University of Glasgow

This course provides an overview of the history of charity and the roles it has played in shaping conceptions of social order at the local and global levels. It provides a chronological overview of shifts in the language, conceptualizations, and practices of charity from late antiquity to the present day. Students explore the charity in relation to the history of religion, ideas, institutions, law, and cultural practices. The course explores charity from the perspective of global history by exploring some transcultural comparatives of charity and by exploring the roles that charity has played in global projects from empire formation to international development.

This course promotes an understanding of the psychobiological processes which impact on human development and the physiological bases of behavior. By the end of the course students are able to: Describe the basic anatomical structure of the brain, discuss the evidence that brain regions are specialized, describe the contribution of brain systems to the production of behavior; Describe the structure of cells within the nervous system, outline the structural components of neurones that are necessary for cellular communication; Identify the synapse as a method used by neurones for communication, explain how complexity of interconnections allows transfer of information; Identify non synaptic methods of communication within the nervous system, describe how signal transduction events code specific information within the neuron; Describe how guidance cues regulate the formation of axonal pathways, outline the factors regulating synapse formation; Describe how the survival of neurones is regulated by environment; Explain the neuroimaging and neuropsychological evidence to support adolescent brain maturation, outline the possible implications of significant brain development at this stage; Identify the neuroimaging evidence that there is birth of new brain cells well into adulthood, describe changes in neuron growth after brain damage; Explain the characteristic changes in brain and behavior produced by normal ageing, discuss what changes in brain and behavior with age tells us about the control of complex behavior; Describe in some detail (a) major evolutionary theories (e.g., sexual selection, inclusive fitness) and (b) major findings from evolutionary approaches in several areas of psychology (e.g. cognition, perception, social); Evaluate how biological theories can inform psychology and explain common misperceptions of evolutionary approaches (e.g., the Naturalistic Fallacy); Describe in some detail (a) how the different parts of the eye combine to produce a sharp retinal image; (b) the simplified circuitry of the primate retina; (c) the anatomical structure, and segregation of function within, the lateral geniculate nucleus and explain the concept of a receptive field; Describe in some detail: (a) the simplified circuitry of the striate cortex, and how this contributes to receptive field structure and the parallel processing of visual information; (b) how circuitry and receptive-field structure differs in extra-striate cortical areas; Explain key principals underlying the functional organization of the ventral pathway; Demonstrate awareness of key questions related to the perception of faces and objects and how they have been addressed at multiple scales in the brain; Evidence critical thinking about whether a particular technique is appropriate to solve a given problem in cognitive neuroscience.

This course is directed at students in their second year who already have a basic knowledge from MGT1023 Principles of Management. The course introduces the qualitative and quantitative techniques needed to obtain, analyze, and summarize data about an organization's external and internal environment. The course explores how such information can be used and interpreted to support evidence-based decision making.

In this course, students study literary texts from a range of periods and genres and develop analytical skills that enable them to engage critically with the formal, thematic, historical, and contextual manifestations of ideology in writing. The set-texts include examples of the novel (realism, science-fiction, etc.), philosophical prose, poetry, drama, and the manifesto dating from the Renaissance to the present day.

This course places a sociological understanding of policy within its appropriate ideological context. As such the course examines the role of the state, with a particular focus on its relationship to capital. This approach inevitably requires engagement with both theories of power and with the practical wielding of power. Using power relations as the lens, students then look critically at what state institutions have been constructed and to what ends. This involves an examination of institutions and policies by using key case studies of broad policy areas, that of the welfare state, migration, climate change, and devolution. By applying theoretical approaches to practical case studies the course crosses the boundary that often exists between theorizing the policy process and real world examples. By ensuring that both are placed within broader ideological frameworks the course provides students with a more thorough understanding of the sociopolitical world around them.

The course examines the Celtic-speaking peoples in the Iron Age and Roman periods at a time when Celtic languages were spoken throughout the British Isles but also extensively in continental Europe, including parts of modern day France, Spain, Italy, Belgium, the Netherlands, Germany, Austria, Switzerland, Czech Republic, Slovenia, and Turkey. Ethnographic accounts by Greek and Latin writers are used alongside the evidence of archaeology, art, and language to explore the history of the Celts (e.g. contact with the Mediterranean world, migration, conquest by Rome), their religion, and society, and, indeed, the very nature of "Celticity" in this period.

This course continues from the foundations laid in the Digital Media & Information Studies (DMIS) level 1 courses, to explore the creation, use, and impact of digital content and information technology in the arts, humanities, and society at large. It brings a human perspective to the issues of the digital age. Students build on the foundations laid in the first year of DMIS and are introduced to new concepts and applications; explore information theory and structures; explore methods and applications of information management within professional criteria; and gain transferable skills in approaches to technology, critical analysis, and problem solving across the arts and cultural heritage sector.