Kompleks Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi. Gedung D Lantai 18, Jalan Jenderal Sudirman, Pintu Satu, Senayan, Jakarta, Indonesia 10270
University College Cork - National University of Ireland
Founded in 1845, as Queen’s College Cork, University College Cork (UCC) is the second oldest university in Ireland. Since then, it has grown to over 22,000 students, including 3500 international students from over 100 countries. UCC is an internationally competitive, comprehensive and globally-focussed, research-led institution. At UCC our mission is to create, understand and share knowledge and apply it for the good of all. Our research has impact, where it matters: transforming lives through discovery, innovation, entrepreneurship and societal impact. Our strategic priorities include: Health and Wellbeing, Food and Nutrition, Future and Emerging Technologies, Sustainability and Climate Action, Culture, Society, Rights and Identities, and Financial and Business Services. We understand the importance of working in a collaborative way between and across disciplines and geographical borders to change lives and futures. We tackle the world’s greatest challenges with innovation, agility, imagination and creativity, and our research has global reach, relevance and impact. We are addressing global inequalities and promoting the appreciation and recognition of sociocultural diversity. We are at the forefront of research into food and nutrition, including ingredient development and the role diet has in nourishing the body and mind. With synergistic partnerships between researchers from information and communication technology (ICT), physics, biology, chemistry, engineering, environmental sciences and social sciences, we are delving into new and unknown territories, releasing untapped potential for future industrial strategy and competitiveness. We are developing and applying technological solutions to the wide range of health and wellbeing challenges in modern society. We are leading research into the creation of new jobs, the support of industries and shaping regional and national economic development. We are showing leadership in developing sustainable agriculture and food, climate, marine and renewable energy and energy policy. We are thought leaders and pioneers, pushing boundaries, charting new waters and breaking new ground.
The brain as the organ of the mind. Biological bases of behaviour. An introduction to cognitive psychology which includes memory, perception, reasoning and language. On successful completion of this module, students should be able to define commonly used terms in cognitive psychology and biopsychology; illustrate the scientific nature of contemporary psychology with examples; describe at least five experiments or demonstrations in cognitive and biopsychology; describe and contrast at least two theories in cognitive and biopsychology; and comprehend the scientific approach to understanding human nature.
The module allows students to develop critical understandings of the archaeology of early medieval Ireland and encourages them to engage with current debates on the subject. Themes considered include the origins of the period, settlement patterns and daily life, agriculture and trade, burial archaeology, identity and gender, the archaeology of kingship, and the evidence for ritual practice and religious beliefs.
This module will introduce students to the fundamental concepts of the Digital Humanities. It will lay the foundations for subsequent modules by introducing students to a variety of issues of concern in Digital Humanities practice. The changing nature of academic debate and the impact of digital tools in research and on the production of academic work, both individual and collaborative, will be introduced.
Students will be introduced to some of the key tools and practices which support the creation of digital artefacts and collaborative scholarly work in the Digital Humanities. Students will explore the impact of digital tools in research and on the production of academic work, focusing on Data Capture, Data Structuring and Enhancement, Data Analysis, Data Visualisation, Data Publishing and Dissemination using a variety of standards. A range of other tools will be introduced and explored in lecture and in hands-on seminars.
This course begins with the theories and practices of curation, equipping students to critically assess the role of digital tools in the creation, curation, and sharing of knowledge. Having established how stories are gathered, students will then turn to how it is that stories are told, exploring writings on the ethics, practice and history of digital dissemination through examples of digital archives and narratives, such as YouTube/Vimeo original documentaries, podcasts and online exhibitions of various forms. Students will learn to critically evaluate these digital narratives and apply a host of theoretical paradigms to their analyses of these texts. This theoretical frame will position students to produce their own digital story in the form of an archive, podcast or documentary.
This course introduces students to academic discussion on and creative work in new digital forms relating to multimodal narrative. Students will survey major debates on the meaning and value of electronic literature and literary games, and study some of the major theoretical terms and perspectives developed to elaborate the cultural value of such works.
To examine EU affairs, key EU policies and the Councils of the EU. To give students an opportunity to develop communication and negotiating skills by participating in simulated Summit Meetings of the European Council and the Council of the EU. Examination of EU affairs, key EU policies and the Councils of the EU. Each student will be assigned a role and each student will take responsibility for a portfolio. A position paper must be submitted. Students engage in active, investigative and independent learning and active engagement in, and contribution to, the Model European Union.
Students will study a range of screen media texts and platforms, from early moving image texts, to digital cinema and social media, within the context of specific industries and how those industries converge and overlap. Significant focus will be on the proliferation of screen media in everyday life – to what extent do we shape media, and to what extent does media shape us? Students will be introduced to key theories on screen media, to enhance their critical reading of texts and platforms and their respective contributions to society and culture.
This module examines the social, cultural and economic processes that have shaped and transformed western cities over the last century. 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. Through the use of case studies, the module explores notions of difference, encounter and inequality in the city. Students participate in field work in Cork city.
To provide the tools to critical and analytical thinking in political science. On successful completion of this module, students will have studied how to acquire core study skills and develop analytical thinking in academia. On successful completion of this module, students should be able to manage their time effectively; carry out primary desk research; develop analytical and critical arguments; write in an academic style; demonstrate oral communication skills; and analyse information effectively and thoroughly.
To introduce students to the methods and theories that have played a major role in the formation and purpose of art history since the Renaissance. On successful completion of this module, students should be able to identify art history’s main methods of enquiry from the Renaissance to the present day; analyse the ideas which constitute the discipline of art history; relate writings on art to the different cultural and historical contexts in which they arose; reflect on the recent methodological debates in art history; and write about art history’s methods of enquiry in a coherent manner leading to logical conclusions.
The module introduces students to the broad developments of modern Irish history, from the 1850s to the 1990s. On successful completion of this module, students should be able to show an understanding of specific major themes in modern Irish history; demonstrate knowledge of key events, organisations and personalities that influenced the course of Irish history from the mid nineteenth century; construct a relevant argument that demonstrates an analytical use of evidence and a familiarity with various historical interpretations; communicate in writing effectively and present work in a manner that conforms to scholarly conventions and subject conventions; and demonstrate the ability to work under the constraints imposed by the component of assessment, such as word limits and deadlines.
This module will thematically link the recurring narrative motifs in Irish cinema and the cinemas of the Irish Diaspora. The dominant presence of Irish history and politics in cinematic images of Ireland and the Irish will also be assessed. On successful completion of this module, students should be able to trace the origins of cinema in Ireland; assess the differing representations of the War Of Independence in the films Irish Destiny, The Dawn, Guests of the Nation; evaluate film as an important historical source; assess the contribution of Irish Independent/First Wave filmmakers such as Pat Murphy and Bob Quinn in – – Ireland’s filmography; explore the contrasting perspectives of Ireland and the Irish by filmmakers Neil Jordan and Jim Sheridan; discuss the representation of Catholicism on screen; and locate the place of Irish cinema within world cinema.
This module surveys the international scene from the breakdown of the wartime alliance and the origins of the Cold War up to the present. Particular attention is paid to select examples of US intervention in the ‘Third World’. Case studies include the development of the United Nations, decolonization and the ideology of US foreign policy.
The module starts with the distinction between deductive and inductive reasoning. The first half of the module will consider inductive arguments, and various kinds of ‘informal’ reasoning. The second half of the course will teach students how to construct, analyse and evaluate deductive arguments by employing some ‘formal’ logical techniques. Throughout the course students will be encouraged to consider the benefits and problems associated with different styles of reasoning by examining arguments in both philosophical and non-philosophical contexts.
This module examines the conceptual background and philosophical consequences of Artificial Intelligence. It will cover classical and contemporary approaches to AI (along with criticisms of those movements), and will also examine contemporary uses of AI and Machine Learning, and their philosophical (including ethical) consequences.
This module introduces students to the subject of sociology; to the development of modern society; to key people and ideas in sociology; and to issues and problems in contemporary society, both in Ireland and globally.
The course content offers students an opportunity to explore the origins and evolution of social policy, to acquire an understanding of the basic concepts, theories and ideological perspectives underpinning the discipline, and to develop policy analysis skills. The development of Irish social policy and social services will also be critically appraised in the module.