University of Glasgow

This course examines classical, critical, and contemporary urban scholarship to evaluate the sociological importance of the city in the 21st century. Using both international and local case studies, and drawing on an interdisciplinary approach, students are exposed to a range of critical questions pertaining to the past, present, and future of social life in cities. From the early days of industrialization to the present "age of urbanism," the city has occupied a unique position within the sociological imagination. As a site of conflict and community, inequality and identity, and continuity and change, depictions of the city have attracted a distinguished alumnus of scholars: from Benjamin to Jacobs, Whyte to Wacquant, and Simmel to Sassen. For these thinkers, the city represents a concrete manifestation of broad-based social forces that is simultaneously general and specific, global and local. Particularly through traditions of urban ethnography, the city has proven time and again to be a complex, contradictory, and nuanced social tapestry with distinctive social, spatial, and cultural patterns. For similar reasons, the city has also captured the imagination of countless writers, musicians, film-makers, and artists, for whom the city operates as muse, inspiration, and challenge.

This course examines the nature and impact of Web 2.0 in the economic, creative, and political fields, placing these developments in a theoretical and historical context.

This course introduces students to instrumentation and data systems for engineers covering error analysis, signal acquisition, and processing.

This course introduces students to the discipline of sociology, assuming little or no prior knowledge of the discipline. Drawing on a wide range of examples, it introduces students to some of the key concepts, theories, and research methods sociologists use to understand the nature of contemporary societies, the relationship between the individual and society, and processes of social reproduction and change.

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.