Kompleks Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi. Gedung D Lantai 18, Jalan Jenderal Sudirman, Pintu Satu, Senayan, Jakarta, Indonesia 10270
University of Glasgow
Founded in 1451, the University of Glasgow is the fourth oldest university in the English-speaking world. We are one of the top 100 of the world’s universities. The University of Glasgow is ranked 73rd in the world in the QS World University Rankings 2022, is in the top 100 in the world: Times Higher World University Rankings 2022 , the Times Higher University of the Year 2020 (Nov 2020 to Nov 2021), the Times and Sunday Times Good University Guide 2022, Scottish University of the Year, welcomes students from more than 140 countries worldwide, has around 35,000 undergraduate and postgraduate students and is a major employer in the city of Glasgow, with more than 9,000 staff, including 4,800 research and teaching staff.
This course will introduce students to some of the main changes in human prehistory and history which have contributed to creating the world as we know it. It achieves this by focusing on 20 different ‘things’ (e.g. pots, metals, houses, burials, and more), which can be expanded outwards to understand societies, whole periods, and key episodes of social and political change. The course takes a broadly chronological structure, stretching from the Neolithic to Medieval periods, and covers an area encompassing Europe, the Mediterranean, and the Near East.
This course is offered exclusively to visiting and exchange students and offers learners with little or no background in Scottish studies an introduction to the development of Scotland through the ages from an interdisciplinary perspective. With contributions from academic staff in Archaeology, Celtic and Gaelic, History and Scottish Literature, this course addresses how Scotland has been affected by change over time, and how – through the years – Scotland has sought expression in language and literature and the physical environment.
The course covers the period from ca. 1750 to the First World War, an age that saw the emergence of industrialisation, the rise of modern European global empires, and what has been considered as the first wave of globalisation. The first block examines Glasgow’s history and its connections with the wider world forged through slavery, empire, and globalisation. Subsequent blocks allow students to integrate study of key historical questions and themes with consideration of different world regions, which may include Europe, East Asia and South Asia, Africa, and North and South America. Highlights include 1-2 collaborative practical workshops using unique historical business records from Central Africa and/or South Asia held in the Scottish Business Archives. Students will also develop their own contribution to a “Glasgow Map,” working to identify and interpret primary sources (museum objects, statues, or landmarks in the built environment of Glasgow).
An Interdisciplinary Introduction to Climate Change, the course is centered around providing students with an interdisciplinary introduction to climate change, using approaches from both the social sciences (history, sociology, geography, politics, economics), and the natural sciences (engineering, physics, biology). The course will provide a brief look into historical and sociological causes of the climate crisis, followed by both the physical and human consequences. The course will have a strong focus on potential solutions, drawing on ideas from engineering and science (renewable technology), and politics, sociology, and economics (social change), to leave students with a positive, action-based knowledge base on the context of the climate crisis, and current theories on how to act.
This course provides an opportunity to examine current youth policy debates and how they have been framed and organised in different cultures, particularly in East Asian and Western contexts. Students will focus on various social problems and challenges experienced by young people, compare welfare systems and how they are shaped by different cultural values, and discuss policy measures and welfare organisation in a range of topical youth issues, including housing, poverty and inequality, work and education, and social connections in the “digital age”.
Digital Media & Information Studies explores 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.
This course aims to:
(1) introduce students to the value and importance of information within our society
(2) explore, use and understand the application of a range of digital media technologies;
(3) discover how information becomes digital media;
(4) provide key skills for information literacy, transferable computing, critical analysis and problem-solving skills in a wide range of application areas and across the social and cultural heritage sector.
The course will introduce students to core material in the areas of biological and cognitive psychology. Appropriate research methods and key theories will be covered throughout. At the end of the course, students will be able to:
(1) Describe, explain, and evaluate a broad range of theories and research findings in Psychology which will introduce students to Biological Psychology; Perception and Visual Cognition; Human Memory; and, Language.
(2) Discuss and evaluate the methodological bases for psychological research.
(3) Summarise and critically evaluate psychological theories and research findings in an examination.
This course will introduce students to the practice of thinking philosophically, by encouraging the development of critical reasoning skills and exploring issues pertaining to the nature and acquisition of knowledge. Students will apply their critical skills to issues of current interest and importance within society today.
Students will work through basic quantitative techniques and learn how they can apply these to understanding the social world around them with specific focus on data available for public consumption: produced by the State and presented in the media. The course will introduce students to key datasets and relevant readings that link to the school’s subject areas and will include topical questions related to key themes: inequality, welfare, crime, conflict and health.
You will meet a contemporary, eclectic mix of exciting ideas which will challenge you to think for yourself about some of Education’s big ideas in order to begin to develop your own educational mindset. The course is also designed to give you a flying start in developing Glasgow University’s Graduate Attributes.
The course aims to enable students to demonstrate understanding of the foundational content and values of Education and to be able to articulate a personal stance towards their discipline. It aims to enable students to engage with conventional and new modes of communication as well as facilitating personal confidence and collaborative working.
This course aims to analyse the theme of “crossing borders” in geographical, scientific, political, psychological, social, cultural and gender-orientated terms, building on literary skills which students have acquired through study at Level 1. It focuses on the human motivations behind, and the consequences of, various “crossings” as well as the exploration of otherness, secrets, mysteries and taboos.
This course introduces students to the past 250 years of Scottish literary history through a combination of celebrated and neglected texts. Focussing on poetry and prose, and featuring pirates, fairies, monsters, devils, and the full gamut of loves, joys, sorrows, and traumas, this course examines the range of ways in which people have imagined themselves in, through, or otherwise associated with Scotland. This means confronting both the comfortable stories we tell ourselves about ourselves, and the horrors we are liable to reveal.
An introduction to Earth Science, focusing on geological and environmental processes occurring at the Earth’s surface and their associated hazards. Topics covered include volcanoes and their hazards, landscape change and evolution by weathering, erosion and depositional processes, and sources of pollution and its environmental impact and remediation. The basic principles of Earth Science are conveyed using 3D and 4D visualisation.
This course introduces students to major influential ideas and diverse perspectives on welfare and public policy. Its aim is to facilitate students’ ability to challenge assumptions about the aims of policy and the functions of welfare by examining diverse ideological and political agendas in an international context.
This course explores censorship within Western culture over the past millennium. It combines a variety of methodological approaches in an attempt to address its complex, multifarious nature. Accounts of the systemic nature of censorship in medieval England, Francoist Spain and the USSR, will be complemented by an analysis of Freud’s work on taboo and self-censorship in contemporary European societies.
The course presents the Principle of Management at the Undergraduate level, introducing the key tenets of management as they were developed by management scientists in the last century and how these are evolving in the 21st Century. The course describes the role of the manager as a transformer of resources into goods and services. The course illustrates the various roles of managers and how they are transforming with reference to the underpinning managerial disciplines such as finance, marketing, HR etc.
The course covers core material in the areas of individual differences and developmental psychology by giving insight into ways human beings differ from each other and how we develop from early childhood to adults – highlighting cognitive, emotional, and social aspects of behaviour, identity, and development.
This course offers an introduction to the biology of the global environment and how the organisms on the earth relate to, and cope with, their environment. By the end of this course, students will be able to:
(1) Recall the central concepts of environmental biology and describe the experimental evidence and field research that has established these concepts;
(2) Solve elementary problems of a numeric or logical nature in the context of this understanding;
(3) Demonstrate practical skills in areas relevant to environmental biology.
Computational processes are increasingly being discovered in natural, social and economic systems as well as typical silicon-based computing devices such as laptops and smartphones. For those with little or no previous computing education, this course develops the necessary understanding and thinking skills so that such systems can be viewed as predictable, understandable and ultimately controllable. It is valuable in its own right, as an underpinning now required in many other disciplines, and as a foundation for further study in Computing Science.
How do we create meaning from the air we breathe and from marks on a page? How has language been exploited now and throughout history for effect, self-expression, and story-telling? In English Language & Linguistics we study the most intricate, powerful, and beautiful parts of our most valuable human asset – language.
In three strands this course explores in detail how newspapers, adverts, and politicians all try to persuade us; how linguistic meaning and structure are key to making ourselves understood; and how the 1500-year history of English tells us about who we are and where we came from.