United Kingdom - Scotland

While most businesses will employ an accountant for the preparation of financial statements and for analysis of accounting information, it may still be important that others, such as owners, managers, or employees, from a non-accounting background, have a good understanding of the importance of various aspects of accounting and finance for a business or organization. In this course, students view accounting as a tool of management, and learn how to critically evaluate financial reports to assess the performance of a business or organization, and to plan for its future activities.

 

This course offers an introduction to the chronology and material culture of the Neolithic of Britain with reference where relevant to Ireland. A series of themes which have emerged in recent years as major research areas are addressed, including the chronology and mechanisms of the beginning and end of the Neolithic; the significance of material culture and materiality; regionality and identity; and settlement and everyday life.

This course examines Restoration and 18th-century English theater in its social and historical contexts. Students explore a wide range of dramatic genres, from established genres - tragedy and comedy - to experimental forms like Restoration tragicomedy, heroic tragedy, and farce. Key playwrights may include Dryden, Behn, Congreve, Centlivre, and Sheridan, but students also discuss the theory and practice of performance in the period, the concurrent development of literary criticism, and the social role of the drama in this period.

This course is about the philosophy of first contact - that is, philosophical problems generated by first encounters with alien phenomena, agents, and experiences. The course addresses special problems of categorization (e.g., How can we identify phenomena and experiences that do not fit standard frameworks?), translation and communication (e.g., How can we decipher the meaning of radically unfamiliar languages?), philosophical psychology (How should we emotionally respond to radically unfamiliar phenomena?), as well as ethics and politics (What do we owe to foreign agents in the context of first contact, and what special dangers do such situations pose?) raised by such encounters. The course begins by considering general questions of philosophical psychology, and then moves on to consider specific instances of first contact, and their significance. 

The course builds on knowledge obtained in the Financial Accounting modules of Accountancy 1 and 2 to explore some of the more complex and controversial areas of financial reporting. The object is to develop a critical understanding of conceptual issues in financial accounting as well as to enhance technical and analytical skills. The course covers the advanced analysis and interpretation of the annual report, some of the more complex accounting standards not addressed in earlier courses, and current issues in financial reporting. The course broadens students' horizons by examining the regulations, techniques, and debates surrounding topics such as fair value accounting; accounting for financial instruments; revenue recognition; intangible assets, and accounting in specialist sectors. Students are also introduced to accounting for capital reconstruction. 

Scotland’s landscape has inspired poets and writers for generations. From the hills covered in purple heather to the glorious light at sunrise, almost every vista is an invitation to the enthusiastic visual journalist. At the same time, the protection of a diverse and sustainable environment has pushed an appreciation of the landscape to the top of the educational agenda. This is a unique module that enables students to appreciate the environment, enjoy the natural beauty of Scotland while learning and developing their skills at landscape photography. Students l learn the practice of landscape photography, but also the theory and principles. Students are provided with all the equipment they need, such as cameras, lenses, and tripods, access to a state of the art editing suite and the support and guidance of top professionals to ensure they return home with valuable new skills and a portfolio to impress and remember.

This course covers moral philosophy, the branch of philosophy that deals with the nature, extent, and foundation of obligations, duties, virtues, practical reasons, and moral rights. Precise topics vary from year to year; representative topics include: Where do moral obligations come from, and what motivates people to follow them? How do we know what we morally ought to do? Do people have moral right; what about animals? What reasons do we have to help those in need? Do we have moral duties to ourselves; to our loved ones? Is the aim of providing a fully general, informative, moral theory achievable? Is there a universal human morality?

This course introduces students to key geographical debates, theories, and concepts. Students gain a broad understanding of the interaction between human societies and the spaces in which they exist, looking at a range of economic, cultural, social, and political processes at a variety of scales. The course explores four key themes: environment; colonial afterlives; bodies, identities, and difference; and people and mobility. Through these themes students examine why geography matters to a series of contemporary debates and concerns, including globalization, climate change, social inequality, capitalism, and the future. A variety of local, national, and international case studies are used to examine these substantive issues and to consider issues of social justice, values, and ethics. 

This is a first course in real analysis and a concrete introduction to group theory and the mathematics of symmetry. Students study fundamental concepts of Analysis (completeness, epsilon-N, continuity, epsilon-delta) and Group Theory (groups, group actions, symmetries).

The course addresses the complex relationship between systems of education and the society in which these systems are located. Students study theories concerning the form and use of education systems. By studying historical and more contemporary examples, they are introduced to the varying social influences that shape school systems.