu.ac.uk
Telephone: 0115 848 3241
Or alternatively see the Academic Support Administrator, James Smith, in GE106.
CONTACTS
If you have any queries, please contact:
Programme Leader: Steve Jones (Room GE139)

Tel: 0115 848 3222
E-mail: steven.jones@ntu.ac.uk
Subject Leader - MCS: Joanne Hollows (Room GE135)

Tel: 0115 848 3033
E-mail joanne.hollows@ntu.ac.uk
Subject Leader - Social Theory: Matt Connell (Room 005, Griffin House)
Tel: 0115 848 6663
E-mail: matt.connell@ntu.ac.uk
Subject Leader - Philosophy: Neil Turnbull (Room 11, Griffin House)

Tel: 0115 848 3167
E-mail: neil.turnbull@ntu.ac.uk
Programme Administrator: Rachel Eden (Room GE102)

Tel: 0115 848 3278
Email: rachel.eden@ntu.ac.uk
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Return of student work
Your work will be handed back to you during

lectures/seminars and you will be able to discuss your
work with your tutor.
Ideally, this would take place within 3 weeks. Tutors

will advertise the timing of this return in one or more of
the following ways: the module booklet, in class
announcements, email and/or VLE.
If you are not able to collect your work during your

lecture/seminar, you may go along to the relevant
administrator (see list of administrators below), who
will give you your work. Please bring your NTU ID card
with you when collecting work. (At this stage you can
seek out the tutor in office hours for verbal feedback if
required)
The last date that you will be able to collect your work
from your administrator is 22nd October 2011. After
this date your work will be destroyed. Much time and
effort goes into providing careful and considered
feedback, so please take the time to collect it.
Administrators:
Communication & Society – Rachel Eden, George Eliot room 102

English – Frances Banks, George Eliot room 108
European Studies –Anna Nirmalendran, George Eliot Language Resource Centre
French – Anna Nirmalendran, George Eliot Language Resource Centre
Geography - Janet Elkington, George Eliot room 108
German - Anna Nirmalendran, George Eliot Language Resource Centre
History – Janet Elkington, George Eliot room 108
International Relations - Janet Elkington, George Eliot room 108
Italian - Anna Nirmalendran, George Eliot Language Resource Centre
Linguistics – Rachel Eden, George Eliot room 102
Mandarin - Anna Nirmalendran, George Eliot Language Resource Centre
Media – Rachel Eden, George Eliot room 102
Philosophy – Rachel Eden, George Eliot room 102
Spanish - Anna Nirmalendran, George Eliot Language Resource Centre
TESOL - Anna Nirmalendran, George Eliot Language Resource Centre
EFL/ULP – work to be collected in class, or contact the Nottingham Language Centre on 0115
848 6156.
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THERE WILL BE A PROGRAMME
MEETING
On Wednesday 12th May 2010

at 12.00pm in CELS Building
CELS015
TO DISCUSS ELECTIVE MODULES.
You will be provided with more information about

second year study at this meeting so it is vital
that you attend. Everyone is expected to attend.
YOUR COMPLETED OPTION FORM MUST BE

SUBMITTED AT THE PROGRAMME MEETING.
NOTE:
If you miss the meeting and do not submit your
option choices by FRIDAY 14 MAY 2010 you
cannot be guaranteed your first choice of
modules. It is in your best interests to attend
the programme meeting.
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Events Weeks 2010/2011
In 2010/2011 academic year there are two Events Weeks. The dates of Events Weeks are:
15 – 19 November 2010
14 - 18 February 2011
What ARE Events Weeks?
Events Weeks are, above all, ‘spaces’. When we asked students what they wanted us to do
with these spaces the answer – loud and clear – was that we should do academic stuff, and
for us Events Weeks are about emphasising the commonality between disciplines in Arts
and Humanities which means that we are all part of a community of scholars.
More concretely!
The sort of things we will do are: The kind of things you might do are:
Show films Attend some of the events

Give lectures Seek help
Organise workshops Do diagnostic assessments
Hold symposia Catch up with reading
Take you on trips Get stuck into assignments
Conduct training Attend conferences and events
elsewhere
Help you with assignments Travel
Organise competitions Relax and engage with ideas for their
own sake
Be around to chat Visit friends and family or in other ways
recharge your batteries
And much much more… And come back to the regular timetable
refreshed and ready to study…
In previous Events Weeks whatever students have done, and whatever additional events
have been organised by student societies, subject groups, students union, careers service
(etc) there has been 100% approval for the idea of doing it again. So here we are again.
Please do something to get involved if you can and want to; we will be pleased to see you!
So how do I find out exactly what’s going on?
Posters will appear across the George Eliot building and in refreshment areas in the week or
two before the events.
Information may become available on NOW at this time too.
Subject, module and programme tutors should give you information nearer the time,
particularly where events plug very directly into your studies.
WE LOOK FORWARD TO SEEING YOU!
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PATHWAYS
Pathways allow you to specialise, and your choice of pathway will determine the title of
your degree. You may opt to continue with a broad diet of topics – with the proviso that
you have taken the necessary pre-requisites – in which case your final award will be the BA
(hons) Media. For the award of BA Media with a pathway you will need to take a
minimum of 100 credits in your chosen pathway over the final two years of your degree
(e.g. 40 credits in the 2nd year, and 60 credits in the final year). The pathways, with some
description, are set out below
BA Media with Communications
This pathway draws on the insights of a cluster of disciplines to understand the broad field
of communications. The main contributions are from psychology and sociology, but
philosophy, anthropology and cultural studies are also used to foster an understanding of
the complex and dynamic interrelations between the personal, political and technological
forms of communication that shape the way in which we make sense of the world and each
other. You will explore topics such as the nature and significance of mind, identity,
technology, culture, society, environment, sexuality, the state, the economy and the
family.
BA Media with Creative Industries
This pathway is a direct response to industry demands for graduates with expertise across
several creative industries areas. Creative industries are not just media organisations, they
include for example advertising, public relations, branding, new media, urban development,
music, design, film, video games, architecture, urban planning and cultural management.
The pathway includes contributions from media studies, cultural studies, psychology and
sociology, but also from disciplines like art, design, business studies and law. Students will
develop theoretical and analytical skills, vocational and practical skills and some basic
managerial skills.
BA Media with Film and Television
This pathway builds from a general introduction to film and television analysis to engage
with a range of different academic approaches to film and television, developing high-level
skills of close analysis while promoting an understanding of critical and theoretical debates,
industrial and more general contexts, technological evolution and audiences. Although
Hollywood plays a central role in work on film, equal importance is attached to European,
Asian and post-colonial cinemas. Small screen work centres on British and American
television but also embraces games and interactive media. Work on mainstream forms and
genres is balanced by study of independent and oppositional works.
BA Media with Journalism Studies
This pathway focuses on the critical analysis of journalism as a form of communication that
is central to the construction of a public culture and to the development of democratic
societies. The pathway combines the acquisition of some introductory journalistic skills with
transferable skills of literacy and numeracy, research, analysis, reporting, evaluation,
communication and presentation including use of ICTs. The pathway helps you to critically
reflect on contemporary issues in journalism such as media ownership and regulation, the
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future of public service broadcasting, the impact of new technologies and media law and
ethics.
BA Media with Media Practices
This pathway focuses on the development of skills in media production, leading to project
work for and with local not-for-profit charities, community and voluntary groups and local
government agencies. The delivery channels for such projects will be through access media
routes such as the Community Channel, the Community Media Association and web based
communities. It gives you the opportunity to reflect on issues around citizenship and media
access and leads to the opportunity to be involved in live projects at Level 3 working to a
brief set by outside organisations. The pathway features an annual Media practices
Showcase and offers the opportunity for progressively more in-depth media production
training in video and multimedia, with allowance for new media forms – blogs, pod-casting,
video content for mobile phones etc.
BA Media with Popular Culture
This pathway focuses on analysing the texts and forms of popular culture and the ways in
which these are produced by media and cultural industries and institutions. It examines the
relationship between popular cultural forms and social transformation, and traces the
different ways in which taste, consumption and identity have been mediated, distributed
and regulated. There is a strong emphasis on ‘doing’ popular cultural studies through
original collaborative research, and a focus on the historical and geographical contexts
which enable us to analyse popular cultural institutions, forms and practices.
Please see Matrix overleaf for details of Core, recommended

Pathway option modules and Elective modules for all the above
pathways.
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CODE MODULE TITLE PATHWAYS
Creative Industries
Communications
Journalism Studies
Media practices
Film and TV
Popular Culture
No Pathway
MCLT25205 Theorizing and Researching Media and Culture
SOCT20807 Working with the Media/Media in the Workplace
MCLT23207 Analyzing Race, Gender and Sexuality
MCLT23307 Analysing Popular Music
MCLT23407 Intermediate Media Practice
MCLT23507 Intermediate Multimedia
MCLT24705 Cultures of the Small Screen
MCLT24906 The Place of Popular Culture
MCLT25005 British and Hollywood Cinema
MCLT25406 Screenwriting
PHIL20107 Introduction to Contemporary Philosophy
PHIL20207 Philosophy and Everyday Life
PHIL20307 Introduction to the Philosophy of Religion
PHIL20508 Social and Political Philosophy
PHIL20609 Philosophy and Media
SOCT20705 Gender and Sexuality
SOCT21007 Creative Industries Toolkit
SOCT21307 Critical Issues in Journalism I
SOCT21508 Understanding Psychology: The Making of the self
SOCT21707 DJ Cultures I: History, Theory and Technique
SOCT21807 News Writing and Production
SOCT21909 Despair and Ecstasy: The Psychology of Illness and well-being
SOCT22009 Media and Culture in China
BUSI11020 Fundamentals of Marketing
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CODE MODULE TITLE PATHWAYS
Creative Industries
Communications
Journalism Studies
Media practices
Film and TV
Popular Culture
No Pathway
ENGL21508 Renaissance Literature, 1485-1660: Shakespeare and his Contemporaries
ENGL29809 Writing Nation and Borders: American Literature 1780-1920
EURO20105 European Cinema and the City
HIST22706 The Heritage: Protection, Presentation and Politics
HIST26606 Conflict and Stability in Mid-Victorian England 1850-1880
HIST27409 The Eagle and the Snake: Conquests and Colonisations of Mexico
HIST27509 Protest and Reform in the United States of America
HIST27709 Balancing the Scales of Justice: Law, Rights and the Regulation of Society since 1750
INTR22205 Global Political Economy
INTR22305 Change and World Order: International Institutions and Non-State Actors
INTR22405 Understanding Foreign Policy
Pathway Option
Core Module Elective Modules Not available to this pathway
Modules
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IMPORTANT - PLEASE REFER TO THE MATRIX ON PAGES 12 & 13
WHEN CHOOSING MODULES
CORE MODULE
Theorizing and Researching Media and Culture

MCLT25205 MRN: 1867 Credit Points: 40 Duration: Year Long
Module Leader Dave Woods
This module is compulsory for all students taking Media at level 2.
Pre/Co/Post Requisites
Pre-requisite MCLT13006 - Approaches to Media & Culture.
Overview and Aims of the Module
This core module builds upon and substantially develops students' familiarity with key theories and
approaches in media and culture. It examines central paradigms while also responding to new
theoretical positions within media and culture in an international context. The module explores the
complex relationship between cultural theory and the practices in the study of media and culture.
Case studies may include, for example, popular television forms, advertising, news, globalisation.
• To introduce you to some of the key theorists and theories that inform media and cultural
studies.
• To enable you to develop a critical understanding of the relationship between theory and
practice in media and cultural studies.
• To explore debates within different theoretical approaches.
• To encourage you to think critically and confidently in theoretical terms.
• To develop your understanding of the historical context of theoretical work.
• To encourage development of skills of independent thought, critical reflexivity and the ability
to relate this body of theoretical work to other media modules.
Indicative Reading
Barker, C. (2000) Cultural Studies: Theory and Practice. London: Sage.
Bennett, T. et al (1983) Formations of the Popular. London: Routledge.
Hollows, J. (2000) Feminism, Femininity and Popular Culture. Manchester: Manchester University Press.
Stokes, J. (2002) How to do Media and Cultural Studies. London: Sage.
Strinati, D. (2000) An Introduction to Studying Popular Culture. London: Routledge.
Williams, R. (1980) Problems in Materialism and Culture. London: Verso.
Assessment
40% CWK
40% Class Test
20% Presentation
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CORE MODULE
Working with the Media/ Media in the Workplace

SOCT20807 MRN: 3332 Credit Points: 20 Duration: Year Long
Module Leader Georgia Stone
Pre-requisite MCLT13006 - Approaches to Media & Culture

This module is structured around four strands which are inter-related:
An 'Asking Critical Questions About Media Work' strand: these lectures will provide students with an
intellectual / theoretical framework for the guest lecturer programme and a critical armoury for doing
placement work.
Outside Speakers Strand: a series of lectures by Outside Speakers and student led seminars on topics
chosen to reflect central issues in the broad field of media and creative industries. Precise topics will
vary from year to year. The focus will be on trends and issues in creative industries and creativity in a
wider sense. Media and communication will play a major role in this. A prominent place will be given
to practical, media-work related issues. Thus there are likely to be consistent points of contact
between issues arising out of the lectures and those treated elsewhere in the degree programme.
Placement Strand: students will be required to undertake a short placement as part of the module.
This will be any placement of the student's choice and it will be the responsibility of the student to
make the appropriate arrangements with support from module staff. Evidence of a minimum of 24
hours of work time will be required from the placement provider. Careers Strand: a series of lectures
based on careers advice and planning.
The aims of the module are:

1. To explore selected issues and debates in the broad field of the media and creative industries,
and to develop students' capacity to understand and participate in those debates.
2. To synthesise links between the various disciplinary strands of media studies in order to help
us understand practical issues concerning working in media-related industries.
3. To develop students' capacity to address the debates explored in both a multidisciplinary and
interdisciplinary manner, drawing on perspectives encountered elsewhere on the programme.
4. The enable students to reflect on the connections between analytical and critical skills and
creative input in various sectors of the economy.
5. To raise awareness of the central role of creativity, design and entrepreneurship in almost all
sectors of the economy, including government.
6. The expose students to 'real life' expertise drawn from the various sectors of media and
creative industries.
7. To gain practical work experience in an area of the students' choice and start planning for
future careers.
Indicative Reading
Croteau, D. and Hoynes, W. (2006) The Business of Media. Corporate Media and the Public Interest.
London: Pine Forge
Ericson, R.V., Baranek, Chan, J.B.L. (1987) Visualizing deviance: a study of news organization. Milton
Keynes: Open University Pres
Hartley, J. (2004) Creative Industries. Oxford: Blackwell
Hesmondhalgh, D. (2002) The Cultural Industries: An Introduction. London: Sage.
Hoskins, C. McFadyen, S. and Finn, A. (1997) Global television and film: an introduction to the economics
of the business. Oxford University Press
Franklin, B. and Murphy, D. (1998) Local Journalism in Context. London; Routledge.
Herbert, I. (2004) Managing Your Placement- A Skills Based Approach. London, Palgrave Macmillan.
Fanthome, C. (2005) Work Placements: A survival Guide for Students. London, Palgrave Study Guides.
Gibson, J (Ed). (2008) Media 08 - The Essential Guide to the Changing Media Landscape. Guardian Books.
www.prospects.ac.uk
Assessment
40% Group work
60% Individual Placement / Careers Portfolio
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Media
Year Long Modules
Analyzing Race, Gender and Sexuality

Module Leader Gary Needham

This module introduces some of the key critical debates and theories that have informed the study of
gender and sexuality. The module will focus on both feminist and queer frameworks for the
understanding, analysis and interpretation of popular culture.
The aims of the module are:

• To introduce key critical debates in feminist and queer studies which inform the study of
popular culture.
• To locate such key debates through the relationships between gender, sexuality and popular
culture
• To explore questions of representation and identity in relationship to consumption,
production, taste, pleasure, control and power.
• To encourage apply the ideas developed in the module and to reflect critically on their own
experience
Indicative Reading
• Brunsdon, C., D'Acci, J., & Spigel, L., eds. (1997) Feminist Television Criticism. Oxford:
Oxford University Press.
• Davis, G. & Needham, G., eds. (2008) Queer TV: Histories, Theories, Politics. London:
Routledge.
• Doty, Alexander. (1993) Making Things Perfectly Queer: Interpreting Mass Culture. New York:
Routledge.
• Dowing, John and Husband, Charles Representing Race, Sage, 2002
• Gilroy, Paul (1989) There Ain't No Black in the Union Jack, Hutchinson
• Hollows, J. (2002) Feminism, Femininity and Popular Culture. Manchester: Manchester
University Press.
• Hollows, J. & Mosley, R., eds. (2006) Feminism in Popular Culture. Oxford: Berg.
• Mercer, Kobena, Welcome to the Jungle, Routledge, 1994
• Mirza, Heidi Safia, Black British Feminism, Routledge, 1997
Assessment
50% Diary
50% Essay
Analysing Popular Music

Module Leader Simon Cross

Analysing Popular Music has two major concerns: firstly, to develop a sociological understanding of
transatlantic popular music; and secondly, to develop a cultural-historical perspective on its
development over the past hundred years and more. This module introduces theoretical approaches
to the study of popular music to enable students at an intermediate level to engage in independent
critical analysis of popular music and popular musical cultures. The aims of the module are to:
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1. Interrogate theoretical approaches to analysing popular music within the conceptual
discourses of media and cultural studies.
2. Examine particular contexts of production, distribution, mediation, consumption and identity
in pop music cultures.
3. Develop students' abilities to reflect critically on their own engagements with historical and
contemporary forms and genres of popular music.
4. Enable students to reflect critically on both academic and non-academic representations of
popular music cultures.
Indicative Reading
K. Negus, Popular Music in Theory, Polity, 1996.
K. Negus, Music Genres and Corporate Cultures, Routledge, 1999.
A. Bennett, Cultures of Popular Music, Open University Press, 2001.
S. Thornton, Club Cultures, Polity, 1995.
A. Bennett et al, The Popular Music Studies Reader, Routledge, 2005
B. Longhurst Popular Music and Society, Polity, 1995.
R. Shuker Understanding Popular Music, Routledge, 2001.
D. Scott Music, Culture and Society, Oxford University Press, 2000.
S. Frith et al The Cambridge Companion to Pop and Rock, CUP, 2001.
S. Frith Performing Rites, Oxford University Press, 1996.
R. Middleton Studying Popular Music, Open University Press, 2001.
R. Middleton, Voicing the Popular, Routledge, 2006.
J. Street, Rebel Rock, Blackwell, 1986.
N. Zuberi, Sounds English: Transnational Popular Music. University of Illinois Press.
Assessment
50% CLT
50% ESY
Intermediate Media Practice

Module Leader Matt Kerry
Pre-requisite MCLT12206 Introduction to Media Practice

The Media Practices pathway focuses on the development of skills in media production, specifically
through media project work for and with the 'third sector' (ie. local not-for-profit charities, community
and voluntary groups and local government organisations) rather than with commercial organisations.
The focus of delivery for such projects will be access media routes such as the Community Channel,
the Community Media Association and web based communities, rather than mainstream media
exhibition and distribution outlets. It gives you the opportunity to reflect on issues around citizenship
and access to media and offers the opportunity to be involved in live projects which have a real
purpose for orgnaisations outside of the university community.
In this context of the Media Practices pathway, distinctive amongst the aims of this level 2 module
are its offering you:
• Intermediate technical and production skills training in video production which will involve
more in-depth technical skills than in level 1.
• An emphasis on media production for real purposes. Briefings for the video projects produced
on this module will be provided by internal university departments. You will be required to
produce a 'real' video project which will have a real purpose, use and audience.
• The opportunity to work in smaller teams and further develop your production management
skills.
• To encourage you to reflect critically on your own media practices and to critically analyse
material produced.
• To encourage you to make connections between media theory and practice, and to make links
between the level two Media Practices modules you are taking.
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• To further assist you in producing work for your portfolio which will contribute to your CV in
your final year.
Indicative Reading
Reading material will be provided in the form of handouts and specially produced in-house training and
worksheet material. The following books will also be useful for reference and are available in the library.
Dancyger, K The Technique of Film and Video Editing, Third Edition, Focal Press, 2002.
Evans, R Practical DV Filmmaking, Second Edition, Focal Press, 2006
Grove, E Raindance Producers Lab Lo-to-no Budget Filmmaking, Focal Press 2005
Holman, T Sound for Digital Video, Focal Press, 2005
Irving, D.K. and Rea, P.W. Producing and Directing the Short Film and Video, 3rd Ed, Focal Press, 2006
Lyver, D and Swainson, G. Basics of Video Lighting, Second edition, Focal Press, 2004
Millerson, G. Lighting for Video, Third Edition, Focal Press, 2004
Millerson, G Television Production, Thirteenth Edition, Focal Press, 2005
Mitchell, M. Visual Effects for Film and Television, Focal Press, 2004
Muratore, S Digital Videomaker: Guide to Digital Video & DVD Production, 3rd Edition, Focal Press, 2004
Musberger, Robert Single Camera Video Production, Fourth Edition, Focal Press, 2005
Simon, M Storyboards - Motion in Art, second edition, Focal Press, 2007
Thompson, R, Grammer of the Shot, Focal Press, 1998
Thompson, R Grammar of the Edit, Focal Press, 2006
Ward, P Digital Video Camerawork, Focal Press 2006
Young, R The Focal Easy Guide to Final Cut Express, Focal Press, 2004
Assessment
70% Coursework
30% Coursework
Intermediate Multimedia
Module Leader Russell Murray
Pre-requisite MCLT12206 Introduction to Media Practice

The Media Practices pathway focuses on the development of skills in media production, specifically
through media project work for the non-commercial individuals and groups, and the 'third sector' (ie.
local not-for-profit charities, community and voluntary groups and local government organisations)
rather than with commercial organisations. The focus of delivery for such projects will be the Web,
and access media routes such as the Community Channel, the Community Media Association and web
based communities, rather than mainstream media exhibition and distribution outlets. It gives you
the opportunity to reflect on issues around citizenship and access to media and offers the opportunity
to be involved in live projects which have a real purpose for organisations outside of the university
community.
In this context of the Media Practices pathway, distinctive amongst the aims of this level 2 module
are its offering you:
• Intermediate technical and production skills training in multimedia production which will
involve more in-depth technical skills and also production for media forms of the future e.g.
video and podcasting, blogging, web sites, and web2 interfaces.
• An emphasis on media production for real purposes. Briefings for the multimedia projects
produced on this module might include streaming blogs for specific individuals or communal
interest groups and non-commercial organisations/societies (eg: artists, musicians, poets), or
'third sector' groups. You will be required to produce a 'real' multimedia project (Podcast,
Blog, web site, audio visual display in streaming media) which will have a real purpose, use
and audience.
• The opportunity to work in smaller teams (of 3 to 4 students) and further develop your
production management skills.
• To encourage you to reflect critically on your own media practices and to critically analyse
material produced.
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• To encourage you to make connections between media theory and practice and to make links
between the level two Media Practices modules you are taking.
• To further assist you in producing work for your portfolio, which will contribute to your CV in
your final year.
Indicative Reading
There is no formal reading list for this module. Reading material will be provided in the form of
handouts and specially produced in-house training and worksheet material.
Assessment
70% CWK
30% CWK
Cultures of the Small Screen

Module Leader Dave Woods

Cultures of The Small Screen investigates the two principal cultures of the small screen, which are
television and videogames, with a strong emphasis on the cultures, texts and contexts of both small
screen media forms. Cultures of the Small Screen addresses these forms through texts, histories,
institutions, industries, and aesthetics. Attention will be paid to concepts of image, time, and space as
well as the development of key genres and the formation of small screen audiences and communities.
Topics might include for example the design of the TV schedule, the organisation of the US TV
industry, sitcoms, cult TV; game time, the FPS or RPG game genres, gaming communities, and media
convergence.
The principal aims of the module are:

• To critically analyse the relationship between small screen media and the cultural context of
production and reception
• To enhance students' awareness of the role of image, space, time and narrative in shaping
audience and community expectations and responses to small screen media.
• To historically and culturally locate the development of small screen media
Indicative Reading
Branston, G. and Stafford, R. (2003) The Media Student's Book. London: Routledge.
Corner, J.(1999) Critical Ideas in Television Studies. Oxford: OUP
Hills, M. (2002) Fan Cultures. London: Routledge.
Lury, K. (2005) Interpreting Television. Oxford: OUP.
Nichols, B. (1991) Representing Reality: Issues And Concepts in Documentary. Minneapolis: Minnesota
UP.
Wardrip-Fruin, N. and Harrigan, P. (2004), First Person: New Media as Story, Performance and Game.
Massachusetts: MIT.
Assessment
60% exam
40% essay
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The Place of Popular Culture
Module Leader Steve Jones
Pre-requisite MCLT12906 - Analysing Popular Culture and MCLT13006 - Approaches to Media &
Culture

The Place of Popular Culture is concerned with the relationship between culture and location. Do we
live, as is sometimes claimed, in a time of globalised or Americanised popular culture' or does the
nation continue to exert an influence? Is popular culture a particularly 'metropolitan experience' or is
it produced in, and dispersed throughout, smaller cities and towns? What are the 'politics of the living
room' when it comes to broadcasting, or how does the street corner mould people's identities? These
are the kind of questions we pose on this module.
This module aims to get you 'doing' cultural analysis by concentrating on developing your research
skills, both as an individual and as part of a small group. It:
• Enables you to study the relationships between place and cultural identity.
• Encourages you to debate issues of locality, urbanisation, nationality, regionality and
globalisation.
• Develops your understanding of place as part of 'everyday life'.
• Encourages you to analyse your own experiences of place.
Indicative Reading
Bennett, T. & Watson, D. (eds. 2002) Understanding Everyday Life. Oxford: Blackwell Publishing.
Bird, J. et al (eds. 1993) Mapping the Futures: local cultures, global change. London: Routledge.
Hall, S. & du Gay, P. (eds. 1996) Questions of Cultural Identity. London: Sage.
Morley, D. & Robins, K. (1995) Spaces of Identity. London: Routledge.
Morley, D. (2000) Home Territories. London: Routledge.
Assessment
40% CWK
60% CWK
British and Hollywood Cinema

Module Leader Anna Dawson
Pre-requisite MCLT13006 - Approaches to Media & Culture or MCLT12306 - Reading the Screen
Following on from Reading the Screen, Hollywood Cinema, British Cinema will comprise two main
sections, the first focusing on classical Hollywood cinema, the second on British cinema. The module
will examine issues of film theory, spectatorship, nation, audiences and institutions.
The main aims of the module are:

• To examine key theoretical debates around British cinema and classical Hollywood
• To develop skills of close analysis introduced in Year One
• To create an awareness of how film texts are shaped by social, industrial and institutional contexts
• To critically engage with the concept of national cinema
• To explore the influence of policy developments on the film industry
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Indicative Reading
Bordwell, D. Staiger J. and Thompson, K. (1991) The Classical Hollywood Cinema, London: Routledge
Dyer, R. (1979) Stars, London: bfi
Aaron, M. (2007) Spectatorship: The Power of Looking On. London: Wallflower
Higson, A. (1995) Waving the Flag: Constructing a National Cinema in Britain (Oxford: Clarendon Press)
Leggott, J (2008), Contemporary British Cinema: From Heritage to Horror. (London: Wallflower)
Murphy, R. (2001) The British Cinema Book (London: bfi)
Assessment
50% CWK
50% Exam
Screenwriting
Module Leader Russell Murray
None

This module will introduce you to the theory and craft of screenwriting, and the role of the
screenwriter in the professional, independent, and corporate sectors. This will include the
consideration and exploration of the key elements of screen craft: story, structure, character, arena
(setting), and dialogue. This will involve the research and development of ideas, and the process of
writing, rewriting and layering scripts. Practical work will enable you to demonstrate your creative
potential for conventional and alternative storytelling through the development of, and reflection on,
ideas and scripts.
Through screenings and texts the traditional forms of screenwriting for film and television drama:
feature films, drama series and serials, sitcoms and soap operas will be examined. In addition, the
changing requirements for screenwriters, and the increasing move towards independently produced
and disseminated content through new digital platforms (web, 3g, narrowband) will also be
considered. Screenwriters working in these developing areas need to reassess aspects of traditional
screen craft to create successful content. This module will address these changes and look at how
writers can equip themselves to meet these challenges.
The requirements of the Film and Television industries for screenwriters, in every sector, are
exacting, and you will be expected to pitch their work, as part of the commissioning process, and to
use industry formats and forms that conform to professional standards. As such this module will
provide you with an insight into professional practice.
Distinctive amongst this modules aims are its offering the following:
• Introduce students to practical screenwriting skills.

• Develop students' ability to pitch and present their work
• Develop student's ability to evaluate their own work and that of other screenwriters.
• Introduce students to matters of professional practice relating to conventional and developing
areas of screenwriting.
Indicative Reading
Garrand T. (2006) Writing for Multimedia and the Web. Focal Press.
Block, Bruce A. (2001) The visual story: seeing the structure of film, TV, and new media. Oxford:
Focal Press.
Dancyger, Ken; Rush, Jeff (1995) Alternative Scriptwriting: Writing Beyond the Rules, Oxford, Focal
Press.
Fabe, Marilyn. (2004) Closely watched films [electronic resource] : an introduction to the art of
narrative film technique. Berkeley : University of California Press.
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Field, Syd. (2003) The Definitive Guide to Screenwriting. Ebury Press.
Hart, John. (1999) Storyboarding for Film, TV and Animation. Oxford: Focal Press
McKee, Robert (2000) Story. London: Methuen.
Naremore, James, ed. (2000) Film Adaptation, London : Athlone Press.
Proferes, Nicholas. (2001) Film Directing Fundamentals: From Script to Screen. Oxford: Focal Press.
Rabiger, Michael. (2000) Developing Story Ideas. Oxford: Focal Press.
Simon, Mark. (2000) Storyboards: Motion in Art. Oxford: Focal Press.
Vogler, Christopher (1992) The Writer's Journey: Mythic Structure for Storytellers & Screenwriters.
Studio City: Michael Wiese Productions.
Websites
http://www.bbc.co.uk/writersroom/ (lots of information + free downloadable software for layout)
http://www.script-o-rama.com/table.shtml
http://dmoz.org/Arts/Movies/Filmmaking/Screenwriting/Scripts/
Journals
Sight and Sound
Assessment
70% CWK
30% CWK
Fundamentals of Marketing
BUSI11020 MRN: 2962 Credit Points: 20 Duration: Year Long
Module Leader Polly Pick
None

This 20-credit module aims to introduce and develop an appreciation and evaluation of the marketing
concept and general principles in marketing practice set within the context of the business
organization
Students will learn to recognize and apply the concepts and techniques used in the interpretation of
markets and market trends, undertake the development of marketing materials and obtain an
appreciation of marketing planning and decision making undertaken in a business organization.
Indicative Reading
Jobber D (2006) Principles and Practice of Marketing ( 5thed) Maidenhead, McGraw-Hill Education
Kotler, P ,Armstrong, G, Saunders, J, Wong, V; (2005) Principles of Marketing: 4th European Edition
Essex: Pearson Education. ISBN: 0273684566
Smith, PR and Taylor, J. (2002) Marketing Communications an Integrated Approach 3rd edition
London; Kogan Page Publishing
Assessment
40% CWK
60% EXM
European Cinema and the City

EURO20105 MRN: 1773 Credit Points: 20 Duration: Year Long
Module Leader Enda McCaffrey
None

This module invites students to consider representation of the city in a range of European
cinemas,making strong links between films and evolving European and national contexts. It invites
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students to build from close analysis of short extracts and individual shots to a more general
engagement with films as they relate to specific national and European contexts. The module focuses
broadly on themes of identity and change, community and exclusion, history and conflict. Films are
taken from a range of European cinemas (typically French, Italian, German and Spanish) but are
studied in sub-titled versions.
Indicative Reading
Barber, Stephen.Projected Cities: Cinema and Urban Space. London: Reaktion. 2002.
Clarke, D. et al The Cinematic City. London, Routledge. 1997.
Legates, R. The City Reader. London, Routledge. 2000
Orr, J. Cinema and Modernity. Cambridge, Polity. 1993
Schlor, J. Nights in the Big City, Paris, Berlin, London 1840-1930. London: Reaktion. 1998.
Sorlin, P. European Cinemas, European Societies 1939-1990. London: Routledge 1991
Assessment
30% ESY
70% ESY
Social Theory
Year Long Modules
Gender and Sexuality

Module Leader Nigel Edley
None

'Gender' and 'sexuality' are key terms within psychology and social theory - as well as, of course,
within ordinary, everyday life. They are terms with which all of us are familiar. However, as this
module will show, despite this familiarity, these concepts are highly complex - and, indeed,
contested. You will look at the ways in which gender and sexuality have been theorised from a range
of different social scientific perspectives. Throughout we will be concerned with three central
questions: firstly, what is the substance of gender? What are men and women made of? Secondly,
how do we become gendered? How does gender 'get into' us? And thirdly, why do masculinity and
femininity take the forms that they do and how do they change over time? You will address these
questions via a review of six very different theoretical approaches - including psychoanalysis, cultural
theory and feminist theory. Along the way you will also engage with a range of interesting and
important issues such as sexual 'dysfunctions,' gender stereotyping and the politics of relationships.
Indicative Reading
Archer, J. and Lloyd, B. (1985) Sex and Gender. Cambridge: Cambridge University Press.
Connell, R.W. (2000) The Men and the Boys. Cambridge: Polity
Frosh, S. (1987) The Politics of Psychoanalysis: An Introduction to Freudian and Post-Freudian
Theory. London: Macmillan.
Hargreaves, D. J. and A. M. Colley, A. M. (eds.) (1986) The Psychology of Sex Roles. London: Harper
and Row.
Hearn, J. and Morgan, D. (eds.) (1990) Men, Masculinities and Social Theory. London: Unwin Hyman.
Seidler, V. (1992) Recreating Sexual Politics: Men, Feminism & Politics. London: Routledge.
Walby, S. (1990) Theorising Patriarchy. Oxford: Blackwell.
Assessment
30% CW
70% CW
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Creative Industries Toolkit
Module Leader Andreas Wittel
Pre-requisite SOCT10406 - Introduction to Creative Industries

As well as further developing the theoretical insights of the first year module on the creative
industries, this module also introduces a practically orientated introduction to the business and
entrepreneurial processes involved in economic activity and innovation in this field.
The module draws especially on the disciplines of the social sciences, law and the humanities in
general, alongside a significant element drawn from the discipline of business studies. You will be
taught both by social theorists with an expertise in this area, and by specialist business skills
lecturers. You will also get a chance to meet actual practitioners from the creative industries, who will
appear as guest lecturers, introducing students to their experiences of trying to get a foothold in this
sector of the contemporary capitalist economy.
The module combines insights from this range of disciplines and practitioners to provide a 'toolkit' for
both the intellectual understanding and practical development of creative enterprises of various
forms. As well as producing a piece of traditional academic coursework, you will be coached, in
groups, in the production of a business plan for a creative industry of your own devising, and will
have to make a presentation 'pitching' your idea and business plan, in the style of The Dragons' Den.
You will also produce an individual assessment of this process of group collaboration.
Indicative Reading
Barrow, C., Barrow, P., & Brown, R. (2005) The Business Plan Workbook. 5th edn. London: Kogan Page.
Benkler, Y. (2006) The Wealth of Networks. Yale U P: New Haven and London.
Bolton, B., & Thompson, J., (2004). Entrepreneurs: Talent, Temperament, Technique. 2nd rev. ed.
Butterworth-Heinemann
Chadwick, A. (2006) Internet Politics. States, Citizens, and New Communication Technologies. Oxford:
Oxford University Press.
Dyson, J. R., (2007). Accounting for non-accounting students. 7th Rev. edn. Harlow: FT Prentice Hall
Johnson, S. (2001) Emergence. The Connected Lives of Ants, Brains, Cities, and Software. London:
Penguin.
Landry, C. (2000) The Creative City, London: Earthscan Publications.
May, C. (2007) Digital Rights Management. The Problem of Expanding Ownership Rights. Oxford:
Chandos Publishing.
Rae, D., (2006). Entrepreneurship: From Opportunity to Action. Basingstoke: Palgrave Macmillan
Rossiter, N. (2006) Organised Networks. Media Theory, Creative Labour, New Institutions. Institute of
Network Cultures: Amsterdam
Shorthose, Jim (2007) Fish, Horses and Other Animals: Professional and Business Development in the
Creative Ecology, Nottingham: Nottingham Creative Network
Wark, K. (2004) A Hacker Manifesto. Harvard University Press. Cambridge (MA) and London.
West, C., & Southon M., (2005). The Beermat Entrepreneur: turn your good idea into a great business.
Rev. 2nd edn. Harlow: FT Prentice Hall.
Assessment
50% Essay (long book review)
30% Group Work: Business plan/'Pitch' presentation
20% 700 word Individual Review of the process of group collaboration
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Critical Issues in Journalism I
Module Leader Tao Zhang
Pre-requisite SOCT10306 - Journalism and Society

On this module you will consider the history and development of print journalism, its impact on
society and culture and its role as an opinion-former which contributes to the democratic process. You
will typically study: the regulation of print media; the history of the press; self- regulation; the Press
Council and the PCC codes of conduct for journalists. You will also conduct an examination of the
relationship between news providers and their audiences.
This module will also acquaint you with the structure and characteristics of local, national, and
international mainstream journalism. Topics such as the reporting of local news, European news and
foreign news will be examined alongside the 'CNN effect' and globalisation in order to explore issues
and debates concerning the role of journalism in structuring the 'global' public sphere. As well as
being introduced to different types of journalism such as broadcast and online news, you will discuss
their influence on print news. You will additionally be introduced to basic skills in photo-journalism.
Indicative Reading
Alia, V. (2004) Media Ethics and Social Change; theory and practice. Edinburgh University Press.
Cottle, S. (ed.) (2003) Media Organization and Production. London, Sage.
Curran, J. and Seaton, J. (2003) Power Without Responsibility: The Press, Broadcasting and New
Media in Britain. London: Routledge. 6th edition.
Franklin, B. (2004) Packaging Politics; political communication in Britain's Media democracy. Arnold.
Hall Jamieson, K. and Waldman, P. (2003) The Press Effect; politicians, journalists, and the stories
that shape the political world. Oxford University Press.
Harcup, T (2004) Journalism Principles & Practice. (2004) Sage
Hennessy, B & Hodgson, F.W. (1995) Journalism Workbook: A Manual of Tasks, Focal Press.
McNair, B (2003) News and Journalism in the UK: A Textbook, 4th Edition. Routledge. Focal Press.
Steel, A. (2006) Photo-journalism: and the stories behind their greatest images. Focal Press.
Muhlmann, G. (2008). A Political History of Journalism. Polity Press.
Stephens, M. (2007). A History of News. London, Sage.
Assessment
70% Essay
30% Presentation
Understanding Psychology: The Making of the Self

Module Leader David Kidner
SOCT10107: The Psychology of Communication

What does it mean to be a person? What is the nature of 'the self'? This module aims to enhance your
insight into a range of psychological approaches to understanding human beings - as well as looking
at some of the ways these approaches have been applied in all kinds of different spheres, such as
marketing, education and clinical practice. Among the approaches that we'll consider are: Post-
Freudian psychoanalysis; existential psychology and psychotherapy; cognitive psychology;
evolutionary psychology; and social constructionist research. We will examine how each of these
approaches throws light on particular facets of human character, and also consider their social,
political, and ideological implications.
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Indicative Reading
Erikson, E. (1963) Childhood and Society. New York: Norton.
Beck, A. (1976) Cognitive Therapy and the Emotional Disorders. New York: International Universities
Press.
Pratkanis, A.R. and E. Aronson (1991) Age of Propaganda: The Everyday Use and Abuse of
Persuasion. New York: Freeman.
Rogers, C. R. (1961) On Becoming a Person: A Therapist's View of Psychotherapy. Boston: Houghton
Mifflin. Pinker, S. (2002) The Blank Slate: The Modern Denial of Human Nature. London: BCA.
Burr, V. (1995) An Introduction to Social Constructionism. London: Routledge.
Assessment
50% Essay
50% Class Tests
DJ Cultures I: History, Theory and Technique

Module Leader Matt Connell
None
Overview.
No prior experience of DJing is required to take this module. This module combines a basic 'taster'
introduction to DJ technology and the practical techniques of DJ performance with a more extensive
introduction to the theoretical consideration of various styles of DJing, their histories, their related
musical experiences and their wider cultural significance and influence. These styles, histories,
experiences and influences are conceptualised as a range of cultures to be analysed using the
intellectual tools of cultural studies, philosophy, sociology and psychology, as well as to be lived as a
set of artistic practices. Some of these intellectual tools will have already been provided by your level
one programme of study, and others will be provided in this module. In academic terms, this module
offers - at an introductory level - an applied interdisciplinary approach to the interaction of theory and
practice, carried through on the test bed of a particular aesthetic, cultural, economic and
technological sphere - DJing. The transferable nature of many of the skills and knowledges offered on
the module will be emphasised, especially the social and group skills vital to making the transition
from study to work. Group activities relating to academic and DJ tasks will form one important
component of the module.
Aims.
• To provide a taster level practical introduction to DJ technology, techniques and performance.
• To consider Health and Safety issues and legislation both generally and as pertaining
specifically to DJ Cultures
• To provide an introduction to the theoretical consideration of various styles of DJing, their
histories, influences and related musical experiences, using the intellectual tools of cultural
studies, philosophy, sociology and psychology.
• To begin to critically consider, in the context of various DJ cultures, the proposition (identified
as one of the 8 key propositions of the academic field of Communication, Media, Film and
Cultural Studies in the QAA benchmark document for that subject) that 'beyond mainstream
institutions, many other groups, communities and alternative producers contribute to the
communicative life of any society, often in ways which produce challenging or oppositional
forms of understanding and symbolic and affective life.'
• To offer space for the development of the critical intelligence, practical techniques and
research skills which are important factors influencing academic, creative and artistic talent.
• To also encourage a consideration of the partially transferable nature of the skillset pertaining
to these factors, in the context of Personal Development Planning.
• To interrogate the socio-historical genesis of both styles of DJing and the theories used to
provide a critical perspectives on them.
26
• To foster self-reflective and critical capacities through the application of academic theory to
practical and lived experience - and vice versa.
• To foster the transferable communication and social skills vital to academic life, work in the
field of DJ culture, and work in general.
Indicative Reading
Bill Brewster and Frank Broughton, (1999), Last Night a DJ Saved My Life, Headline.
Frith, S, (1996), Performing Rites, Oxford University Press.
Thomas, H, (1993) Dance, Gender and Culture, Macmillan.
Assessment
25% GPR
25% Coursework
50% Essay
News Writing & Production

Module Leader David Harper
Pre-requisite SOCT10306 - Journalism and Society

This module is only available to students taking the Journalism Studies Pathway of the B. A. (Hons)
Media. It will give you an introduction to news writing and news production. Where possible this will
be taught through a series of practical writing and production exercises started during the workshop
sessions but completed in your own time. This module will enable you to learn new skills and discover
new ways of expanding your understanding of current affairs, news, and its methods of production.
The end result should be an ability to write in a variety of different styles and to deliver accurate,
impartial, honest and balanced copy to strict deadlines.
The module will also expand your creative and research capabilities and help you to develop the
various interpersonal skills needed to work effectively in the journalistic or communications fields. The
News Writing and News Production module is a good starting point to begin your practical journalistic
experience. The module is designed to offer you both practical and theoretical elements, primarily in
print journalism, but with special regard to the expanding multi-media news platforms.
The central aims of this module are:

• To introduce you to basic writing skills in journalistic genres appropriate to print journalism.
• To introduce you to at least one appropriate form of software used in news writing and
production.
• To develop your skills in identifying news stories, checking facts, developing leads, carrying
out interviews and responding to opportunities for photo coverage.
• To encourage you to develop critical reflections on your own reading and writing practice.
Indicative Reading
Adams, S (2001) Interviewing for Journalists. London: Routledge.
Fleming, C. et al. (2005) An Introduction to Journalism. London, Sage.
Frost, C (2003) Designing for Newspapers and Magazines. Routledge
Hicks, W & Adams, S (2001) Interviewing for Journalists. London: Routledge.
Keeble, R. (ed.) (2005) Print Journalism; a critical introduction. London: Routledge
Mencher,M (2002) News Reporting and Writing, 9th Edition. McGraw-Hill
Rudin, R & Ibbotson, T (2002) Introduction to Journalism: Essential techniques and background
knowledge. Focal Press.
Websites of daily mainstream UK/USA/Australia newspapers

www.journalism.co.uk
www.nctj.com
27
www.nuj.org.uk
www.newspapersoc.org.uk (newspaper society)
www.pcc.org.uk (press complaints commission)
www.presswise.org.uk
www.ukeditors.com (society of editors)
Assessment
50 CWK
50 POR
Despair and Ecstasy: The Psychology of Illness and Well-Being

Module Leader David Kidner
Pre-requisite SOCT10107 - The Psychology of Communication

On this module you will explore the relations between emotional health and the ways we live today,
considering how current economic and social realities affect our experience of the world and generate
particular problems and rewards. You will explore what it means to be 'normal', and review various
deviations from normality, including character disorders and types of neurosis and psychosis. The
mental health industry incorporates various commonly held assumptions and beliefs about the nature
of the person, the social world, and 'mental illness'; and the module critically examines these
assumptions and beliefs, clarifying their impact on our everyday lives and psychological well-being,
and revealing their economic roles. The specific topics considered each year will be selected from the
following areas: the psychological consequences of individualism; everyday psychopathology; the use
of hypnosis and altered states of consciousness; the rising incidence of depression in the western
democracies; family communication and psychological symptoms; strategic psychotherapy; cognitive-
behavioural psychotherapy; cross-cultural variations in psychological distress; the psychological
consequences of industrialisation; the relation of mind and body and the social context for physical
illness and well-being. You look at changes in the understanding and treatment of mental disorders
since Freud's day, and assess the difficulties of psychiatric diagnosis, the effectiveness of
psychotherapy in dealing with emotional problems, and the influence of the pharmaceutical industry
on the diagnosis and treatment of 'mental illness'. Finally, you will consider the psychological impact
of inequalities, and the cultural and political implications of research into health and illness.
Indicative Reading
David Smail, Power Interest, and Psychology (Hay-on-Wye: PCCS Books, 2005).
Arthur Kleinman, Rethinking Psychiatry (New York: Macmillan, 1988).
Michel Foucault, Madness and Civilisation: A History of Insanity in the Age of Reason (New York: Vintage
Books, 1988).
De Shazer, Steve, Keys to Solution in Brief Therapy (New York: Norton, 1992).
Richard Warner, Recovery from Schizophrenia (New York: Brunner-Routledge, 2004).
American Psychiatric Association, Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition,
Revised (New York: American Psychiatric Association, 2000).
Assessment
50% CWK
50% CLT
28
Media and Culture in China
Module Leader Tao Zhang
None

This module aims to provide an insight into contemporary media development and cultural change in
China, placing this in the context of broader historical, economic and cultural debates in relation to
China. It will examine a wide range of media forms including print media, broadcasting, film, new
media technologies such as the mobile phone and the internet and their cultural impact in China. It
will explore contemporary issues of media development and policy in China and it will relate these to
longer historical contexts: the influence of Confucianism; traditional Chinese social and cultural
structure; the emergence of cultural modernity. The module will go on to explore some key issues in
Chinese media and cultural studies: the debate around 'cultural imperialism'; state control of media
institutions; media censorship; media and youth culture in China, the impact of globalization; and
China as an emerging superpower.
Indicative Reading
Fairbank, John King (1995) 'Introduction: The Old Order' in John King Fairbank (ed.) The Cambridge
History of China Vol.10 Late Ch'ing 1800-1911 Part I. Cambridge: Cambridge University Press
Zhang, Xiantao (2007) The Origins of the Modern Chinese Press: the influence of the Protestant
missionary press in late Qing China London: Routledge
Wu Guoguang & Lansdowne, Helen (2009) Socialist China, capitalistic China: social tension and
political transition under globalization Routledge
Zhao, Yuezhi (2008) Communication in China: political economy, power and conflict Rowman and
Littlefield
Zhang, Yingjin (2004) Chinese National Cinema London: Routledge
Cheng Li (2008) (ed) China's changing political landscape: prospect for democracy Washington D.C.:
Brookings Institution Press
Rojas, Carlos & Chow, Eileen Cheng-yin (2009) (eds.) Rethinking Chinese popular culture:
cannibalisations of the canon London: Routledge
Assessment
30% PRS
70% CWK
Philosophy
Year Long Modules
Introduction to Contemporary Philosophy

PHIL20107 MRN: 3394 Credit Points: 20 Duration: Year Long
Module Leader Patrick O’Connor
Pre-requisite Normally PHIL10106 -

This module will introduce you to the ideas of the key thinkers that have helped to shape
contemporary philosophy. The module will engage with these ideas in order to examine two issues
that dominated philosophy in 20th century.
1. The nature and significance of 'meaning' and the question of how to live a 'meaningful life'.
2. The broader question of the nature of being and existence, especially when confronted with
the emergence of science and technology as a significant shaper of modern life.
29
Specific ideas and themes covered will include: the philosophical significance of Darwin's theory of
evolution, Nietzsche and 'the death of God', Heidegger on the authentic life and a variety of
contemporary philosophers on the nature of 'understanding'. These issues will be addressed via an
examination of the work of philosophers such as Nietzsche, Heidegger, Sartre and more recent work
on the nature of language and the mind by British and American analytic philosophers.
At the end of the module, you should know why these questions dominated the work of philosophers
in the 20th century and the extent that they remain central to any attempt to understand the nature
of modern life in the 21st century.
Indicative Reading
Ayer, A.J. (1980) Language, Truth and Logic
Carrol, J. (1995) Humanism: The Wreck of Western Culture
Grondin, J. (2004) The Philosophy of Gadamer
Freud, S. (1985) Civilisation and Discontents and Other Works
Kripke, S (1984) Naming and Necessity
Sartre, J.P. Existentialism and Humanism
Assessment
50% ESY
20% CWK
30% CLT
Philosophy and Everyday Life

Module Leader Ruth Griffin
Pre-requisite PHIL10106 - Introduction to Philosophy or PHIL10206 - Creative and Critical Thinking

Philosophy is often seen as a remote and highly esoteric discipline that has very little to say to
'ordinary people' in their workaday lives. This module will challenge this view, and examine the ways
in which philosophical forms of questioning and analysis can assist us in both our personal and our
working lives. Drawing upon both ancient and modern philosophical sources, the module will also
examine the way in which philosophy can provide us with ideas and arguments that point us towards
greater self-insight and ultimately better ways of living.
These questions will, in part, be addressed in lectures and visiting speaker seminars whose aim is to
show how philosophy has improved the lives of individuals and communities throughout history.
Indicative Reading
Borgmann, A. (1984) Technology and the Character of Contemporary Life: A Philosophical Inquiry
Chicago: University of Chicago Press
Glover, J. (1977) Causing Death AND Saving Lives London: Pelican
Lefebvre, H. (2006) The Critique of Everyday Life (3 Vols) London: Verso
Sheringham, M. (2006) Everyday Life: Theories and Practices from Surrealism to the Present Oxford:
Oxford University Press
Ward, G. (2000) The Certeau Reader Oxford Blackwell
Assessment
30% Exm
70% CWK
30
Introduction to the Philosophy of Religion
Module Leader Patrick O’Connor
Pre-requisite PHIL10106 - Introduction to Philosophy or PHIL10206 - Creative and Critical Thinking

This module introduces you to the key debates and themes in contemporary philosophy of religion.
The module strives to facilitate an awareness of religion's 'problematic' status in modern philosophy,
as well as allowing you to explore the assumptions and implications of key thinkers in this area of
philosophy.
The module shows how both religion and religious practices have been understood by a variety of
modern philosophers who spoke for and on behalf of science - through the critiques of religious belief
developed by Hume, Marx, Nietzsche and Freud. Also discussed are the ideas of the mediaeval
scholastics who used philosophical ideas and arguments in order to justify faith. The overall aim of
the module will show how modern philosophy was forged in the crucible of religious belief and
theological debate and the extent which 'religion' continues to provide the context for many of today's
metaphysical problems and concerns.
Thus the module also attempts to shed light on the recent revival of religious belief and sentiment in
many parts of the world - by focussing on the question of how to make philosophical sense of the
emergence of both religious fundamentalism and popular 'New Age' spirituality.
Indicative Reading
Derrida, J. and Vattimo, G. (eds.) (1998) 'Religion' Cambridge: Polity.
Freud, S. (1995) The Origins of Religion Harmondsworth: Penguin.
Ling, T. (1966) Buddha, Marx and God London Macmillan.
Macintyre, A. (1981) After Virtue: A Study in Moral Theory London: Duckworth.
Nietzsche, F. (1977) 'The Nietzsche Reader' Harmondsworth: Penguin.
Mann, W.E. (2004) 'The Blackwell Guide to the Philosophy of Religion' Oxford: Blackwell
Peterson, M. (et. al) (2006) 'Philosophy of Religion: Selected Readings' Oxford: Oxford University
Press
Assessment
70% CWK
30% Critical Synopsis
Social and Political Philosophy

Pre-requisite PHIL10106 - Introduction to Philosophy or phil10206 - Creative and Critical Thinking

This module will introduce you to some of key issues in contemporary social and political philosophy.
Its central focus will be the question of whether contemporary western societies are founded upon a
new individualist and aestheticist philosophy that understands the synthesis of information technology
and market forces as providing a model for a just society.
The wider consequences of this social and political philosophy will be discussed with specific reference
to the nature of contemporary political processes, the role of culture in shaping human identities, the
nature of city life as well as the increasing role that science and new technologies play in shaping the
contours of the contemporary social world. At the end of the module, you will understand why
contemporary social and cultural change has been a central concern of contemporary social and
political philosophers and appreciate why many of them have claimed that these changes herald the
emergence of a new, 'post-modern', form of society.
31
Indicative Reading
Berman, M. (1986) 'All That is Solid Melts into Air' London: Verso 1986.
Bauman, Z. (1997) 'Post-Modernity and its Discontents' Oxford Polity.
Butler, C. (2002) 'Postmodernism: A Very Short Introduction'
Featherstone, M. (1993) 'Consumer Culture and Postmodernism' London: Sage.
Gergen, K.J. (1991) 'The Saturated Self: Dilemmas of Identity in Contemporary Life' New York: Basic
Books.
Harvey, D. (1989) 'The Condition of Post-Modernity' Oxford: Blackwell
Jenks, C. (1996) 'What is Post-Modernism?' London: Academy
Lemert, C. (1997)n 'Postmodernism Is Not What You Think' Oxford: Blackwell 1997.
Sim, S. (2004) 'The Routledge Companion to Postmodernism' London: Routledge
Assessment
30% Exam
70% Coursework
Philosophy and Media

Pre-requisite Normally 1 first year philosophy module

This interdisciplinary module aims to view the media philosophically through the lens of everyday life.
Its central organising theme is the media's potential to operate as a powerful philosophical tool within
an image saturated society, with the capability to transmit, influence and critique dominant
ideological norms.
Initially, it explores the mediating function of media texts, for example their role in articulating
philosophical ideas in ways that are arguably particular to the visual form. It then goes on to unravel
the 'deeper issue' of mediation as a philosophical problem, examining the concept of media, and
whether "reality" can only ever be mediated rather than directly perceived?
The module then examines the intersection between the reception of such philosophically transmitted
ideas and everyday life, considering, for example, the media's potential influence upon contemporary
ideologies. What do these everyday ideologies tell us about philosophy, and vice versa?
Finally, it considers the status of philosophy in relation to everyday media artefacts. Do populist texts
illuminate or instead over-simplify complex philosophical ideas?
Ought the processes of democratisation be embraced and philosophical elitism abandoned, or should
philosophy remain in the abstract realm and media be limited to illustrational purposes? Such
questions have significance for lived identities, forming part of a wider philosophical consideration of
what it means to be a sentient, media-consuming subject in what is arguably an increasingly
fragmented, and certainly media orientated, society.
Indicative Reading
Baudrillard, J. Simulacra and Simulation (Michigan: The University of Michigan Press, 1994)
Benjamin, W. 'The Work of Art in the Age of Mechanical Reproduction' in
Durham, M. G. & Kellner, D. eds., Media and Cultural Studies Keyworks (Oxford: Blackwell, 2001)
F Debord, G. The Society of the Spectacle (London: Rebel Press, 1992)
Foucault, M. Gordon, C Ed. Power-knowledge: Selected Interviews and other writings 1972-1977
(Brighton: Harvester Press, 1980)
Hansen, MBN. New Philosophy for New Media (London: MIT Press, 2006)
Kittler, F. A. Gramophone, Film, Typewriter (Stanford, California: Stanford University Press, 1999)
32
Rancière, J. The Politics of Aesthetics: The Distribution of the Sensible (New York: Continuum, 2006)
Rodowick, D. N. Reading the figural, or, Philosophy after the new media
(Durham, NC: Duke University Press, 2001)
Tomlinson, J. The Culture of Speed. The Coming of Immediacy (London: Sage, 2007)
Virilio, P. The Information Bomb (London: Verso, 2005)
Assessment
70% ESY
30% LOG
English
Year Long Modules

Renaissance Literature, 1485-1660: Shakespeare and his
Contemporaries
ENGL21508 MRN: 4230 Credit Points: 40 Duration: Year Long
Module Leader Peter Smith
Pre-requisite ENGL11407 - Foundations of Literary Studies 1: Traditions, Texts and Textual Analysis

This module is an introduction to the literature of the early modern period, or 'the English
Renaissance', as it is often known. It will allow students to develop an understanding of the cultural
interactions between 'literature' (especially, although not exclusively) drama and poetry, and the
other cultural forms of a period marked by rapid social change and uncertainty. Emphasis will be
given to the ways in which literary texts participate in debates such as those concerning colonialism,
religious reform, 'class', race and gender, nation and ethnicity, selfhood, political authority, and civil
conflict. Attention will be paid to the diversity of literary forms in operation in the period, and the
module encourages students to undertake appropriate cultural and historical contextualisations of
Renaissance literature. The module also aims to promote an evaluation of the cultural context of the
'afterlives' of Renaissance literary texts, particularly (though not exclusively) in filmic and theatrical
performance, and in critical theory.
Indicative Reading
STUDENTS: WARNING
Please do not use the indicative reading list as a preliminary reading list. The preliminary reading lists
are displayed on the English Subject Noticeboard situated in room 173
Cerasano, S.P., ed. Renaissance Drama by Women: Texts and Documents. Routledge, 1996.
Dollimore and Sinfield, eds. Political Shakespeare. MUP, 1985.
Greenblatt, Stephen. Shakespearean Negotiations. Clarendon, 1988.
Marlowe, Christopher. The Complete Poems and Translations. Penguin, 2007.
Milton, John. The Major Works. Oxford, 2003.
Shakespeare, William. The Oxford Shakespeare. Oxford, 1986.
Spenser, Edmund. The Faerie Queene. Penguin, 2007.
Assessment
50% Coursework
50% Exam
33
Writing Nation and Borders: American Literature 1780-1920
ENGL29809 MRN: 4940 Credit Points: 20 Duration: Year Long
Module Leader Stephanie Palmer
Pre-requisite ENGL11407 - Foundations of Literary Studies 1: Traditions, Texts and Textual Analysis

The course studies some of the most accomplished and influential American writers of the period and
the historical and cultural movements that shaped and were shaped by their writing. It will be
organised thematically around three to four topics that demonstrate the ways in which U.S. historical
circumstances and literary marketplaces reconfigured international literary forms like romanticism,
sentimentality, realism, or naturalism. Serious attention will be given to the counter-traditions
developed by women writers, African American writers, and other marginal groups and the ways in
which their work reshapes the whole picture. Roughly half of the literature studied will be from the
early republic period leading up to the U.S. Civil War, and half will be from the late nineteenth and
early twentieth centuries.
Indicative Reading
STUDENTS: WARNING
Please do not use this indicative reading list as a preliminary reading list. The preliminary reading lists
are displayed on the English Subject Noticeboard situated in room 173.
Mary Rowlandson, A Narrative of the Captivity and Restauration of Mrs. Mary Rowlandson (1682) [the
narrative was written before the time period of the course, but it was reprinted throughout the
nineteenth century]
Benjamin Franklin, The Autobiography (1791)
Ralph Waldo Emerson, 'Nature,' 'Self-Reliance'
Walt Whitman, Song of Myself
Caroline Kirkland, A New Home, Who'll Follow? (1839)
Frederick Douglass, Narrative of the Life of Frederick Douglass, an American Slave (1845)
Harriet Beecher Stowe, Uncle Tom's Cabin (1852)
Paul Laurence Dunbar, poetry
Fanny Fern, Ruth Hall (1855)
Nathaniel Hawthorne, The Scarlet Letter (1850)
Emily Dickinson, poetry
'The Ballad of Gregorio Cortez'
Theodore Dreiser, Sister Carrie (1900)
Edith Wharton, House of Mirth (1905)
Nina Baym, 'Melodramas of Beset Manhood'
Emory Elliott, 'Diversity in the United States and Abroad: What Does It Mean When American Studies
Is Transnational?'
Winfried Fluck, 'Inside and Outside: What Kind of Knowledge Do We Need? A Response to the
Presidential Address'
Grace Kyungwon Hong, 'The Ghosts of Transnational American Studies: A Response to the
Presidential Address'
Assessment
50% CWK
50% EXM
34
History
Year Long Modules

The Heritage: Protection, Presentation and Politics
HIST22706 MRN: 3407 Credit Points: 20 Duration: Year Long
Module Leader Neville Stankley
Pre-requisite 20 credits of History at level 1

History, archaeology and heritage share the same starting point in the discovery, protection,
recording and study of evidence from the past. Public History, Public Archaeology and Heritage share
the same sense of responsibility to make the past accessible and to empower people to participate in
a critical evaluation of the pasts that are presented to them.
This module will introduce you to the audiences for History and Heritage, the areas of communication
within them, the range of sources of evidence recognised within the field of public history, and the
ways in which historians and others are seeking to engage and involve a wider public in
understanding and studying their own histories. This has a particular importance in an increasingly
multi-cultural and globalised society in which communities seek representation of their own past and
an understanding of each other's.
The aims of the module are to:

• To introduce you to concept of public history;
• To introduce you to the relationship between personal, local, national and international
histories;
• To explore the role of art, memorials, and buildings in creating particular histories;
• To introduce you to the wide range of sources of evidence;
• To explore the relationship between the ways in which the past is both presented for people
and people's own practices and sense of the past.
Indicative Reading
Jameson, John H, Presenting Archaeology to the Public: Digging for Truths (1997)
Jameson, John H The Reconstructed Past: Reconstructions in the Public Interpretation of History and
Archaeology (2004)
Kean, Hilda et al, Seeing History Public History in Britain Now (2000)
Lowenthal, D, The Heritage Crusade and the Spoils of History (1998 edn)
Merriman, Nick, Public Archaeology (2004)
Samuel, Raphael, Theatres of Memory (1994)
Assessment
50% CWK
50% EXM
35
Conflict and Stability in Mid-Victorian England 1850-1880
Module Leader Gary Moses
Conflict and Stability examines a seminal period in modern English history and introduces students to
a range of interpretations of the nature of English society in the years 1850-1880. Much of it focuses
on a period which has been interpreted as an 'age of equipoise': a time of relative stabilisation in
economics, politics and culture after decades of turbulence and disorder. The module will critically
engage with this notion and offer students the opportunity to develop a rigorous understanding of this
period and its interpretation. It will also consider whether the 1870s marked a turning point towards
an age of collectivism and conflict.
The module will build on your experiences at level 1 modern history by helping you to more deeply
engage with historical debate and handle primary sources of greater detail and complexity.
Assessments will focus on helping you to develop your academic skills in areas such as: interpreting
primary sources and advancing research skills; critically evaluating historian's interpretations and
utilising them in arguments; academic writing and presentation; debating with your peers; and
understanding the relationship between history and other academic disciplines.
Indicative Reading
M.J. Daunton, Progress and Poverty. An Economic and Social History of Britain (1995)
C. Emsley, Crime and Society in England, 1750-1914 (2005)
K.T. Hoppen, The Mid-Victorian Generation 1846-1886 (1998)
M.J.D Roberts, Making English Morals (2005)
D. Taylor , Crime, Policing and Punishment in England, 1750-1914 (1998)
Assessment
50% CWK
50% EXM
The Eagle and The Snake: Conquests and Colonisations of Mexico

Module Leader Amy Fuller
Pre-requisite At least 20 credits of History at level 1

The 'new world' of the Americas had been settled over 14000 years before Columbus arrived.
Complex civilisations had arisen in Mexico, or 'New Spain' as early as 3000BC, and there had been a
series of conquests and colonisations within Mexico itself, by the Olmecs, Toltecs, Mayans and Aztecs
to name just a few. This module will examine the civilizations of Mexico prior to the arrival of the
Spanish, analysing the social, political, and cultural characteristics of the native Mexican civilisations.
We shall also examine the nature of the Spanish conquest and colonisation of the 'New World', from
Columbus' journey of discovery, to the overthrow of the Aztec empire.
36
Indicative Reading
Coe, Michael, D., The Maya (2004).
Townshend, Richard F., The Aztecs (2000).
Cohen, J. M., The four voyages of Christopher Columbus (1969).
Cortés, Hernán, Letters from Mexico (1986).
Díaz del Castillo, Bernal (J. M. Cohen, ed.), The Conquest of New Spain (1963).
Las Casas, Bartolomé, A short account of the destruction of the Indies (2000).
Sahagún, Bernardino de, Florentine Codex (1950).
Assessment
60% CWK
40% EXM
Protest and Reform in the United States of America

Module Leader Jenny Woodley
Pre-requisite At least 20 credits of History at level 1

This module offers a detailed examination of protest and reform movements in the United States of
America during the twentieth century. It considers the ways in which different groups and the
government have attempted to transform American society. The module examines varied and often
conflicting approaches to the problems of social and political inequality, poverty, education and health
and it raises issues of class, gender, race and ethnicity. It will also introduce students to the context
of twentieth-century American society and politics.
Indicative Reading
William H Chafe, The Unfinished Journey: America since World War II (6th ed., 2007)
David Meyer, The Politics of Protest: Social Movements in America (2007)
Adam Fairclough, Better Day Coming: Blacks and Equality, 1890-2000 (2001)
Assessment
50% CWK
50% EXM
Balancing the Scales of Justice: Law, Rights and the Regulation of

Society, since 1750
Module Leader Judith Rowbotham

Concepts of what amounts to 'justice' in any society are deeply rooted, and identify the values
associated with different types of social conduct - individually and collectively most of us have a sense
of what is 'just' or 'right'. It has also been said that studying the boundaries between 'good' and 'bad'
behaviour, looking at where the balance tips into 'bad' behaviour and how and why this changes over
time is the best way to understand how a society operates, because the law, and how it operates,
originates in our changing social values. This module offers important insights into a key theme in
socio-cultural history by using legal history as the lens to explore the motives for and methods used
in the regulation of society in the modern age, and how and why these have changed over the last
two centuries of the modern age. The module thus gives you the opportunity to develop a
37
comprehension of the reasons why the state and its associated institutions wished to ensure the
better regulation of public and even private behaviour by individuals and groups. It also explores how
they seek to use the law to enforce this regulation, through an examination of the punishments
employed for non-compliance! The resistance of individuals and groups within society to these
strategies, including the continuing insistence on the possession of 'rights' that characterised this
resistance, will also be examined. As such it is a history of policy-making and its impact on individuals
and communities. The module will consequently explore how the legal system actually worked at local
and central levels and how it interacted with daily custom and priorities. Eg, the theories behind the
Poor Law, as well as its operation, will be studied, as well as how the objectives and strategies
associated the Poor Law changed over time, due to legislation as well as socio-cultural changes. The
module also gives historians an expertise in the use of legal sources.
Indicative Reading
John Baker, An Introduction to Legal History (2004)
JM Beattie, Crime and the Courts (1986)
Lorie Charlesworth, Welfare's Forgotten Past (2009)
Nadja Durbach, Bodily Matters, The Anti-Vaccination Movement in England (2006)
Allan Gillie, Identifying the Poor, Economic History Review, (2008)
Tim Hitchcock et al, Chronicling Poverty (2007)
Elizabeth Hurren, Protesting About Pauperism (2007)
Stephen King et al, Narratives of the Poor (2006)
Peter King, Crime & Law in England: remaking Justice from the Margins (2006)
Peter Murray, Poverty and Welfare (2006)
Judith Rowbotham, 'Legislating for Your Own Good: Criminalising Moral Choice. The Modern Echoes of
the Victorian Vaccination Acts', Liverpool Law Review (2009)
Judith Rowbotham, 'Turning Away from Criminal Intent', Theoretical Criminology (2009)
Judith Rowbotham, 'Unsuitable and Degraded Diet', parts 1-3, Journal Royal Society of Medicine
(2008)
Samantha Shave, 'The Dependent Poor', Rural History (2009)
Heather Shore, Artful Dodgers (2003)
Indicative web based resources e.g. Webct:

Webct; National Archives Documents online (www.tna.gov.uk); Old Bailey session papers
(www.oldbaileyonline.org; British Library images online (www.bl.uk); House of Commons
Parliamentary Papers online (www.parlipapers.chadwyck.co.uk)
Assessment
50% CWK
50% EXM
International Relations
Year Long Modules

Global Political Economy
INTR22205 MRN: 1824 Credit Points: 20 Duration: Year Long
Module Leader Roy Smith
Pre-requisite 20 credits of IR at level 1
• To consider the evolution of the discipline of International Political Economy

• To critically reflect upon the emergence of various theoretical strands of IPE
• To engage with debates on the shift from an international to a global political economy
Indicative Reading
Abbott, A. & Critical Perspectives on International Political
Worth, O. (eds) Economy, Basingstoke, Palgrave, 2002
38
Amoore, L (ed) The Global Resistance Reader, London, Routledge, 2005
Frieden, J., & International Political Economy Lake, D. London, Routledge, 2000
Germain, R., Globalization and its Critics: perspectives from political economy, Basingstoke,
Macmillan, 2000
Gills, B. Globalization and the Politics of Resistance, Basingstoke, Macmillan, 2000
Gilpin, R., The Challenge of Global Capitalism: the world economy in the 21st century, Princeton,
PUP, 2000
Hoogvelt, A. Globalization and the postcolonial world: the new political economy of development,
Basingstoke,
Koffman, E., & Globalisation: Theory and Practice, Continuum, 2003 Youngs, G. (eds)
Ritzer, G. The Globalization of Nothing, Pine Forge, 2004
Assessment
50% CW
50% Exam
Change and world order: International Institutions and non-state actors

Module Leader Sagarika Dutt

The module aims to examine the nature of international order and to consider how international
institutions have contributed to its maintenance. It also considers whether recent changes in the
international system have produced new issues and dilemmas requiring a new approach to the study
and practice of international politics. It focuses on international institutions such as the United Nations
but also explores the role of other non-state actors, the growth of global governance, the
management of specific issue areas such as poverty and development through NGO/INGO co-
operation and the significance of these developments for our understanding of International Relations.
The aims of the module are to:
1. To examine the nature of international order and to consider whether recent changes in
the international system have produced new issues and dilemmas requiring a new
approach to the study and practice of international politics.
2. To explore issues such as the relationship between the state and international institutions,
international and regional co-operation, transnationalism, global governance.
3. To critically analyse and evaluate the role of international institutions such as the UN and
NGOs in international relations and in global governance and also that of other non-state
actors.
Indicative Reading
Diehl, P., The Politics of Global Governance: International Organisations in an interdependent world,
Boulder and London: Lynne Rienner, 2001.
O'Brien, R. et al, Contesting Global Governance, Cambridge: Cambridge University Press, 2000.
Taylor, P. and Groom, AJR, The United Nations at the Millennium, London and New York: Continuum,
2000.
Wilkinson, R. The Global Governance Reader, London, Routledge, 2005
Assessment
50% Group Presentation
50% Essay
39
Understanding Foreign Policy
Module Leader Sagarika Dutt

This module introduces students to an understanding of the development and principal strengths and
criticisms of a foreign policy approach to international relations, using material from theory and
practice.
Indicative Reading
Clarke, M. and White, B. (eds), Understanding foreign policy, Aldershot: Elgar, 1989.
M. Clarke, M. and Smith, S. (eds), Foreign Policy Implementation, London: Allen & Unwin, 1985.
Hill, C. The changing politics of foreign policy, Basingstoke: Palgrave, 2002.
Neack, L. The new foreign policy, Oxford: Rowman and Littlefield Publishers, 2002.
Assessment
50% CW
50% Simulation exercise
40
UNIVERSITY LANGUAGE PROGRAMME
The University Language Programme offers students an opportunity to acquire and develop
both general and professionally relevant language skills at a number of levels. Students
are placed in an appropriate stage, corresponding to their prior knowledge and
competence.
Each stage comprises two linked modules - one in the first half of the year and one in the
second half.
ULP Fees for 2010/11 are as follows:

• NTU supplementary students (including Erasmus) and NTU PostGraduates £150
• NTU Accredited students (including Erasmus) – do not pay any fees, as this forms
one of your modules for your main degree
REFUND POLICY (Supplementary/Postgraduate)

If, for any reason you withdraw from your ULP modules within the first 3 weeks,
of the course start date, we will refund your fee, minus a £50 administration
charge. After this date no refund will be given.
ACCREDITED - I am studying a language module as part of my degree (for credits)

• If, you are taking the ULP module, as an Accredited option. Each module is worth
10 credit points. During the year ULP counts as 20 credit points towards the 120
credit points required for your main degree programme.
• Not all Degree Programmes allow students to take a language as Accredited. Some
Degree Programmes only allow students to take a certain language or stage. If you
are unsure whether you need to take your chosen language as an Accredited or
Supplementary module, please contact your Degree Programme Administrator for
clarification. Failing to register your correct status may impact, on your main
degree.
SUPPLEMENTARY - I am studying a language module in addition to my degree

• Students can take ULP modules as supplementary modules (i.e. not as part of your
credits for your degree programme). If supplementary students decide to take and
successfully pass all assessments they will be eligible for a Certificate of
Achievement at the end of the modules.
• Some supplementary students may only wish to attend language classes and not
take the assessments. At the end of the year they could gain a Letter of
Attendance. Any student interested in this option, should let the tutor know at the
beginning of module A. Students must attend a minimum of 80% in each
module to qualify for a Letter of Attendance.
41
IMPORTANT INFORMATION ALL STUDENTS:
• STEP 1 – Complete your degree option form and indicate that you wish to take
the ULP (this does not mean that you are registered for the university language
programme)
• STEP 2 - All students MUST also register for the University Language Programme (ULP).
Full details of how to register can be found on the University Language Programme (ULP)
website www.ntu.ac.uk/ulp during September.
• Note; Registration for the ULP is for a finite period only. Students must ensure
that they complete registration correctly before the end of this period.
• If you are unsure whether you need to take your chosen language as an Accredited or
Supplementary module, please contact your Degree Programme Administrator for
clarification. Failing to register your correct status may impact, on your main degree.
• You are not permitted to enter a class at a stage below your competence.
• You MUST make sure that you can attend the class that you register for. Once you have
registered for a ULP class we cannot guarantee that you will be able to change classes on
a later date, as most classes fill up at registration.
• Normally ULP modules are taught on the City Campus

Details of the registration sessions will be advertised on our website
www.ntu.ac.uk/ulp from September.
Please e-mail any enquiries to ulp@ntu.ac.uk.
Please note that Final Year students are normally not permitted to take a
Stage 1 (complete beginners) language.
Languages currently available (subject to demand) include:

Arabic (2 stages available)
French (6 stages available)
German (6 stages available)
Spanish (6 stages available)
Italian (5 stages available)
Dutch (1 stage available)
Mandarin Chinese (4 stages available)
Japanese (3 stages available)
English as a Foreign Language (4 stages available)
Business English (1 stage available)
Russian (1 stage available)
42
The stages correspond to previous knowledge as follows:
STAGES ON THE LANGUAGE

PROGRAMME
(ENTRY LEVELS)
ULP Stage Knowledge on entry
Stage 1 Beginners No prior knowledge or virtually no prior

knowledge (includes GCSE grades E/F)
Stage 2 Elementary GCSE B/C/D or equivalent)

ULP stage 1
Stage 3 Pre-intermediate GCSE A*/A or equivalent
ULP stage 2
Stage 4 Intermediate GCSE AS level grade A/B/C or equivalent
A level grade D/E or equivalent
ULP stage 3
Stage 5 Upper Intermediate A level grade A/B/C or equivalent
ULP stage 4
Stage 6 Advanced A level + at least 1 year of study or equivalent

ULP stage 5
University level 1
Stage 7 Proficiency A level + at least 2 years of study or

equivalent
ULP stage 6
University level 2
Even though you have used this table to determine the entry stage for your options you
must also visit www.ntu.ac.uk/ulp for details of how to register for the University Language
Programme (ULP). Otherwise you will not be registered.
You will not be allowed to enter at a level lower than that of your ability. You will be
asked to change groups if you have opted for the wrong entry level. If you find
that you have registered for the wrong stage, you MUST notify your tutor
immediately.
43
LANGUAGE PROGRAMME MODULE REFERENCE CODES
Module Code Module Title Credits
ULPA10101 Arabic Language Stage 1A 10
ULPA10201 Arabic Language Stage 1B 10
ULPA10301 Arabic Language Stage 2A 10
ULPA10401 Arabic Language Stage 2B 10
ULPD10103 Dutch Language Stage 1A 10
ULPD10201 Dutch Language Stage 1B 10
ULPE11701 English Language Stage 4A 10
ULPE11801 English Language Stage 4B 10
ULPE22101 Business English Language Stage 6A 10
ULPE22201 Business English Language Stage 6B 10
ULPF10103 French Language Stage 1A 10
ULPF10201 French Language Stage 1B 10
44
ULPG10103 German Language Stage 1A 10
ULPG10201 German Language Stage 1B 10
ULPI10103 Italian Language Stage 1A 10
ULPI10201 Italian Language Stage 1B 10
ULPJ10103 Japanese Language Stage 1A 10
45
ULPJ10201 Japanese Language Stage 1B 10
ULPM10103 Mandarin Language Stage 1A 10
ULPM10201 Mandarin Language Stage 1B 10
ULPR10101 Russian Language Stage 1A 10
ULPR10202 Russian Language Stage 1B 10
ULPS10103 Spanish Language Stage 1A 10
ULPS10201 Spanish Language Stage 1B 10
46

Media Level 2 Module Booklet 1011a

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BA (Hons) Media

Core Modules and Elective Modules

IF YOU ARE IN ANY DOUBT THEN SEEK HELP FROM ME.

2. Think about pre-requisites

3. How to make your choices

YOU NEED TO:

• Read this Core Modules and Elective Modules Handbook

5. Fail and Repeat Modules

6. The Structure of the Academic Year

Autumn: 04.10.10 - 10.12.10

7. Pastoral Care and Student Support

If I have a problem, whom do I contact?

General support student.support@ntu.ac.uk 848 6060

10. Academic Misconduct/Plagiarism

12. NOW (NTU online workspace)

13. The AAH Academic Support Team

This service takes two forms.

You can contact the Academic Support Team via:

Or alternatively see the Academic Support Administrator, James Smith, in GE106.

If you have any queries, please contact:

Programme Leader: Steve Jones (Room GE139)

Subject Leader - MCS: Joanne Hollows (Room GE135)

Subject Leader - Philosophy: Neil Turnbull (Room 11, Griffin House)

Programme Administrator: Rachel Eden (Room GE102)

Your work will be handed back to you during

Ideally, this would take place within 3 weeks. Tutors

If you are not able to collect your work during your

Communication & Society – Rachel Eden, George Eliot room 102

On Wednesday 12th May 2010

TO DISCUSS ELECTIVE MODULES.

You will be provided with more information about

YOUR COMPLETED OPTION FORM MUST BE

What ARE Events Weeks?

Show films Attend some of the events

So how do I find out exactly what’s going on?

Information may become available on NOW at this time too.

WE LOOK FORWARD TO SEEING YOU!

BA Media with Communications

BA Media with Creative Industries

BA Media with Film and Television

BA Media with Journalism Studies

BA Media with Media Practices

BA Media with Popular Culture

Please see Matrix overleaf for details of Core, recommended

Theorizing and Researching Media and Culture

This module is compulsory for all students taking Media at level 2.

Overview and Aims of the Module

Working with the Media/ Media in the Workplace

Overview and Aims of the Module

The aims of the module are:

Year Long Modules

Analyzing Race, Gender and Sexuality

Overview and Aims of the Module

The aims of the module are:

Analysing Popular Music

Overview and Aims of the Module

Intermediate Media Practice

Overview and Aims of the Module

Overview and Aims of the Module

Cultures of the Small Screen

Overview and Aims of the Module

The principal aims of the module are:

Overview and Aims of the Module