French Studies and Computing BSc Hons - 2020 Entry

Course Structure

Lancaster University offers a range of programmes, some of which follow a structured study programme, and others which offer the chance for you to devise a more flexible programme to complement your main specialism. We divide academic study into two sections - Part 1 (Year 1) and Part 2 (Year 2, 3 and sometimes 4). For most programmes Part 1 requires you to study 120 credits spread over at least three modules which, depending upon your programme, will be drawn from one, two or three different academic subjects. A higher degree of specialisation then develops in subsequent years. For more information about our teaching methods at Lancaster please visit our Teaching and Learning section.

The following courses do not offer modules outside of the subject area due to the structured nature of the programmes: Architecture, Law, Physics, Engineering, Medicine, Sports and Exercise Science, Biochemistry, Biology, Biomedicine and Biomedical Science.

Information contained on the website with respect to modules is correct at the time of publication, and the University will make every reasonable effort to offer modules as advertised. In some cases changes may be necessary and may result in some combinations being unavailable, for example as a result of student feedback, timetabling, Professional Statutory and Regulatory Bodies' (PSRB) requirements, staff changes and new research.

Year 1

Core

• Fundamentals of Computer Science

  This module provides students with an insight into the importance and relevance of the principles of computer science. Gaining the essential knowledge needed for analysing and characterising the efficiency of algorithms and computer programs, students learn how to make the right design choice when implementing computer programs to optimise efficiency for given design parameters.

  Students also study the role and characteristics of data structures, and gain an understanding of the continuing importance of classical algorithms in computer science.

• Part I French Studies (Advanced/CEFR: B1)

  This module is designed for students who have already completed an A-level in French or whose French is of a broadly similar standard. The language element aims to enable students both to consolidate and improve their skills in spoken and written French. A further aim is to provide students with an introduction to the historical and cultural development of France in the past, and also to contemporary institutions and society.

  There are three language classes per week, each week, we aim for one of these to be conducted by a French native speaker. In tutorials the emphasis is placed on the acquisition of vocabulary and a firm grasp of French grammatical structures. You will have the opportunity to develop listening and speaking skills usually under the guidance of French native speakers using audio and video materials.

  To explore French culture, you are given the chance to examine how key moments in French history have shaped contemporary French culture, we will look at examples including films, plays, and novels

  Advanced modules usually have three classes per week.

• Part I French Studies (Beginners to CEFR: A2)

  This module is designed for students having little or no knowledge of the French language. Consequently, a substantial part of the module is devoted to intensive language teaching aimed at making the student proficient in both written and spoken French. At the same time, students will be introduced to aspects of French history, culture and society in the twentieth century.

  There are four language classes per week, of which at least one is normally conducted by a French native speaker. Tutorials are based on a textbook, and emphasis is placed on the acquisition of vocabulary and a firm grasp of French grammatical structures. Listening and speaking skills are developed under the guidance of French native speakers using audio and video materials.

  The culture programme consists of a combination of lectures and seminars over 20 weeks. The module looks at how key moments in French history have shaped contemporary French culture (films, plays, novels etc.).

• Software Development

  Computer programming is a highly practical skill in our quickly developing world. In this module students develop the skills expected of a principled computer programmer as they learn how to write, analyse, debug, test and document computer programs. Students will be introduced to both the C and Java programming languages, two of the most widely used languages in the world. They will learn about best practice of day-to-day techniques associated with software development and gain an understanding of the software development cycle. Learning about the challenges faced by software developers in addressing scalability and complexity in computer software, students will be able to work independently to develop moderately complex computer programs.

Year 2

Core

• Computer Science Group Project

  This module gives students the opportunity to build upon their skills and knowledge from Year 1 to create a real-world system in a group context. As part of a group, students will work effectively to gather system requirements; design and then implement the project; and accurately evaluating it. The module aims to increase theoretical knowledge and practical skills in prototyping, project planning, project management, management and execution, games design, systems design and testing strategies. Alongside these, students will also enhance their teamwork, problem-solving, communication, presentation and report writing skills, which will be valuable when progressing into a career.

• French Language: Oral Skills (CEFR: B2)

  This module comprises of both oral and aural skills and must be taken alongside the Written Skills module. It builds upon skills gained in the first year.

  This module aims to enhance students’ linguistic proficiency in spoken French in a range of formal and informal settings (both spontaneous and prepared). Specific attention will be given to developing good, accurate pronunciation and intonations well as fluency, accuracy of grammar, and vocabulary when speaking the language.

  This module also aims at broadening students’ knowledge about different aspects of modern French-speaking society, politics and culture, and contemporary issues and institutions in order to prepare them for residence abroad in their 3rd year.

  By the end of this module, students should have enhanced their comprehension of the spoken language, as used in both formal speech, and in everyday life situations including those that they may encounter in Spanish-speaking countries.

• French Language: Oral skills (post-Beginners/CEFR: B1))

  This module comprises of both oral and aural skills, to be taken alongside the corresponding Written Language module. It builds upon skills gained in the first year of the Intensive course. Students who have taken the Intensive language course in their first year, normally follow this course throughout the second year.

  The module aims to enhance students’ linguistic proficiency in spoken French in a range of formal and informal settings (both spontaneous and prepared). Specific attention will be given to developing good, accurate pronunciation and intonations well as fluency, accuracy of grammar, and vocabulary when speaking the language.

  This module also aims at broadening students’ knowledge about different aspects of modern society, politics and culture, and contemporary issues and institutions in order to prepare them for residence abroad in their 3rd year.

  By the end of this module, students will have had the opportunity to enhance their comprehension of the spoken language, as used in both formal speech, and in everyday life situations including those that they may encounter in French-speaking countries.

• French Language: Written Skills (CEFR: B2)

  This module comprises of reading and writing skills to be taken alongside the Oral Skills module.

  This module aims to consolidate skills gained by students in the first year of study, and enable them to build a level of competence and confidence required to familiarise themselves with the culture and society of countries where French is spoken.

  The module aims to enhance students’ proficiency in the writing of French (notes, reports, summaries, essays, projects, etc.) including translation from and into French; and the systematic study of French lexis, grammar and syntax.

  You will have the opportunity to enhance your linguistic proficiency, with particular emphasis on reading a variety of sources and on writing fluently and accurately in the language, in a variety of registers.

• French Language: Written Skills (post-Beginners/CEFR: B1)

  This module comprises of reading and writing skills to be taken alongside the Oral Skills module.

  This module aims to consolidate skills you have developed in the first year of study, and enable you to build a level of competence and confidence required to familiarise yourselves with the culture and society of countries where your studied language is spoken.

  The module aims to enhance your proficiency in understanding spoken French, as well as in the writing of French (notes, reports, summaries, essays, projects, etc.) including translation from and into French; and the systematic study of French lexis, grammar and syntax.

  The module aims to enhance your linguistic proficiency, with particular emphasis on reading a variety of sources and on writing fluently and accurately in the language, in a variety of registers.

• Second Year Programme for Academic Skills, Employability and International placement preparation

  This module is a non-credit bearing module. If you are a major student going abroad in your second or third year you are enrolled on it during the year prior to your departure, and timetabled to attend the events. These include: introduction to the Year Abroad and choice of activities; British Council English Language Assistantships and how to apply; introduction to partner universities and how they function; working in companies abroad; finance during the Year Abroad; research skills and questionnaire design; teaching abroad; curriculum writing and employability skills; welfare and wellbeing; Year Abroad Preparation Week in the Summer Term.

• Shaping Contemporary France: Moments and Movements

  This module is divided into four topic areas, usually this comprises of the following:

  • Language and linguistic heritage- this topic covers the evolution of French language from a dialect to a national language, explains the relationship between written and spoken language, and shows language variety: argot, verlan and francophonie.
  • Centralisation and Regionalisation- this topic aims to enhance students’ understanding of the French political system, gastronomy, agriculture, demographics, management of the territory and environment, and transport and communication.
  • Space, Place and the Urban- this topic aims at explaining how the Situationists, Dadaists, Surrealists, Le Corbusier and Henri Lefebvre influenced urbanism.
  • Education, Science, Technology and Innovation- this topic covers the development and the structure of contemporary education in the French Republic, and aims at expanding students’ knowledge about modernism and development of technology.
• Software Design

  Software Design offers the opportunity to gain an understanding of the importance of software architecture design, different styles of architecture and the meaning of quality attributes for software design such as maintainability, performance and scalability. Students will gain knowledge of systematic approaches to developing software design using a set of graphical models. The design process involved in developing several modes of the system at different levels of abstraction is explained and they will be introduced to object oriented design with UML.

  Throughout the module, students will appreciate the broader context of the role of computer science in the workplace, and the key role it plays in implementing software. The course also looks at understanding the meaning of quality attributes for software design as well as architectural models for specific software systems. Students will gain an insight into the main quality attributes for deciding classes. Students will be able to interpret and construct UML models of software and implement a design expressed as a UML mode as well as understanding how to use various design patterns to address certain problems.

Optional

• Advanced Programming

  An adaptable approach is taken to new tools and technologies, allowing an understanding of the importance of selecting the best programming tool for a given problem. A number of new programming languages are introduced from different programming language families and build upon good practices established in Year 1. An appreciation of the history and diversity of programming languages is encouraged, such as understanding their domains of application and to learn to think more broadly about programming. Understanding of the application domain and relative strengths, weaknesses and performance of various language types will be promoted and language concepts and list comprehensions are also introduced.

  This module requires a level of self-discipline to recognise and build programs that not only function to a high degree but incorporate non-functional properties. The generation of elegant, scalable and extensible software is expected from the course. Through this experience, students develop the ability to reason logically and algorithmically about problem-solving. They will gain experience of abstracting and simplifying problems based on how the map onto structures and computational elements of programming languages. Confidence in computational thinking will allow students to compare and contrast alternatives.

• Computer Networks

  Students will be introduced to the fundamental concepts underpinning contemporary communications networks and the internet. Key ideas of protocol stacks and layering will be explored, as well as core concepts such as IP addressing and subnetting. As the module progresses, they will then be introduced to the methods used to route packets across the internet. It is this process that enables the global communication network that we so often rely upon today. These concepts will be supported by hands-on practical experience in designing and building networks. Students will also demonstrate their understanding by completing a number of complimentary network programming exercises.

• Cross-cultural encounters in World Literatures

  What is world literature? How have writers engaged with the concept? How have they explored their role as a writer in the 20th century?

  This module explores a range of texts written in a range of languages and genres, examining the engagement of writers with their role in different social, political and historical contexts. Lectures aim to provide an introduction to the genre being studied and address the question of the role of the writer in the context of world literatures. Workshops will focus on a range of set and optional texts of global importance, which will be considered as examples of the literary genre and in relation to material covered in the lecture.

  The module is usually divided into five sections, each focusing on a specific genre. Each section will usually comprise three texts, two of which are optional. All texts explore the role of the writer in different social, political and historical contexts of the 20th century, and the ways their writing engages with these contexts.

• Databases

  During this module, students will receive a theoretical background to the design, implementation and use of database management systems, for both data designers and application developers. The module also explores the need to define the requirements of database systems, making use of the Extended-Entity Relationship (EER) model as a technique and notation for designing the data in database management systems (DBMS). Students will investigate the mapping of the EER model into an equivalent relational model and then examine it in terms of access rights and privileges.

  Over the course of the module, students will become familiar with all the relevant aspects related to information security in the design, development and use of database systems. They will also gain an understanding of how the need for DBMS has evolved over time and how they are applied in everyday scenarios. This technical knowledge will be supplemented by transferable skills in applying efficient physical storage organisation; an increased awareness of the correct processes, models and notations that can be applied to problems; and an ability to critically evaluate a range of technical ideas.

• Economic and Social Change in France, Germany and Spain since 1945

  This module explores how post-war economic change has affected European societies, and how socio-political factors in turn have influenced the patterns and outcomes of economic development, over the second half of the twentieth and the beginning of the twenty first century.

  The module is structured on the basis of three country-specific modules (France, Germany and Spain), examining how these countries have confronted key moments of economic change, and what the longer-term consequences of that change have been. While the module emphasis is on broad national developments, discussion also covers examples relating to particular industries and major companies.

  In lectures, workshops and seminars we will explore the context of reconstruction after World War II and the pattern of subsequent economic development; the relationship between social and economic policies; the development of the three country's economies; the changes of the 1980s and their impact on subsequent years; and the consequences of specific momentous events, such as the re-unification of Germany and how the financial crisis of 2008 affected, and still affects, France, Germany and Spain.

• Human-Computer Interaction

  Students will learn theoretical and practical topics in Human-Computer Interaction, with lab work offering hands on experience of design, implementation and the ability to evaluate interactive systems through practical case studies. The course explores the underpinnings of human perception, user-centred design and participatory design processes, with students learning multiple design techniques. The module leads to an understanding of how internal system design impacts external user interface behaviour and highlights the importance of accessibility for all users.

  By the end of the module, students will be able to successfully integrate diverse information to form a coherent understanding of Human-Computer Interaction; critically reflect on technical advancements in HCI and demonstrate the independent learning abilities needed for continual professional development and effective written and verbal skills.

• Language and Identity in France, Germany and Spain

  This module will introduce you to the role that the language used by institutions plays in shaping individual perceptions of identity. It aims to provide you with a basic theoretical framework that allows them to understand the relationship between language and power as reflected in current language policies at regional, national, and supranational levels. It will give you the opportunity to recognise forms of prestige and stigma associated with varieties of the three main languages under study. We aim for this module to raise critical awareness of the portrayal and representation of linguistic variations in the media and in the sphere of literature.

  The main topics covered in the course include Language and Power; European language policies; German as a pluricentric language and ‘Gastarbeiter’ language and policies; regional variations of France: Linguistic Diversity: A threat to French National Identity?; The languages and language attitudes of Spain (Castilian Spanish, Catalan, Basque, Galician).

  This module is taught in English.

• Professional Contexts for Modern Languages

  This module seeks to support you to apply your linguistic and cultural understanding in a specific professional context. This module gives you the opportunity to spend time on a work-based placement in the UK or abroad. You will be given the opportunity to develop, reflect on and articulate both the range of competences and the linguistic and cross-cultural skills that enhance employability by working in language-related professional contexts and reflecting on key issues in relation to their placement organisation. There is the opportunity to join a local work placement developed by the department, or for you to source your own placements (subject to departmental approval). Workshops before and during the placement will provide preparation and guidance on sourcing, confirming and then reflecting on academic work. Students will share their experiences and learning with each other by means of end-of-module presentations.

• Social, Ethical and Professional Issues in Computing

  Students will gain the essential skills and knowledge to operate within the professional, legal and ethical frameworks of their profession. Techniques for breaking down a project into manageable parts and efficient time allocation are taught, leading to a fundamental understanding of the skills and methods required to pursue scientific inquiry and the fundamental concepts and tools for statistical analysis to measure and explain data. Exemplars and guidelines on producing concise and structured scientific reports are offered and students receive additional lectures on presentation skills, professional ethics in relation to computing and communications. Finally, lectures provide an awareness of fundamental legal aspects related to a profession in computing and communications, including intellectual property rights and patent law.

  Throughout this course, students will gain a high level of awareness of subject specific skills and general competence needed to gain employment in their field. The module develops academic writing and research skills in a computing context, complimenting students’ other modules.

• Society on Screen: The Language of Film

  How do films deal with topics like terrorism, immigration, resistance and city life? Do they entertain viewers, instruct them, or both?

  This module explores European and Latin American films in their social and historical contexts. The main aim is to make connections between the films and such contexts not only on the level of narrative, characterisation and dialogue, but also on that of form and technique.

  To these ends, there will be introductory lectures on cinema and society and on film aesthetics and content in the first week of the module. The connections mentioned will be the focus of seminars and presentations within the four core topic areas: terrorism, migration, the city and resistance.

  The module usually consists of four strands on cinema and society: Terrorism, Migration and Hybrid identities, The City and Collaboration/Resistance.

  Each strand will be introduced with a lecture and followed by seminars on the set films. Students will give a presentation on a short sequence within their allocated film.

• Understanding culture

  This module aims to give you a background to and insight into the diversity of twentieth and twenty-first century thought and contemporary definitions of culture.

  Some key questions explored on the module include: What is 'culture' and how does it work? How do 'art' and 'culture' relate to each other? What do we mean when we talk about the production and consumption of culture? Why does popular culture arouse conflicting responses? What role does the body play in our understanding of culture? How does culture define who we are? Can a work of culture be an act of resistance?

  With these questions in mind, this module focuses on texts which raise questions about class, race, gender, and subcultures.

Year 3

Core

• International Placement Year: Intercultural and Academic Reflection

  As part of The International Placement Year you will normally spend at least eight months abroad in your third year. You will have the opportunity to:

  • analyse the contemporary relevance of a tradition, contemporary social, political or economic issue, or a living part of the regional culture.
  • reflect critically on cultural differences observed in everyday life such as social relationships, politics, attitudes to food, drink, religion, etc., explaining them in the context of various historical, social and cultural developments.
  • think analytically about your intercultural position and understanding of the relevant culture(s).
  • reflect on language use (different registers, varieties of pronunciation and accents, dialects, vocabulary and idiomatic expressions, and aspects of grammar) and the process of the acquisition of skills in the relevant language(s).

  The module also aims to enhance and develop your language skills, with all assessments being written in the target language. If you have started a language as a beginner in year one you will spend a minimum of four months in a country where that language is spoken. If you are a joint honours student who is studying two languages, you may choose to spend the year in either of the two countries concerned or, if appropriate arrangements can be made, you can spend a semester in each country.

  Lancaster University will make reasonable endeavours to place students at an approved overseas partner. Students conduct either a study placement at a partner University, a teaching assistantship placement with The British council or an appropriate working placement with a vetted employer abroad or a combination of placements (please note that there are some restrictions on British Council placements which usually last for the whole of the academic year).

  Joint honours degrees

  If you are a joint honours student who is combining a language with a non-language subject, your placement year will provide the opportunity to develop your language skills and cultural awareness, but will not necessarily relate to the non-language aspect of your degree.

  Lancaster University cannot accept responsibility for any financial aspects of your International Placement Year.

Year 4

Core

• French Language: Oral Skills (CEFR: C1/C2)

  This module is integrated with the French Language: Written Skills module.

  Both the oral and the written language modules focus on particular topics of cultural and contemporary interest. The general aim of these modules is to develop further the abilities the students gained during their second year and the year abroad.

  By the end of this module, we aim for you to have developed an informed interest in the society and culture of the French-speaking world. They should also have acquired almost native-speaker abilities in both spoken and written language.

• French Language: Written Skills (CEFR: C1/C2)

  This module is integrated with the French Language: Oral Skills module.

  This module has two main aims. The first one is to enhance your linguistic proficiency with emphasis on understanding of spoken and written French, the speaking of French (prepared and spontaneous) in both formal and informal settings, the writing of French, and the systematic study of French lexis, grammar and syntax. The second aim is to increase your awareness, knowledge and understanding of contemporary France.

  By the end of this module we aim for you to have an informed interest in the society and culture of the French-speaking world. They should also have acquired almost native-speaker abilities in both spoken and written language.

• Languages and Compilation

  Providing an introduction to formal languages, grammars, automata and how these concepts relate to programming in terms of compilers and the compilation process, students will learn about syntax and semantics, phrase structure grammars and the Chomsky Hierarchy as well as processes such as derivation and parsing. The module focuses on grammar equivalence and ambiguity in context free grammars and its implications. There is exploration of the relationship between languages and abstract machines. Students are presented with the concept of computation alongside Turing’s thesis, alternative models of computation and applications of abstract machine representations. There are further introductions to the compilation process including lexical analysis and syntactic analysis.

  By the end of this module, students will understand the relation of programming languages and the theory of formal languages. They will possess an essential understanding of the compilation process for a high-level programming language. Students are encouraged to engage with theoretical aspects of computer science to compliment practical skills in other parts of their degree. There are links to other disciplines such as linguistics, and the course explains the challenges of compilation in the context of software development and computer science.

Optional

• Artificial Intelligence

  Students will gain an introduction to fundamental concepts in artificial intelligence and learn about current trends and issues. Topics such as Knowledge Representation and Reasoning, Decision Making (DM) and Decision Making Under Uncertainties, and Probability Theory are all explored throughout the course. Artificial Intelligence offers experience in supervised and unsupervised machine learning, neural networks and decision trees. Multivariate methods, and clustering and classification approaches are taught and there is an introduction to evolutionary algorithms, phenotypes, genotypes and fundamental genetic operators. Programming languages suitable for intelligent systems, such as Scheme and Prolog are investigated and students are made familiar with the applications of artificial intelligence.

  This module sees an awareness of the requirements of artificial intelligence systems in general, and in the context of computing and communications systems. Through knowledge based, probabilistic and logical systems, the module provides students with an awareness of competing approaches and a broad grounding in artificial intelligence. Additionally they will understand and critically analyse artificial intelligence techniques used in modern computers and mobile devices.

• Autocrats, Caudillos and Big Men: Understanding Dictatorship and its Cultural Representation in the 20th Century

  This module will consider different ways in which the concept of ‘dictatorship’ has been understood and critiqued throughout the twentieth century. Considering examples from Argentina, the Dominican Republic, Germany, Guinea, Italy, Kenya, Uganda and Zimbabwe, students will explore the differences between the Latin American caudillo, European dictators, and the ‘Big Men’ of Africa. Selected critical and theoretical sources will be drawn upon to develop a more critical understanding of dictatorship, including the work of Hannah Arendt, Roberto González Echevarría and Achille Mbembe.

  The module will also examine relationships between dictatorship and cultural production. How have dictators represented themselves in their writing, speeches and literature? To what extent have they controlled cultural production and to what end? How, in turn, have they been represented in cultural production? What role do writers, artists and intellectuals play in evaluating and critiquing dictatorship? In turn, can the writer, artist or intellectual be considered to be a dictator in the particular world view he/she projects and/or the rhetoric he/she adopts?

• Computer Science Seminars

  Students will be exposed to a range of current computer science related topics from different subject areas. The areas covered come from our different thematic strands and will include: natural language engineering; policy based network resilience; eye-tracking for ubiquitous computing applications; and a focus on energy aware control and sensing in home environments.

  Students will conduct independent and in-depth research into an advanced topic of computing or communications, reflecting current topical and research issues. During the course of the module, students will analyse, structure, summarise, document and present findings in front of a large group. They will gain topical knowledge and skills related to the subject areas of the seminars, and will learn with and from their peers. The module will enable students to produce a detailed document describing their research findings, present technically intricate issues in a coherent manner, and discuss and defend their position on a specific topic within a seminar group.

• Contemporary Cities in Literature and Film

  This module introduces you to major themes that shape the experience of contemporary city dwellers: gender, social inequality, and practices of citizenship. These interlinking themes will be introduced through novels, poetry and films on the following European, North American (with the emphasis on immigrant communities within its cities) and Latin American cities: New York, Mexico City, Santiago de Chile, Barcelona, Berlin, and Los Angeles.

  Each topic will be covered though an introductory lecture and a core text, followed by a range of additional texts for students to analyse. During workshops students will share their findings and opinions, emphasizing on identifying links between the topics studied, aiming to encourage discussion.

  The format of the module encourages cross-referencing between the themes of the module (for example, gender and sexuality are relevant to an analysis of social inequality, and vice versa).

• Francophone Voices: Literature and Film from Sub-Saharan Africa, the Caribbean and Canada

  This final year module will provide you with an overview of the range of literature and culture produced in Sub-Saharan Africa, the French Caribbean and France to better understand the various relationships between France and these different parts of the Francophone world.

  You will be given the opportunity to identify and discuss themes that they will find through analysis of a selection of novels and films. These themes will include language and style, and issues addressed by writers and film-makers in relation to identity, gender, culture, history, and representation itself.

  Exploration of La Francophonie, the French Mission Civilisatrice, and relationships between contemporary France and her former colonies will provide context for the study of these novels and films. Discussions will be informed by the work of thinkers including Franz Fanon and Edward Said.

  This module is taught in English and all texts are available in English.

• French Culture in the Digital Age

  Technological progress now affects virtually every aspect of Western culture and society and it has become impossible to speak about contemporary culture without taking into account the radical transformations induced by digitization in both practices and concepts. This module introduces you to the most important phenomena and issues that arise in this context in France in particular and allows you to explore how artists use the new possibilities offered by the internet. The discourses about the effects of technology are as wide-ranging as the effects themselves, generating much confusion and often also superficial judgements about the uses and dangers of the Internet in particular. The module therefore begins by clarifying the most important concepts and the problems surrounding digitisation. It then takes a closer look at some of the fascinating cultural artefacts technology has inspired and enabled since the 1990s in the French context, and at the ways in which the life and meaning of "literature" has evolved."

• Full Unit Dissertation

  This module is assessed entirely through coursework. You are given a chance of pursuing a topic of their own interest, which is not covered in taught options. A dissertation consists of approximately 10,000 words written in English. The topic of dissertation must relate to French/German/Spanish language, or a comparison between two or more, or a general European issue. The other two restrictions on topic choice are: it must be capable of and approached from a serious academic angle and it falls within the range of expertise of a member of the Department’s staff.

  Each student will be assigned a supervisor - one of the lecturers from the Department, who will provide regular supervision, and feedback on the first draft of the completed dissertation. The topic is agreed and discussed with the supervisor in the Summer Term of the second year, and preparatory research should begin during the Year Abroad.

• Imagining Modern Europe: Post-Revolutionary Utopias and Ideologies in the First Half of the Nineteenth Century

  This module aims at exploring the nature of the relationship between the individual and society, notions of progress and economic justice, as these are still widely debated topics in contemporary Europe in light of the current economic and political crisis.

  This module will use the concepts of utopia, dystopia and ideology as a forum for discussion on the relationship between individual imagination and social discourse in the nineteenth century, as well as the relationship between fiction and political discourse. You will look at the major intellectual debates which influenced the contemporary European thought after the French Revolution.

  You will explore the development of major ideologies and cultural movements such as Romanticism, Marxism, Socialism and Positivism, spanning from the period immediately following the French Revolution to the middle of the nineteenth century.

• Mirrors across Media: Reflexivity in Literature, Film, Comics and Video Games

  The module consists of a combination lectures and seminars. The lectures will introduce you to the broad lines of the history of self-reflexive phenomena in Western culture from Renaissance paintings through Baroque literature and the 18th-century novel to the boom of metafiction and related phenomena in Modernism and contemporary popular culture. At the same time, it aims to provide theoretical bases by introducing key concepts such as self-reflexivity, the fourth wall, frame, metafiction and metanarration, narrative levels, metalepsis, and the way these can manifest in different forms of art. The seminar discussions will serve to put these concepts into practice in the analyses of the texts, films, and mixed media and interactive products. Examples of potential topics might include classics of metafiction in literature (Cervantes, Sterne, Fielding, Diderot, Unamuno, Borges, Calvino, Pirandello, Queneau, Barth..), film (Charlie Kaufman, Almodóvar, Woody Allen…), comics and visual art.

• Modernity of Forms and Forms of Modernity in French Literature 1850-2000

  The aim of this module is to consider how poets have engaged with controversial aspects of modernity in their works. You will be given the opportunity to explore the relationship between literature and society in French poetry from Charles Baudelaire to Michel Houellebecq.

  You will be given the opportunity to explore a selection of French poets’ responses to the rise of industrialisation, the development of mass-culture and the growth of cities, through a variety of themes. They will discover how poets have embraced, questioned and critiqued the temporality of modern life through literary experimentation.

  The module will introduce the emergence of new forms of writings associated with the beginning of this period such as the prose poem, free-verse, the manifesto and aesthetic experiments mixing poetry and visual art in the early twentieth century.

• Security and Risk

  Covering a range of topics, including asset identification and assessment, threat analysis and management tools and frameworks, students will become familiar with attack lifecycle and processes, as well as risk management and assessment processes, tools and frameworks. The module covers mitigation strategies and the most appropriate mitigation technologies and offers knowledge on assurance frameworks and disaster recovery planning. There is also an opportunity to learn about infrastructure design and implementation technologies and attack tree and software design evaluation.

  Students will gain an understanding of the different ways in which an IT professional can make effective decisions when securing an IT infrastructure. The course will make them aware of the tools, frameworks and models that can be used to identify assets, threats and risks, before selecting the most appropriate strategies to manage the exposure that IT infrastructure faces in the light of this analysis. The module builds on their skills with a practical examination of the mechanisms by which IT infrastructures are attacked.

• Third Year Project

  Students produce a substantial individual project, involving the principled design, implementation and evaluation of a piece of software, experimental software or theoretical work. Through this module, students will develop a coherent proposal for a complex computing or digital technology related project. They will gain experience by undertaking the research required for the project, and apply theoretical concepts and practical skills. Students will also write up a technical report that accurately documents the project. This experience will be particularly relevant for when they progress into a career.

  Projects can also be undertaken in collaboration with an external partner company. A supervisor from the external partner will offer additional support, providing the required information on the business context of the project.

• Translation as a Cultural Practice

  What makes a good translation and how do translations do good? This module aims to help you understand the practice of translation as it has evolved historically from the 18th century to the present across European and American societies. The materials we study include historical textual sources (philosophical essays on the craft of translation from French, German and Hispanic authors of the 19th and 20th centuries), representative fictional texts reflecting on translation processes, and contemporary documents from the EU directorate on translation, PEN and the Translators' Association. We will also make considerable use of contemporary online resources as exemplified by Anglophone advocates of intercultural exchange such as Words Without Borders. Our aim is to look at translation as both a functional process for getting text in one language accurately into another and a culturally-inflected process that varies in its status and purpose from one context to another. We will pay particular attention to the practical role that literary translators play within the contemporary global publishing industry and consider the practicalities of following a career in literary translation in the Anglophone world.

• Writing in the margins: narrating cross-cultural experience

  The module aims to review a series of narratives by 21st century European-born authors: writers, cinematographers, anthropologists and documentary makers. It not only introduces students to the historical contexts within which each of the narratives is situated, but also explores contemporary theories of identity and writing.

  You are presented with autobiographical accounts, semi-fictional stories, films and documentaries to be given the opportunity to understand the experience of being caught between cultures as a result of travel or involuntary displacement resulting from war or social upheaval. You will be invited to reflect upon the issues of identity, problems associated with cross-cultural analysis and the relationship between history and personal destiny, border-crossing, cultural fragmentation and continuity. The focus of the module lies on the historical relationship between countries within Europe, and between Europe and other parts of the world; mainly India, North Africa and America.