- SCU-2001: Dulliau Ymchwil (20)
Edrychir ar seiliau athronyddol ymchwil gymdeithasol, a'r gwahanol ddulliau sy'n deillio ohonynt. Trwy ddefnyddio'r syniad o'r 'Broses Ymchwil Ddelfrydol', gwelir sut mae angen datblygu bob cam o ymchwil maes mewn modd disgybledig a gofalus, er mwyn sicrhau dilysrwydd a dibynadwyedd. Ystytir sut i weithrediadu cysyniadau, adolygu'r lenyddiaeth berthnasol, ffurfio'r broblem i'w hastudio, diffinio'r newidynnau, creu damcaniaeth, dethol dulliau addas, samplo, a chreu offeryn ymchwil (holiadur/atodlen gyfweld).
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SXU-2001: Social & Political Research (20) This module is an introduction to social research. Primarily it is a practical course in the practices of research in social science. Covering the main elements of research design, question formulation, data collection and analysis it informs students of good practice in the area of survey design, cases studies and evaluation methods.
- HCG-2011: Dehongli'r Gorffennol (20)
Er y byddir yn rhoi peth sylw i rai o haneswyr mawr y bedwaredd ganrif ar bymtheg – fel Ranke, Macaulay a Marx – bydd pwyslais y cwrs ar hanesyddiaeth yr ugeinfed ganrif. Canolbwyntir gan hynny ar feddylwyr a thueddiadau allweddol ym maes hanesyddiaeth yn ystod y ganrif ddiwethaf gan astudio enghreifftiau penodol o gynnyrch y meddylwyr a’r ysgolion dan sylw. Ymysg y pynciau a astudir bydd Ysgol yr Annales, Hanesyddiaeth Farcsaidd, Hanes Merched, Hanes Llafar, a her syniadaeth ôl-strwythurol ac ôl-fodern. Neulltuir yn ogystal ddwy ddarlith i drafod agweddau ar Hanesyddiaeth Cymru yn y cyfnod diweddar.
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HCH-2050: Debating History (20) The first part of the course is concerned with the use of the past made by historians and commentators such as politicians, the way traditions are invented (and destroyed), and introduces the different historiographical schools. The second part covers some historiographical (ie. concerned with the art of writing history) issues with emphasis on the various ideas about the study and writing of history which have developed over the last two centuries and which students need to understand in order to engage confidently with the different approaches which professional historians take to their work. This is taught through a case-study approach where students can apply the different approaches studied in the first part of the course to specific controversial historical subjects. The course will cover the following topics: Whig and Tory history, Ranke, the professionalisation of the study of history, nations, empire, structuralism, post-structuralism, revisionism, counter-factual history, case studies may change from year to year but will include topics such as The Peasants’ Revolt, The English civil war, the outbreak of world war one; suffrage, consumerism, the Welsh in history, the Reformation. American Civil war, Cold War; Oral history; National identity.
- HAC-2002: Addysg yn y Gymru Gyfoes (20) (Semester 1)
- SCY-2003: Trosedd a Chyfiawnder (20) (Semester 2)
- HAC-2009: Cymdeithas, Iaith a Phrotest (20) (Semester 2)
- HCG-2011: Dehongli'r Gorffennol (20) (Semester 1)
Er y byddir yn rhoi peth sylw i rai o haneswyr mawr y bedwaredd ganrif ar bymtheg – fel Ranke, Macaulay a Marx – bydd pwyslais y cwrs ar hanesyddiaeth yr ugeinfed ganrif. Canolbwyntir gan hynny ar feddylwyr a thueddiadau allweddol ym maes hanesyddiaeth yn ystod y ganrif ddiwethaf gan astudio enghreifftiau penodol o gynnyrch y meddylwyr a’r ysgolion dan sylw. Ymysg y pynciau a astudir bydd Ysgol yr Annales, Hanesyddiaeth Farcsaidd, Hanes Merched, Hanes Llafar, a her syniadaeth ôl-strwythurol ac ôl-fodern. Neulltuir yn ogystal ddwy ddarlith i drafod agweddau ar Hanesyddiaeth Cymru yn y cyfnod diweddar.
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HCH-2050: Debating History (20) (Semester 1) The first part of the course is concerned with the use of the past made by historians and commentators such as politicians, the way traditions are invented (and destroyed), and introduces the different historiographical schools. The second part covers some historiographical (ie. concerned with the art of writing history) issues with emphasis on the various ideas about the study and writing of history which have developed over the last two centuries and which students need to understand in order to engage confidently with the different approaches which professional historians take to their work. This is taught through a case-study approach where students can apply the different approaches studied in the first part of the course to specific controversial historical subjects. The course will cover the following topics: Whig and Tory history, Ranke, the professionalisation of the study of history, nations, empire, structuralism, post-structuralism, revisionism, counter-factual history, case studies may change from year to year but will include topics such as The Peasants’ Revolt, The English civil war, the outbreak of world war one; suffrage, consumerism, the Welsh in history, the Reformation. American Civil war, Cold War; Oral history; National identity.
- HPS-2011: Paradoxes of Self: Nietz./Jung (20) (Semester 1)
- SCP-2040: Safbwyntiau GC (20) (Semester 2)
1. What is Social Work? Describing and defining Social Work.
2. You and Social Work. What do Social Workers do and where do they work?
3. Values and Ethics for Social Work. Codes of Practice for Social Work Practice.
4. The Legal and Organisational context in which the Social Work process occurs.
5. Research and service user and carer experiences – analysing serious case reviews in social work and how they inform current social work practice.
6. Anti -oppressive practice. Identity and understanding oppression and the many faces of oppression in society.
7. Social work process: Assessment: Theories and Models (Questioning model, Procedural model, Exchange model and Narrative) Assessment of Risk and Need;
Assessment and Oppression; Multi-disciplinary assessment.
8. Social Work process: Systems Theory as an underpinning approach to social work interventions; User participation; Theories of Empowerment; Advocacy, Negotiation
and Partnership.
9. Social Work processes: Communication- Interviewing skills and structure; Questioning; Responding; Barriers; Using interpreters; Interviewing children.
10. Social Work processes: Reflective practice; Review stages in social work; Endings.
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SXP-2040: Social Work Perspectives (20) (Semester 2) 1. What is Social Work? Describing and defining Social Work.
2. You and Social Work. What do Social Workers do and where do they work?
3. Values and Ethics for Social Work. Codes of Practice for Social Work Practice.
4. The Legal and Organisational context in which the Social Work process occurs.
5. Research and service user and carer experiences – analysing serious case reviews in social work and how they inform current social work practice.
6. Anti -oppressive practice. Identity and understanding oppression and the many faces of oppression in society.
7. Social work process: Assessment: Theories and Models (Questioning model, Procedural model, Exchange model and Narrative) Assessment of Risk and Need;
Assessment and Oppression; Multi-disciplinary assessment.
8. Social Work process: Systems Theory as an underpinning approach to social work interventions; User participation; Theories of Empowerment; Advocacy, Negotiation
and Partnership.
9. Social Work processes: Communication- Interviewing skills and structure; Questioning; Responding; Barriers; Using interpreters; Interviewing children.
10. Social Work processes: Reflective practice; Review stages in social work; Endings.
- VPC-2406: Crefydd yng Nghymru (20) (Semester 1)
- HAC-2001: Lleoliad Gwaith - Semester 1 (20) (Semester 1) neu
HPS-2001: Work Placement - Semester 1 (20) (Semester 1)
- HAC-2002: Addysg yn y Gymru Gyfoes (20) (Semester 1)
- HGC-2003: Ail Danio'r Ddraig (20) (Semester 2) neu
HGW-2003: Re-igniting the Dragon (20) (Semester 2)
- HAC-2005: Lleoliad Gwaith - Semester 2 (20) (Semester 2) neu
HPS-2005: Work Placement - Semester 2 (20) (Semester 2)
- HAC-2009: Cymdeithas, Iaith a Phrotest (20) (Semester 2)
- HTA-2111: Ancestral Landscapes (20) (Semester 1)
1. Introduction and the chronology of later prehistoric Britain and Ireland
2. Mesolithic background and the nature of hunter-gatherers
3. The Mesolithic/Neolithic transition
4. The environment, forest clearances and the role of cereals and meat in Neolithic diets
5. Settlements, houses and mobility
6. Neolithic material culture: pottery, stone tools, axes and flint mines
7: Places for the ancestors: the role of the dead in Neolithic society
8. Monuments 1: chambered tombs
9. Monuments 2: causewayed enclosures
10. Monuments 3: cursus, henges and stone circles
11. Theory 1: Prehistoric landscapes, phenomenology and experience
12. Theory 2: The natural world: natural places and human-animal relations
13. Ireland: a case study
14. Early Bronze Age: Introduction
15. Places for the dead: Earlier Bronze Age burial and ceremony
16. Early Bronze Age: elements of continuity, elements of change
17. Early Bronze Age/Middle Bronze Age transition
18: Dividing the land: Later Bronze Age Settlement
19. Later Bronze Age burial and ceremony
20. The production and consumption of prestige goods
21. Regional archaeologies?
22. Revision session
- HTA-2114: Experimental Archaeology (20) (Semester 2)
1. Introduction: experimental archaeology today and its links with ethnoarchaeology
2. The history of experimental archaeology
3. Experiment by design: designing experiments, recording data and methodology
4. Prehistoric metallurgical practices: copper and bronze production
5. Stone and flint technologies; production and use-wear analysis
6. Prehistoric metallurgical practices: iron production
7. Food production: cooking with stone and food storage pits
8. Making prehistoric roundhouses
9. Cremation pyres: a case study on Early Bronze Age practices
10. Taphonomies: understanding the formation of the archaeological record through experimental archaeology
11. Experiencing experiments and materials; revision lecture
- HTA-2117: Roman Frontier Society (20) (Semester 2)
One of the key themes of this module is the interaction between the Roman army and native populations, and the subsequent evolution of distinct frontier societies. Contextualisation will be central to the investigation of the archaeology. Examination of material evidence from military and civilian sites will include settlement, burial and environmental evidence. Iconographic and epigraphic evidence will also be examined, as will contemporary written sources (e.g. the Vindolanda letters). Key issues explored will centre on continuity and change, and topics will include syncretism and native resistance. The history of Roman scholarship and its influence on perceptions of frontier life forms an important aspect of this course, with particular emphasis given to current post-colonial approaches.
- HTA-2118: Field Archaeology in Britain (20) (Semester 1)
Lectures
1. Course introduction: outline of course aims, content, assessment.
2. Research designs and regional sampling.
3. Desk-based research: (using HERs, literature searches (including grey literature), accessing aerial photographs, historical documents, place name research, map regression analysis).
4. Surveying upstanding monuments: building recording; setting up a site grid (EDM and tapes); surveying earthworks; fieldwalking strategies.
5. Geophysical surveys: magnetometer, resistivity, magnetic susceptibility, GPR
6. Setting up an archaeological excavation: SMCs, landowner permissions, logistics, sampling strategy, schedule.
7. Doing an excavation: excavation techniques: dryland, wetland, contexts
8. Doing an excavation: recording techniques (planning, section drawing, small finds)
9. Doing an excavation: sampling strategies (soil samples, dating samples)
10. Excavating human remains
11. Planning post-excavation analyses and presenting sites to the public: the importance of outreach
Workshops
1. Interpreting aerial photography and geophysical surveys: formation processes, site and landscape stratigraphy, plotting data
2. Making maps (downloading data from Edina, Illustration, plotting data)
3. Designing an excavation strategy for three different case-study sites
4. Environmental soil sampling; sorting of soil residues (course residues) and presentation and analysis of data
5. Interpreting archaeological field illustrations (e.g. sections and plans); site formation processes and stratigraphy; writing stratigraphic reports
Fieldtrips
1. Using the HER and grey literature searches: Gwynedd Archaeological Trust (2 hours)
1. Setting up a site grid and surveying upstanding remains (5 hours)
2. Building recording (3 hours)
- HTA-2120: Rethinking Archaeology (20) (Semester 2)
Lectures
1. The origins of archaeological theory
2. The ‘New Archaeology’ and post processualism
3. Marxist and structuralist approaches in archaeology
4. The post-processualist critique
5. Multi disciplinary approaches to the archaeological record
6. The archaeology of people and social relations
7. Towards an archaeology of gender
8. Approaches to the study and interpretation of material culture
9. Contemporary approaches to archaeological landscapes
10. Understanding the built environment
11. The archaeology of ritual and religion
12. Archaeology in theory and in practice
Seminars
1. The identification of cultural groups from archaeological evidence
2. The loss of innocence and the development of the ‘New Archaeology’
3. Symbolic and structural archaeology
4. Re-constructing an interpretive archaeology
5. Social evolution and cognitive archaeology
6. How were past societies organised?
7. Representing gender in the archaeological past
8. Art or artefact: key debates in material culture studies
9. Experiencing the past: a phenomenology of landscape
10. House form and culture
11. What is ritual and religion and can we identify them in the archaeological record?
12. Critical approaches to archaeological fieldwork
- HTC-2123: Owain Glyndwr a'i Fudiad (20) (Semester 2)
Yn unol â¿r amcanion a nodir uchod, bydd y themau a ganlyn yn cael eu trafod:
1. Beth ddigwyddodd rhwng 1400-1421? ¿ Cwrs y Gwrthryfel
2. Glynd¿r y dyn ¿ yr arweinydd a¿r arwr
3. Rhesymau dros wrthryfel ¿ i Cymru¿r drefedigaeth wedi 1282; ii Cymru a thrychinebau¿r bedwaredd ganrif ar ddeg; iii Anawsterau¿r Eglwys; iv Uchelwyr a gwerin
4. Cenedligrwydd a gwleidyddiaeth ar droad y bymthegfed ganrif.
5. Propaganda a phrydyddion ¿ y bardd yn y gymdeithas Gymreig.
6. Gwladwriaeth Gymreig y bymthegfed ganrif ¿ breuddwyd gwrach?
7. Cynlluniau¿r mudiad ar gyfer Cymru a¿i phobl ¿ Senedd, Addysg ac Eglwys
8. Cwymp y mudiad
9. Cymru wedi¿r cwymp
- HTH-2124: Heritage and Identity (20) (Semester 2)
Individual, group, local, regional, national and global identities; museums; political and cultural role of archaeology and history, the heritage in minority groups, the heritage of elites, oral culture, heritage and the nation state, the creation of heritage-based identities in past societies.
- HGH-2127: Europe, Early Middle Ages (20) (Semester 1)
1. The fall of the western Roman empire; 2. The foundation of the `barbarian¿ kingdoms; 3. Merovingians and Carolingians; 4. Charlemagne; 5. The papacy and monasticism; 6. Justinian and the Byzantine revival; 7. Culture and society; 8. Towns and economy; 9. The Vikings and the foundation of Normandy; 10. The birth of Islam and the creation of the caliphate of Cordoba. Students taking the course will study these topics using both primary sources (such as Gregory of Tours, Paul the Deacon, Einhard¿s Life of Charlemagne) and the modern historiography.
- HTC-2128: Cestyll a Chymdeithas (20) (Semester 2)
Bydd y modiwl yn edrych ar y themâu canlynol:
1. Cefndir a chyd-destun hanesyddiaethol; 2. Gwreiddiau cestyll y cyfnod; 3. Cestyll a chrefft rhyfela yn y cyfnod; 4. Castell pawb ei dŷ: cestyll fel cartrefi ac anheddau; 5. Astudiaeth achos 1: Cestyll y Croesgadwyr 1098-1291; 6. Cestyll y dychymyg a’r delfryd sifalrig; 7. Astudiaeth achos 2: Cestyll yng Nghymru 1063-1415; 8. Tirlun a phensaernïaeth gastellog; 9. Cestyll a chartrefi caerog yr Oesau Canol Diweddar; 10. Machlud Cestyll yr Oesau Canol?
Ceir cyfle yn ystod y seminarau i archwilio’r themâu hyn ymhellach.
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HTH-2157: The Age of the Castle (20) (Semester 2) This module explores the following themes:
1. Introduction: From the ‘Castle Story’ to Current Thinking; 2. The Origin of the Castle; 3. ‘The King of the Castle’: Great Towers and Keeps; 4. ‘An Englishman’s Home is his Castle’?: The Castle as Lordly Residence; 5. The Castles of the Crusaders 1098-1291; 6. Castles and the Chivalric Ideal; 7. The Castles of Wales 1066-1415; 8. Castles and Elite Landscapes; 9. The Decline of the Castle?; 10. Romantic Ruins? Artists, Poets and the Heritage Industry
You will be given an opportunity to focus in-depth on these themes and on the underpinning primary sources in your seminars.
- HTC-2132: Rhyfel Mawr trwy lygaid y Cym. (20) (Semester 2)
(Wythnos 1) Cyflwyniad
Darlith 1 - Adrodd hanes y Rhyfel
Sut mae’r ddealltwriaeth o’r Rhyfel Mawr wedi newid dros y degawdau
Seminar 1 - Trafodaeth o sut mae’r myfyrwyr yn edrych ar y Rhyfel, a’r delweddau sydd yn gyfarwydd i’r Cymry; gwylio rhaglen Y Rhwyg (1988), a gyflwynwyd gan Dr John Davies
(Wythnos 2) 1880-1914
Darlith 2 - Sôn am ryfel; poeni am ryfel; paratoi at ryfel; ysu am ryfel?
Darlith 3 - Gorffennaf i Awst 1914
(Wythnos 3) Gwleidyddiaeth: Lloyd George, y Rhyddfrydwyr a’r Sosialwyr
Darlith 4 - Cymeriad Lloyd George; Cyfraniad Lloyd George; Chwedl Lloyd George; Atgofion Lloyd George
Darlith 5 - Sosialwyr a’r Rhyfel
Seminar 2 – Gwleidyddiaeth a’r Rhyfel. Sut wnaeth gwleidyddion bortreadu’r Rhyfel, yn ystod yr ymladd ac yn y degawdau canlynol.
(Wythnos 4) Her i’r hen syniadau am wareiddiad
Darlith 6 - Gwrthwynebwyr Cydwybodol; Merched Cymru a’r Rhyfel
Seminar 3 - Ymladd a gwrthod ymladd: agweddau Gwrthwynebwyr Cydwybodol, ac agweddau cymdeithas tuag at wrthwynebwyr cydwybodol
(Wythnos 5) Ennill y Rhyfel; colli’r heddwch
Darlith 7 – Buddugoliaeth Lloyd George? Cytundeb Versailles
Darlith 8 – Dirwasgiad a Dadrithiad: y 1920au; Gwersi 1914 a’r ymgais i gymodi â Hitler: y 1930au
(Wythnos 6) Yn sgil y Dadrithio
Darlith 9 – Ymateb llenyddol yn y degawdau ar ôl 1918: chwedl Hedd Wyn; All Quiet on the Western Front
Seminar 4 - David Davies a’r mudiad heddwch; Dyhuddiaeth a gwrthwynebiad i’r Ail Ryfel Byd
(Wythnos 7) Y Llewod a’r Asynnod
Darlith 10: Trafodaeth y 1960au: ‘Lions led by Donkeys’; pwysleisio ffolineb a gwastraff y rhyfel
Seminar 5 – Gwylio darnau o gyfres The Great War (BBC, 1964)
(Wythnos 8) Conundrum ‘y ddau Ffrynt Gorllewinol’
Darlith 11: Y gwahaniaeth rhwng maes y gad a fodolodd yn Ffrainc a Fflandrys rhwng 1914 a 1918 a’r un dychmygol sy’n gread y cenedlaethau a edrychai nôl mewn syndod a braw
Seminar 6 – Cofeb Mametz; gwylio rhaglen Mametz (S4C, 1987)
(Wythnos 9) Atgofion hen wŷr
Darlith 12 - Trafferthion gydag atgofion cyn-filwyr, er gwaethaf eu hatyniad amlwg
Darlith 13 – atgofion Griffith Williams, Bob Owen ac Ithel Davies
(Wythnos 10) Hanes Diwylliannol y Rhyfel
Darlith 14 - Rhoi’r cyfan mewn i gyd-destun diwylliannol
Seminar 7 – Portreadu’r Rhyfel Mawr yn y Gymraeg heddiw: Lleisiau’r Rhyfel Mawr (2008)
+ Sesiwn ar gyfer cyflwyniadau’r myfyrwyr
- HGH-2138: Europe 1945-1992 (20) (Semester 1)
- HTC-2156: Rhyfel Cartref America (20) (Semester 1)
Y Gogledd a’r De
Gwleidyddiaeth yr 1850au
Caethwasiaeth
Achosion y Rhyfel a’r Argyfwng Arwahanu
Ymladd y Rhyfel
Abraham Lincoln
Y Cymry a’r Rhyfel
Y Rhyfel a’r Gorllewin
Rhyddhau’r Caethweision
Ennill y Rhyfel
Adluniad a’i Fethiant
- HTH-2164: Violence in Early Mod Britain (20) (Semester 1)
- VPR-2301: 20th Century Phil of Religion (20) (Semester 2)
The module begins by clarifying the state of the analytic philosophy of religion at the turn of the 20th century, reflecting upon its inheritance of 19th century ‘modernity’. This is contrasted with some concurrent developments in the continental tradition (German Romanticism, Dostoevsky, Nietzsche). This is the context from which, and into which, Wittgenstein speaks. We will cover the early, middle, and late eras of Wittgenstein’s thought, and show the revolutionary impact that his thought had for the philosophy of religion. We track the various directions in which Wittgenstein’s influence was felt; for example, in A. J. Ayer’s verificationism, or those overtly ‘Wittgensteinian’ philosophers of religion such as D. Z. Phillips. The ‘meta-philosophy of religion’ is introduced throughout, as we tackle the question of how best to philosophise about religion.
