IRELAND

This course examines concepts and perspectives in mental health and distress, including social perspectives and service-user-based knowledge, with regard to issues of human rights and social justice. This course includes historical perspectives; ideologies of institutional and community care; key concepts in mental health; social and intersectional perspectives; service-user/survivor knowledge; epistemic and social injustice; Mad studies; and human rights in mental health.

The course covers theoretical and comparative approaches to key topics including electoral and party systems, voter choice and turnout, models of voting behavior, public opinion, and political behavior through a gendered lens. Throughout the course, students identify and describe various types of electoral and party systems, distinguish between the different theoretical models of voting behavior, and relate those models of voting behavior to country case studies. 

This course introduces students to current models within clinical psychology and describe the role of clinical psychology within a range of mental health services. Students are introduced to prevailing models within clinical psychology and examine approaches to the aetiology, assessment, formulation, intervention, and evaluation of psychological presentations across the life span.

This course examines the body as a concept, idea, and practice within the field of performance studies through the targeted lenses of gender and sexuality studies, queer theory, critical race theory, and disability studies. Students are introduced to historical and contemporary debates regarding the “body” in terms of artistic practices including but not limited to performance and also engage with how the “body” on individual and/or collective levels is created and controlled through law and public policy in diverse social, cultural, and political contexts. 

This course introduces students to the main narrative features of the novel tradition by concentrating on generic and formal approaches to reading novels. This course looks at novels from the late 18th century onwards and focuses on their generic form. The main objective of the course is to demonstrate the importance of narrative form in critical engagements with novels. Theoretical and historical study of the two dominant narrative forms in the novel tradition - romance and realism - is thus emphasized and students are encouraged to look at their approach to the novel with these theoretical perspectives in mind.

This course outlines the context for the emergence of Irish literature in English and to enable students to explore this literature through the introduction of key concepts and major authors. It focuses on the emergence of Irish literature in English, a literature that had its roots in conquest and colonization, but which proved to be highly dynamic, giving voice to diverse views and developing distinctive forms. The texts included give students an opportunity to explore literary expressions of Anglo-Irish identity, as well as critiques of the colonial process and early examples of hybrid texts that combine Anglo-Irish and Gaelic elements. Authors may include Swift, Edgeworth, Burke, Owenson and Somerville and Ross.

This course examines the social, cultural and economic processes that have shaped and transformed cities over the last several decades. It considers the impacts of these transformations on the people living in urban areas and whether they enhance or hinder the opportunities of different social groups in the city, and what this might mean for our global efforts to meet the UN SDG, especially goals 5 (gender equality), 10 (reducing inequalities) and 11 (sustainable cities and communities). Through the use of case studies, students will explore notions of difference, encounter and inequality in the city. Students actively participate in geographical enquiry through independent research on difference and diversity in the city. This courses utilizes active and action-orientated pedagogies to work with students to build their own knowledge of the city and urban experiences and to develop a range of graduate attributes to enable students to be confident researchers, effective communicators of geographic knowledge and socially responsible global citizens who understand the complex nature of social life and inequalities in cities across the globe.

In this course, students explore the intersection of environmental geography and Nature-Based Solutions (NbS) to address the grand challenges facing our world. This course equips students with the knowledge and skills necessary to design, implement, and advocate for NbS that effectively contribute to achieving the United Nations Sustainable Development Goals (SDGs). By understanding the intricate relationships between natural systems and human development, students are prepared to create innovative solutions that promote environmental sustainability, economic viability, and social equity – key concepts in environmental geography.

This course provides students with a foundation in geographical data, mapping, spatial analysis, and writing skills. It explores the organization and manipulation of geospatial data, cognitive mapping, and basic statistics, and addresses locational considerations (e.g. coordinates and space), map projections, and map design. It also introduces technological tools and methods available to map, analyze and disseminate geographical information. The course is mainly tutorial-based but includes lectures and local fieldwork, providing an interactive and applied learning environment to explore technical and technological geospatial methods and approaches. In doing so, it enhances students’ geospatial awareness and provide them with skills to examine relationships, interactions, and interdependencies between human and physical components of the environment.