BSc Sociology & Diploma

Handbook

2010-2011

Contents SIGNIFICANT DATES............................................................................................... 1

WELCOME ............................................................................................................... 2

Sociology at LSE ................................................................................................... 2

Policy Statement on Equality and Diversity ............................................................ 3

Aims of this BSc Programme ................................................................................. 3

The LSE Environment............................................................................................ 4

If You Need Help ................................................................................................... 4

ADMINISTRATIVE INFORMATION .......................................................................... 5

Department Contact Information ............................................................................ 5

Key Departmental Staff.......................................................................................... 5

Communication...................................................................................................... 5

Change of Address................................................................................................ 6

Departmental Meetings.......................................................................................... 6

Teaching and Learning Committee (TLC) .............................................................. 6

Quality Assurance.................................................................................................. 6

Student Teaching Surveys..................................................................................... 7

Undergraduate Students/Staff Liaison Committee ................................................. 7

Parties ................................................................................................................... 7

Locations of Department Facilities ......................................................................... 7

STAFF DIRECTORY................................................................................................. 8

Faculty................................................................................................................... 9

PROGRAMME GUIDE ............................................................................................ 17

The BSc Programme Structure............................................................................ 17

YEAR 1 ............................................................................................................ 17

YEAR 2 ............................................................................................................ 17

YEAR 3 ............................................................................................................ 17

Description of the Compulsory Courses............................................................... 18

SO100 Key Concepts in Sociology: An Introduction to Sociological Theory ..... 18

SO110 Key Issues in Contemporary Societies: An Introduction to Contemporary Sociology ......................................................................................................... 19

ST103 Statistical Methods for Social Research................................................ 20

SO201 Sociological Analysis............................................................................ 20

SO221 Issues and Methods of Social Research............................................... 21

SO302 Sociological Project .............................................................................. 22

Sociology Suggested 1st Year Options................................................................ 23

Sociology Selection List (Years 2 and 3).............................................................. 23

Descriptions of Optional Courses......................................................................... 24

PS102 Self, Others & Society: Perspectives on Social & Applied Psychology.. 24

PS203 Societal Psychology: Theory and Applications...................................... 25

SO203 Political Sociology ................................................................................ 25

SO208 Gender and Society.............................................................................. 26

SO210 Crime, Deviance and Control ............................................................... 27

SO211 Sociology of Health and Medicine ........................................................ 28

SO212 Work, Management and Globalisation.................................................. 29

SO215 Evolution and Social Behaviour ............................................................ 30

SO224 The Sociology of Race and Ethnicity .................................................... 31

SO250 Multi-Culture and Multi-Culturalism Not Available 2010/11 ................... 32

SO305 Environmentalism: theory, politics and practice Not Available in 2010/11......................................................................................................................... 33

SO306 Atrocity, Suffering and Human Rights Not Available 2010/11 ............... 34

LSE100 The LSE Course: Understanding the causes of things ........................... 35

Study Methods ........................................................................................................ 36

Structure of Teaching at LSE............................................................................... 36

Lectures............................................................................................................... 36

Classes................................................................................................................ 36

Accessing Sociology Lectures (Public Folders).................................................... 37

Tutorials............................................................................................................... 37

Organising Your Time.......................................................................................... 37

Formal Contact Hours.......................................................................................... 38

What You Will Be Required To Produce .............................................................. 38

Teaching Quality Assessment (TQA)................................................................... 38

The Hobhouse Memorial Prizes........................................................................... 39

Course Readings................................................................................................. 39

Formative Assessment ........................................................................................ 39

Feedback............................................................................................................. 40

Formal Assessment ............................................................................................. 40

Examinations ................................................................................................... 40

Undergraduate Mark Frame ............................................................................. 40

Classification Schemes........................................................................................ 41

Assessed Essays and The Sociological Project (‘Dissertation’) ........................... 41

Feedback on Assessed Essays ........................................................................... 42

Plagiarism Detection............................................................................................ 42

Plagiarism / Academic Dishonesty / Assessment Offences.................................. 42

Preamble.......................................................................................................... 42

What is Plagiarism? ......................................................................................... 42

Regulations.......................................................................................................... 42

Late Submission of Assessed Course Work ........................................................ 43

Notes on the Presentation of Scholarly Writing .................................................... 44

Requesting a Reference ...................................................................................... 46

Word-processing: Notes for Sociology Students .................................................. 47

EndNote Plus....................................................................................................... 50

Code of Good Practice for Undergraduate Programmes: Teaching, Learning and Assessment ............................................................................................................ 52

Introduction.......................................................................................................... 52

Academic Advice ................................................................................................. 52

Teaching.............................................................................................................. 53

Responsibilities of the student ............................................................................. 54

Examination and Assessment.............................................................................. 55

DIPLOMA IN SOCIOLOGY 2010/2011.................................................................... 57

About the Diploma Programme............................................................................ 57

Compulsory Courses ........................................................................................... 57

Options ................................................................................................................ 57

Programme Guide ............................................................................................... 57

Diploma in Sociology ........................................................................................... 57

Scheme for the Award of a Diploma .................................................................... 58

1. Responsibilities of Sub-Boards of Examiners ............................................... 58

2. External Examiners ...................................................................................... 58

3. Mark and Grade for a Course....................................................................... 58

4. Eligibility for Award of Diploma ..................................................................... 59

5. Treatment of Half Units ................................................................................ 59

6. Calculation of the Award of Diploma............................................................. 59

7. Failure to Achieve an Award of Diploma....................................................... 59

8. Appeals and Offences .................................................................................. 60

9. General Proviso ........................................................................................... 60

Regulations for Diplomas..................................................................................... 60

General ............................................................................................................ 60

Entrance qualifications ..................................................................................... 60

Programmes of study ....................................................................................... 61

Entry to examinations....................................................................................... 61

Examinations and assessment......................................................................... 62

Late submission of coursework ........................................................................ 63

Re-examination ................................................................................................ 63

Illness............................................................................................................... 63

The award of a degree ..................................................................................... 64

Notification of results........................................................................................ 64

Appeals against decisions of boards of examiners ........................................... 64

Schedule to the Regulations for Diplomas........................................................ 64

Code of Good Practice for Taught Diploma Programmes: Teaching, Learning and Assessment ......................................................................................................... 65

Supervisory Arrangements............................................................................... 65

Teaching .......................................................................................................... 66

Responsibilities of the Student ......................................................................... 67

Examination and Assessment .......................................................................... 68

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SIGNIFICANT DATES 2010/2011

Start of Michaelmas Term 30 September 2010

Start of Teaching 4 October 2010

Candidate Examination Numbers Allocated During November/Early December 2010

End of Michaelmas Term 10 December 2010

Start of Lent Term 10 January 2011

End of Lent Term 25 March 2011

Announcement of Examination Timetable End of Lent Term

Start of Summer Term 3 May 2011

Sociological Project Due Second Friday of ST

BSc Sat Examination Period Mid May – June 2011

End of Summer Term 1 July 2011

Presentation Ceremonies 14 /15 July 2011

The School will also be closed on English public holidays. In 2010/2011 these will be Christmas Closure Thursday 23 December – Friday 31 December 2010 New Year's Day Holiday Monday 3 Jan 2011 Easter Closure Thursday 21 April – Wednesday 27 April 2011 May Bank Holiday Monday 2 May 2011 Spring Bank Holiday Monday 30 May 2011 Summer Bank Holiday Monday 29 August 2011

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WELCOME Welcome to the Department of Sociology at the London School of Economics and Political Science. This handbook aims to provide an introduction to the Department and the facilities available in the School. It is also designed to help you understand the requirements of this programme, and plan your course of study. The book is divided into four main sections: a practical introduction to the School, Departmental administrative information, information specifically about your programme, and study support material. Sociology at LSE As a Department, we are strongly committed to rigorous intellectual and empirical work, building upon the traditions of the discipline and developing research that is responsive to both local and global challenges. LSE Sociology embraces a theoretically and methodologically diverse range of approaches, focussing upon the following key areas:

� Human Rights, Citizenship and Social Justice : dimensions of inequality

and injustice, nationally and internationally, gender and sexual divisions, the political implications of emerging "human rights regimes", issues of human rights in a global context, human rights in transitional justice and post-conflict reconciliation, human rights in the context of biotechnology and bio-ethics, in new forms of legal regulation, and associated with security, war and terror.

� Cities, Architecture and Urbanism : the nature, transformations and implications of the spatial, social and cultural relations of cities, in a global context.

� Economy and Society : the nature of contemporary economic knowledges, including a critical engagement with both economics and economic sociology, the role of economic knowledges in economic life, and the reconstruction of economic categories from within social research, there is a strong concern with transnationalism, development and globalization, engaged through clear empirical focuses, the cluster has a strong track record in several substantive areas that group members in diverse ways, above all: work and employment, risk and regulation, money and value, consumption and market society, technology and economy.

� Politics and Society : the social, economic, institutional and ideological bases of politics, and the interaction of states and societies. Social and political movements, especially the comparative, historical and contemporary study of labour movements and the left. Political power and ideas. Political and economic democracy. International regulation and risk. Fundamental social and political change.

� Race, Racism and Ethnicity : the social, cultural and governmental aspects of colonial and post-colonial societies. Nationalism, challenges and transformations in geo-politics, governance and citizenship in an era characterized by migration, flight, asylum, multiculture, cultural hybridity, cosmopolitanism and supposed 'civilisational' conflict.

� Crime, Culture and Control : criminological theory, criminal cultures, organisations and markets, victimology, criminal investigation, the changing

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nature of crime, alcohol and public disorder, punishment and control, the relationship between privatised control strategies and urban regeneration, gender and social control, the emergence of cross border criminal activity, violence.

� Biomedicine, Bioscience, and Biotechnology : the new social, political, legal and ethical challenges facing individuals and society in the era of biotechnology, biomedicine and genomics.

Our teaching is informed by these commitments and by our active research in these areas. LSE Sociology aims to provide a learning environment in which students are encouraged to think critically and independently. Many of the key issues in the discipline worldwide are the subject of contestation, and our teaching aims to equip students to understand and evaluate these disputes and adopt a position in relation to them. Rigorous, critical, independent thought is the most transferable skill of all, and the overarching objective of what we seek to provide to our students. Policy Statement on Equality and Diversity The School will promote equality of opportunity for students and staff from all social, cultural and economic backgrounds and ensure freedom from discrimination on the basis of disability, gender, race, age, religion or belief, and sexual orientation. Equality and diversity are integral to the School's priorities and objectives. We will support inter-faith and inter-cultural dialogue and understanding and engage all students in playing a full and active role in wider engagement with society. www.lse.ac.uk/collections/planningAndCorporatePolicy/legalandComplianceTeam/Default.htm Aims of this BSc Programme We aim to equip our students with the intellectual tools and methodological competences to

� understand our rapidly changing world, � critically evaluate claims and arguments about societies and social change,

and � conduct rigorous sociological investigations of key issues.

Our students have the opportunity to study a wide range of substantive topics and theoretical and methodological approaches, and to explore critically the interrelations and tensions between them. The programme is organized systematically and developmentally over the three years, through a combination of carefully structured core courses, related in each year to a selection of specialist optional courses. Within the overall degree programme we aim to use the fullest possible range of teaching and assessment methods and these are carefully tailored to be appropriate to specific courses.

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The LSE Environment The School is located in a complex of buildings situated in the centre of London (off the Aldwych). It is close to the Royal Courts of Justice, the BBC World Service and the City of London. West End theatres are all close by, along with the shops and markets of Covent Garden. The National Gallery is a short walk down the Strand, while the South Bank Arts complex (containing the Royal Festival Hall, the Hayward Gallery, the National Theatre and the National Film Theatre) and Tate Modern are located on the opposite bank of the river. Within the School there is a mix of students from all over the world and this generates a great deal of intellectual energy and excitement. The geography of the School can seem complicated at first, but you will find direction signs spread around the buildings, and maps and diagrams in various School publications. All of the staff in the Department have a room in the St Clements Building on floor 2. If You Need Help If you find that you need help, it is most important that you discuss your problems with your Academic Adviser or with the BSc Programme Convenor. Academic Advisers are intended to have a pastoral as well as an academic role. You should feel able to discuss anything with your Academic Adviser that affects your ability to benefit academically from your time with us. You should certainly keep him or her informed of any medical difficulties or illness that may prevent you from studying or may affect your academic performance. If you have difficulties of a personal nature that you do not wish to discuss with your Academic Adviser, you may wish to make use of the School’s Student Health Centre’s counselling services. For an appointment, call 0207 955 7016, or visit the emergency drop-in centre between 4-5pm daily.If you are female, you may also speak to the Adviser to Women Students, or male, the Adviser for Male Students. If you have difficulties, you should tell someone within the Department or School - they will usually know who to put you in touch with.

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ADMINISTRATIVE INFORMATION In this section you will find essential reference information about the Department. Also included is the staff directory and their research interests, and descriptions of LSE and University of London facilities. Department Contact Information

Address: Department of Sociology London School of Economics and Political Science Houghton Street London WC2A 2AE

Tel No: (+44) (0)20–7955–7708 Fax No: (+44) (0)20–7955–7405 Email: f.hewson@lse.ac.uk Web Address: www2.lse.ac.uk/sociology/

Key Departmental Staff There are several people in the Department with formal administrative roles on your programme who you will come into contact with over the course of your degree. The Head of Department (HOD) Professor Judy Wajcman can be located in Room S203. The HOD is responsible to the School for the running of the Department. The Director of Undergraduate Studies for the 2010/11 academic year is Dr Suki Ali who is in Room S216. The Director of Undergraduate Studies coordinates the allocation of Academic Advisers to students. Any student who feels that he or she has concerns, which cannot be dealt with by their Academic Adviser, should see Dr Ali. The Departmental Manager , Louise Fisher is responsible for much of the day to day administrative work and, as such, works closely with the HOD, Director of Undergraduate Studies and other academic officers of the Department. One of the Departmental Administrators is Mrs Frances Hewson , who is located in room S219a. She is also the administrator for the BSc programme. In the first instance, your 'contact person' for the course will be your Academic Adviser. If he or she cannot deal with your question/problem, you should contact the Departmental Tutor . The assignment and role of your Academic Adviser is discussed in more detail later in this handbook. Communication You are expected to check your email regularly (using your School-suppl ied email address) , since both academics and administrators routinely use this medium in order to communicate with students. Notices of interest to students and staff will be placed on the Departmental notice boards. These are located outside Room S219a, and inside The Robert McKenzie Room, also known as the Common Room, (S202), which is the Department’s seminar and meeting room. Personal messages will reach you via the pigeonholes (in Room S202) . Please check this location regularly, since members of staff and the School Administration will send post for yo u there .

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Change of Address If you change your term-time address you must inform the Registry located in the new Student Services Centre and your Academic Adviser. This change can be made by you, using LSEForYou , located on the front page of the LSE website. Your address is protected information and will not be disclosed to a third party without your permission unless it is for reasons of official School business. It is important that you keep us informed of your private address (and telephone number). If changing your address, please notify the Student Services Centre via LSEForYou. Departmental Meetings Broad decisions on academic issues, curriculum and teaching matters are made by the teaching staff in consultation with the students where appropriate. Most issues are raised and resolved within the Departmental Meetings, which take place once a Term. The first part of the meeting (on Wednesdays at 2.30 pm) is a closed meeting for academic staff. Those on the Undergraduate Students/Staff Liaison Committee may be invited to attend the open part of the meeting (usually from 3.30 pm onwards). Teaching and Learning Committee (TLC) The TLC is a committee designed to maintain and improve upon teaching, learning and assessment in the Department. It meets once a term and presents reports to the Departmental Meetings. Student representatives are invited to TLC meetings for consultation and participation under specific agenda items, as well as other members of academic staff. Students are advised to approach their student representative on the Graduate Students/Staff Liaison Committee if they have queries or comments related to the Department’s teaching and learning environment. The TLC welcomes constructive comments on all aspects of the Department's teaching, learning and assessment activities. It is chaired by Dr Fran Tonkiss , who can be contacted by telephone at ext. 6601, or by email at f.tonkiss@lse.ac.uk. Quality Assurance The School’s approach to quality assurance is set out in the document ‘Towards a Strategy for Managing Academic Standards and Quality’: www.lse.ac.uk/collections/TQARO/TowardsAStrategy.htm. It sets out broad principles for assuring academic standards and for enhancing the quality of educational provision. The School’s Teaching, Learning and Assessment Committee (TLAC) is the body responsible for ensuring that the School and Departments discharge their responsibilities under ‘Towards a Strategy’. It does this by receiving reports on a range of related areas: degree and course outcomes, external examiners’ reports, reviews of Departments and Institutes, and national developments in quality assurance, to name but a few. It also monitors the outcomes of the quality assurance processes that Departments and Institutes operate locally, e.g. Staff-Student Liaison Committees, course and programme monitoring/review, Departmental/Teaching meetings, consideration of teaching surveys, etc. TLAC is serviced by the Teaching Quality Assurance and Review Office (TQARO). This office is responsible for supporting the School’s quality assurance infrastructure.

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This includes acting as the School’s point of contact with the Quality Assurance Agency, a national body that safeguards quality and standards in UK higher education. Student Teaching Surveys The Teaching Quality Assurance and Review Office (TQARO) conducts two School-wide surveys each year to assess students’ opinions of teaching. They provide teachers with important information about the perceived quality of their teaching, and the School with a measure of general teaching standards. The Graduate Teaching Assistant survey covers classroom teaching by hourly paid lecturers and takes place in the Michaelmas term. The permanent teacher survey takes place in both the Michaelmas and Lent terms. The surveys produce both quantitative and qualitative results. The paper questionnaires are distributed in classes and lectures to encourage higher response rates. Teaching scores are made available to individual teachers, heads of department, course convenors, the Director of the Teaching and Learning Centre and Pro-Director (Teaching and Learning). In addition to producing reports for individual teachers, TQARO produces aggregated quantitative data for departments and the School, which provide important performance indicators. Undergraduate Students/Staff Liaison Committee This Committee, usually chaired by the Departmental Tutor, meets twice a Term (usually weeks 3 and 8) to discuss issues of interest to undergraduate students. There are two student representatives drawn from each year of the undergraduate degree and from General Course students, elected by their peers. Each year should ensure representatives are elected within the first few weeks of session. This Committee reports to the Departmental Meeting. Parties There is normally a staff–student party at the end of the Michaelmas Term, to which all members of the Department are invited. Locations of Department Facilities Most of the teaching staff of the Department have rooms on the second floor of the St Clements Building (rooms prefixed with 'S'). Do not confuse the St Clements Building and Clement House, which is on Aldwych. The Robert McKenzie Room (S202) can be used by students for quiet study periods. If you wish to hold a more formal meeting in this room, please book through Tia Exelby or Frances Hewson in S219a.

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STAFF DIRECTORY Department of Sociology

Name Ext Room Admin Support Ext Room

Dr Claire Alexander (from outside: 020 7852 3765) 3765 S277 Tia Exelby 7309 S219a

Dr Suki Ali (from outside: 020 7852-3781) 3781 S216 Frances Hewson 7708 S219a

Dr Robin Archer 7944 S283 Tia Exelby 7305 S219a Dr Christopher Badcock 7288 S282 Tia Exelby 7309 S219a Prof. Eileen Barker (Emeritus) 7289 S211 Prof. Chetan Bhatt 6262 S285 Prof. Ricky Burdett 6865 V805 Katherine Wallis 7706 V801 Dr Alasdair Cochrane 6787 V504 Prof. Stan Cohen (Emeritus) 7576 S211 Dr Ayona Datta (Cities Programme) 6593 S209 Anna Livia Johnston 6828 TBA Dr Manali Desai (from outside: 020 7852-3719) 3719 S284 Frances Hewson 7708 S219a

Dr Nigel Dodd 7571 S266 Frances Hewson 7708 S219a Dr Janet Foster (on research buy-out / sabbatical 2010/11) Tia Exelby 7309 S219a

Prof. Sarah Franklin (on sabbatical LT and ST 2010/11)

6465 S210 Frances Hewson 7708 S219a

Dr Carrie Friese 7984 S207 Prof. David Frisby (Emeritus) 6213 S206 Tia Exelby 7708 S219a Prof. Paul Gilroy (on sabbatical LT and ST 2010/11)

6436 S200 Frances Hewson 7708 S219a

Prof. Frances Heidensohn (Emeritus) 5316 S211

Dr Ursula Henz (on sabbatical MT and LT 2010/11)

6139 S218 Frances Hewson 7708 S219a

Prof. Dick Hobbs 7076 S217 Dr Christopher Husbands (Emeritus) 7293 S287 Tia Exelby 7309 S219a Prof. Bridget Hutter 7287 G311 Dr Pat McGovern 6653 S276 Frances Hewson 7708 S219a Dr Claire Moon S267 Tia Exelby 7309 S219a Dr Juan Pablo Pardo-Guerra (from outside: 020 7107 5007) 5007 S265

Dr Paddy Rawlinson 6010 S279 Tia Exelby 7309 S219a Prof. Paul Rock (Emeritus) 7296 S211 Prof. Nikolas Rose (on sabbatical 2010/11)

7533 V1103

Dr IIina Singh 6432 B803 Prof. Leslie Sklair (Emeritus) 7299 S211 Dr Don Slater (on sabbatical LT 2010/11)

4653 S218A Frances Hewson 7708 S219a

Prof. Robert Tavernor 7753 TBA Anna Livia Johnston 6828 TBA Dr Fran Tonkiss 6601 S219 Tia Exelby 7309 S219a Prof. Judy Wajcman (Head of Dept) 7300 S203 Louisa Lawrence 4938 S205

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Faculty Dr Claire Alexander : Reader in Sociology. Her research interests are in the area of race, ethnicity, migration, masculinity and youth identities. Her main publications include The Art of Being Black (OUP 1996) and The Asian Gang (Berg 2000). She is co-editor of Beyond Difference (Ethnic and Racial Studies July 2002),and Making Race Matter: Bodies, Space and Identity (Palgrave 2005), and editor of Writing Race: Ethnography and Difference (Ethnic and Racial Studies, May 2006). She is also currently co-director of an AHRC funded project on ‘The Bengal Diaspora: Bengali settlers in South Asia and Britain’. She has recently joined the Board of Trustees of the Runnymede Trust. Dr Suki Ali : Senior Lecturer in Gender and Social Theory. Current research interests centre on gendered racialisation and embodiment (especially mixed-race), identification, visual culture, and kinship and transnational belonging. She teaches courses on gender, sexuality and societies and gender and postcolonial theory. Recent publications include Mixed Race, Post-Race: Gender, New Ethnicities and Cultural Practices (Berg, 2003), and co-edited collections Gender and the Politics of Education: Critical Perspectives (Palgrave 2004) and Global Feminist Politics: Identities in a Changing World (Routledge 2000). Dr Robin Archer : Reader in Sociology. He teaches political sociology and is the program director of the MSc in that subject. Prior to joining the LSE he taught political sociology, comparative government and political theory at Oxford University, where he was the Fellow in Politics at Corpus Christi College. His interests focus on: the comparative study of social movements, especially labour movements; political culture, especially the influence of liberalism, religion and race in the United States; comparative political economy, especially the development of industrial relations and welfare states; the effects of political institutions; and questions of social and political philosophy, especially questions concerning liberalism, socialism, freedom and democracy. Dr Christopher Badcock : Reader in Sociology. His current research is devoted to elaborating the imprinted brain theory which he developed along with Prof Bernard Crespi (Killam Research Professor, Department of Biosciences, Simon Fraser University, Burnaby, Canada) and which seeks to explain brain evolution, the mind, and mental illness in terms of genetic conflict. He teaches courses on Evolution and Social Behaviour and Genes and Society. His recent publications include: 'An evolutionary Theory of Mind and of Mental Illness: genetic conflict and the mentalistic continuum', in C. Crawford and D. Krebs (eds) Foundations of Evolutionary Psychology: Ideas, Issues and Applications, (Erlbaum 2008); Professor Eileen V Barker, OBE, FBA: Professor of Sociology with Special Reference to the Study of Religion (Emeritus Professor from October 2003). Her main research interest over the past 35 years has been ‘cults’, ‘sects’ and new religious movements - and the social reactions to which they give rise; but since 1989 she has spent much of her time investigating changes in the religious situation in Eastern Europe. She has conducted several surveys including the British section of a large international study of religious and moral pluralism. In 1988, with the support of the Home Office and mainstream Churches, she founded Inform, a charity based at the LSE, which provides information about minority religions that is as objective and up-to-date as possible. All LSE students are welcome to make use of Inform’ s extensive library and other resources.

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Professor Ulrich Beck: Visiting Professor of Sociology at LSE and Professor for Sociology at the University of Munich, and The British Journal of Sociology Visiting Centennial Professor at the LSE. Ulrich Beck is co-editor of Soziale Welt; editor of Zweite Moderne at Suhrkamp (Frankfurt a.M.). His interests focus on 'risk society', ‘globalization’, 'individualization', 'reflexive modernization' and ‘cosmopolitanism’. He is founding-director of a research centre at the University of Munich (in cooperation with four other universities in the area) - Reflexive Modernization, financed since 1999 by the DFG (German Research Society). His recent publications include the trilogy Cosmopolitan Vision (2006), Power in the Global Age (2006) and Cosmopolitan Europe (2007), all Polity Press. Professor Chetan Bhatt: Chetan Bhatt is Professor of Sociology and Director of the Centre for the Study of Human Rights. He joined the LSE in April 2010. He was previously Professor of Sociology and Head of Department at the Department of Sociology, Goldsmiths, University of London. Before this, he taught at the Department of Sociology at the University of Essex and the Department of Sociology and Social Policy at the University of Southampton (the latter as an ESRC research fellow). His gained his PhD (Politics and Sociology) at Birkbeck College, University of London and his BA Hons (Social and Political Sciences) at Sidney Sussex College, University of Cambridge. In addition to extensive work over many years on human rights, discrimination and social justice, Chetan Bhatt's research interests include modern social theory and philosophy, early German Romanticism, philosophical idealism, the religious right and religious conflict, nationalism, racism and ethnicity, and the geopolitical sociology of South Asia and the Middle East. Current projects include work on the emergence of virtue in modern political ideologies, new forms of the regional state in South Asia and the sociology of religious paramilitia groups. Professor Ricky Burdett : Ricky Burdett is Centennial Professor in Architecture and Urbanism at the London School of Economics and Political Science (LSE) and founding director of the LSE Cities Programme, a research and teaching centre which explores links between architecture, urban design and urban society. At the LSE he directs the 'Urban Age', an international investigation on cities organised with Deutsche Bank's Alfred Herrhausen Society. He is Chief Adviser on Architecture and Urbanism for the London 2012 Olympics and was architectural adviser to the Mayor of London from 2001 to 2006. He has curated numerous exhibitions including 'Global Cities' at Tate Modern (summer 2007), was Director of the 2006 Architecture Biennale in Venice and is chairman of the Jury for the 2007 Mies van der Rohe Prize. He is architectural adviser to the City of Genova. Dr Alasdair Cochrane: Lecturer in Human Rights. He joined the Department in 2007 and is a member of Centre for the Study of Human Rights, where he teaches on the core course for the MSc Human Rights. Prior to joining the Centre, Alasdair taught in the Department of Government at the LSE, where he completed his PhD. He holds a First Class BA in Politics from the University of Sheffield, an MSc in Political Theory, and a PGCHE, both from the LSE. Alasdair Cochrane’s research interests include the philosophical justification of rights, contemporary political theory, environmentalism, animal ethics and bioethics. Current and future research projects include: an examination of the scope of the right to a decent environment; the role of human rights (if any) in tackling controversies in bioethics; and a monograph based on his thesis, ‘Animal Rights Without Liberation’. He has published articles on animal ethics and environmental ethics in Res Publica, Political Studies, Utilitas and the Internet Encyclopedia of Philosophy.

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Professor Stanley Cohen, FBA : Emeritus Professor of Sociology. He came to LSE as a Visiting Professor in 1994, was appointed Martin White Professor of Sociology in 1996 and retired from this post in 2005/6. He taught courses on crime, deviance and control as well as being responsible for the teaching on “the sociology of atrocities” on the new inter-disciplinary MSc organized by Centre for the Study of Human Rights. His most recent book is States of Denial: Knowing About Atrocities and Suffering (Polity Press, Cambridge, 2001. His current research continues his interest on media and public reactions to news about atrocities and suffering. Dr Ayona Datta: Lecturer in the Cities Programme, and co-convenor of the MSc Culture and Society Degree. She has an interdisciplinary background in architecture, environmental design, and gender studies. Her research interests span overlapping and interlinking themes of gender, space, and power; Politics of place; Home, migration, and the city; Spatiality of social agency; and Critical geographies of architecture. She recently completed a British Academy Research Grant titled 'Mapping the Architecture of Control and Resistance'. Based on this work, her forthcoming book ‘Illegal Geographies of the city: Spatial Politics of Gender and Social Agency in a New Delhi Squatter Settlement’, explores the relationships between gender, place, and social agency in squatter settlements of the global South. Dr Manali Desai : Lecturer in Sociology. A historical sociologist by training, her research interests span state formation, left parties and anti-poverty policies, ethnic violence, and post-colonial studies. She has written on class formation and poverty in India, anti-colonial nationalism, and the left, and has recently written about urban ethnic violence in India. Her publications include State Formation and Radical Democracy in India, 1860-1990 (Routledge 2006) and States of Trauma: Gender and Violence in South Asia, co-edited with P. Chatterjee and P. Roy (Zubaan, forthcoming). In addition, she has published a number of articles in journals such as American Journal of Sociology, Social Forces, Social Science History, and Comparative Studies in Society and History. She is currently working on a project on neoliberalism in India and South Africa, as well as two comparative projects on political articulation and racial/ethnic formations. Dr Nigel B Dodd: Senior Lecturer. His research interests span the Sociology of Economic Life, Money and Financial Markets, Consumerism, and Contemporary Social Theory. His publications include The Sociology of Money (Polity Press, Cambridge, 1994), and Social Theory and Modernity (Polity Press, Cambridge, 1999). Currently, Dr Dodd is researching the Euro, particularly its social, cultural and political aspects. Dr Janet Foster : Senior Lecturer. She has extensive experience as a qualitative researcher on crime, community and policing issues. She has published three major studies: Villains: crime and community in the inner city (1990), an observational study of crime, offending, and policing, in one area of South London; Housing Community and Crime (1993), part of a major collaborative project between the London School of Economics, Home Office and the Department of the Environment to evaluate the Priority Estates Project and its impact on crime and community in London and Hull; and Docklands: Cultures in Conflict, Worlds in Collision (1999) based on a two year ethnographic study of urban change and conflict on the Isle of Dogs in London's Docklands which documents the competing visions of urban change, and the social exclusion and racism which emanated from it. Professor Sarah Franklin, FSB : Professor of Social Studies of Biomedicine joined the Department in September 2004. Her areas of specialist expertise include social

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dimensions of new reproductive and genetic technologies, kinship and gender theory, the anthropology of reproduction, and science studies. She has written, edited, and co-authored more than 20 books and reports on assisted conception, cloning, stem cell research, embryo research, and genetic screening, as well as over 100 articles on these and related topics. She is committed to theoretically-informed empirical research working closely with clinicians and scientists and has held research grants from the Leverhulme Trust, the Wellcome Trust, the ESRC, the MRC, the EU, and the Wenner Gren Foundation for Anthropological Research. She has held Visiting Professorships at the University of California, New York University, the University of Sydney, the University of Tarragona and Hannover University. She has advised on UK policy in the areas of IVF, Stem Cell Research and PGD and in 2010 she was made a Fellow of the Society of Biology. Dr Carrie Friese : Lecturer in the Sociology of the Life Sciences and Biomedicine. Her research interests are in reproduction, genetics, assisted reproductive and genetic technologies, and qualitative field methods. She is particularly interested in the role of animal models in these biomedical developments, which she explores at the intersections of medical sociology, science and technology studies, animal studies, and feminist theory. Carrie received her B.A. in Anthropology from New York University in 1997 and her Ph.D. in Sociology from UC San Francisco in 2007. Her thesis was entitled "Enacting Conservation and Biomedicine: Cloning Animals of Endangered Species in the Borderlands of the United States", which was awarded the Illinois Distinguished Dissertation Award by the International Association of Qualitative Inquiry in 2009. From 2007-2008, she was a postdoctoral fellow at the Center for Society and Genetics at UC Los Angeles. She joined Sociology and the BIOS Centre in January 2009 as a lecturer. Professor David Frisby, FRSE : Emeritus Professor. He joined the Department in 2005 as Professor of Sociology and member of the Cities Programme. His research interests focus upon metropolitan modernity, architecture and urban cultures, German social theory in the late nineteenth and twentieth centuries and the social theory of Georg Simmel. He maintains an interest in critical social theories of modernity, originally developed in his Fragments of Modernity (third printing 2003) and elsewhere. His recent publications include Georg Simmel in Wien (2000), Cityscapes of Modernity (2001), Georg Simmel.Revised Edition (2002), editor of the third enlarged edition of Simmel’s Philosophy of Money (2004) and of volume 18 of Simmel’s collected works (2008). Current projects include a forthcoming study of Otto Wagner’s Vienna and, with Iain Boyd Whyte, a sourcebook on Berlin: 1890-1940. Professor Paul Gilroy: Anthony Giddens Chair in Social Theory. Was chair of the department of African American Studies, and Charlotte Marian Saden Professor of Sociology at Yale before coming to the department in July 2005. His current research is divided into several projects: the social conditions of convivial interaction between post-colonial populations particularly in situations where multicultural society has been pronounced dead, the ongoing relevance of the history and politics of colonial government; the morbid memory of world war two in contemporary British politics and, lastly, the “moral economy” of blackness in the twentieth century. His most recent book was published last year as “Postcolonial Melancholia” in the US but entitled “After Empire” in the UK. “The Cry of Love” a new study of black political culture is forthcoming. Professor Frances Heidensohn : is Emeritus Professor in the Sociology Department at LSE and Emeritus Professor of Social Policy, University of London. She graduated in Sociology from LSE, gaining the Hobhouse Memorial Prize, and went on to study and teach at the School until 1974, when she moved to the Civil Service College and

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thence to Goldsmiths College. At Goldsmith's she held the Chair of Social Policy from 1994-2004. She is best known for her work on gender and crime and as a pioneer of feminist perspectives in criminology, and has published several studies in this area. She has also developed work on gender and law enforcement and on international and comparative studies on crime and justice. She was Ginsberg Fellow in the Sociology Department in 1991 and has been a Visiting Professor at Queens University, Belfast, Universite de Montreal and Macgill University. In 2000 she received the Book Award of the International Division of the American Society of Criminology and in 2004 she received the Sellin Glueck Award of the ASC for contributions to international criminology Dr Ursula Henz : Senior Lecturer in Social Research Methods. Prior to joining the LSE, she held research fellowships at the Max Planck Institute for Human Development and Education in Berlin, Germany, at Stockholm University (Demography Unit and Swedish Institute for Social Research), Sweden, and at King's College, London. She is a docent in sociology at Stockholm University. Her studies have been concerned with longitudinal aspects of compulsory and post-compulsory educational participation, poverty, women's labour market participation, informal caregiving and family dynamics using a number of large-scale surveys. Professor Dick Hobbs : Joined the department in September 2005 having previously taught at Durham University. He is interested in ethnography, working class entrepreneurship, professional and organised crime, violence, the political economy of crime and the night-time economy. His most recent books are Bouncers: Violence and Governance in the Night-time Economy (2003, Oxford), with Phil Hadfield, Stuart Lister and Simon Winlow, and The Sage Handbook of Fieldwork (2006, Sage), edited with Richard Wright. Dick Hobbs is currently working on an edited collection on Gun Crime (2007, Dartmouth), on a number of papers looking at female doorstaff in the night-time economy, and on a collaborative project based upon over 200 interviews with drug traffickers. Dr Christopher T Husbands : Emeritus Reader in Sociology. His current interests are racist political parties in western Europe, migration and political asylum in western Europe, the assessment of teaching quality in higher education, and the sociology of lexicography. He has published extensively in each of these research areas. He is an associate editor of Ethnic and Racial Studies and is on the editorial board of Patterns of Prejudice. He is a former member of the editorial boards of the British Journal of Sociology and of Sociology. He is a member of the British Sociological Association and the Society for Research into Higher Education. He is also an Associate of the Incorporated Institute of Linguists. He is President of the local branch of the University and College Union at LSE. Professor Bridget Hutter : Professor Bridget Hutter has a Chair in Risk Regulation. She studied sociology at the Universities of London and Oxford (D.Phil). Her previous appointments include a British Academy Post-Doctoral Fellowship, a Research Fellowship at the Centre for Socio-Legal Studies, Oxford, a Senior Research Fellowship in Sociology at Jesus College, Oxford, a Lectureship and then Readership in Sociology at the LSE. Professor Hutter's teaching interests centre on regulation, risk and social control. Her research interests are in the broad area of the sociology of regulation and risk management; the regulation of economic life with particular reference regulatory enforcement and corporate responses to regulation; and organisational risk management and social control. She is author of numerous publications on the subject of risk regulation. She is currently examining recent trends in regulating risk in economic life, a project which will result in a monograph and variety of papers. In addition she is conducting a major research project in the area of

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corporate regulation of risk. Dr Patrick McGovern : Senior Lecturer whose research interests relate to issues in economic sociology, especially the sociology of work and labour markets, and international migration. He is one of the authors of Market, Class, and Employment (Oxford University Press, 2007), a major ESRC funded study of social class, social inequality, and the (supposedly) changing nature of the employment relationship. Recent articles that draw on this and other research can be found in the British Journal of Industrial Relations, Sociology, Work & Occupations, and Work, Employment & Society. Dr Claire Moon: Lecturer in the Sociology of Human Rights. Her recent publications concentrate on transitional justice, post-conflict reconciliation, war trauma, reparations for human rights violations and apologies and forgiveness for past atrocities. Dr Moon is the author of a book about South Africa’s political transition, Narrating Reconciliation: South Africa’s Truth and Reconciliation Commission (2008). She teaches courses on War and Genocide, Political Reconciliation, and Foundations and Key Issues in Human Rights from an interdisciplinary perspective that draws upon sociology, critical legal studies and international relations. Dr Juan Pablo Pardo-Guerra : Lecturer in Sociology, joins the Department September 2010. Dr Paddy Rawlinson: Lecturer. Her research interests cover transnational and organised crime in the former Soviet Union and Central and Eastern Europe on which she has published over the past ten years. Her book From Fear to Fraternity: A Russian Tale of Crime, Economy and Modernity (Pluto Press forthcoming) is a critical look at Russia’s illegal economies and what these ‘mean’ for the West. Other interests include the development of policing in former communist states. She is currently researching the problem of sex trafficking across and out of Russia and Eastern Europe. Professor Paul E Rock, FBA : Emeritus Professor of Social Institutions. His interests focus on the development of criminal justice policies, particularly for victims of crime, but he has also published articles on criminological theory and the history of crime. His most recent books include The Social World of an English Crown Court (1993, Clarendon Press); Reconstructing a Women's Prison (1996, Clarendon Press); After Homicide: Practical and Political Responses to Bereavement (1998, Clarendon Press); (with David Downes) Understanding Deviance (fifth edition 2003, Oxford University Press); and Constructing Victims' Rights (September 2004, Clarendon Press). Professor Nikolas Rose : Martin White Professor of Sociology and Director of the LSE’s BIOS Centre for the Study of Bioscience, Biomedicine, Biotechnology and Society. He was managing editor of Economy and Society from 1999 to 2005, and is joint editor of BioSocieties, an international journal on social aspects of the life sciences. In 1989 he founded the ‘History of the Present’ network of researchers influenced by the writings of Michel Foucault and he is co-editor, with Andrew Barry and Thomas Osborne, of Foucault and Political Reason (1996) and with Paul Rabinow, of The Essential Foucault (2005). His research has examined the social and political history of the human sciences, the genealogy of subjectivity, the history of empirical thought in sociology, changing rationalities and techniques of political power, and changing strategies of control.

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Professor Saskia Sassen: Robert S. Lynd Professor of Sociology, Columbia University and Visiting Professor in the Department of Sociology LSE. Saskia is an internationally known scholar, who has published widely on globalisation and the city. Her books include The Mobility of Labour and Capital (1988), The Global City: New York London Tokyo (1991), Cities in a World Economy and Losing Control? Sovereignty in an Age of Globalisation (1996). She is currently working on a research project concerned with the Governance and Accountability in a World Economy. During the 1980s and 1990s, Sassen emerged as a prolific author in urban sociology. She studied how the impact of globalisation such as economic restructuring, and how the movements of labour and capital influence urban life. She also studied the influence of communication technology on governance. Sassen observed how nation states begin to lose power to control these developments, and she studied increasing general transnationalism, including transnational human migration. Professor Richard Sennett : Emeritus Professor of Sociology at the LSE and Bemis Professor of Social Sciences at MIT. In the School, he teaches in the Cities Programme and trains doctoral students in the sociology of culture. His three most recent books are studies of modern capitalism: The Culture of the New Capitalism [Yale, 2006], Respect in an Age of Inequality, [Penguin, 2003] and The Corrosion of Character, [Norton, 1998]. He is currently writing a book on craftsmanship. Professor Sennett has been awarded the Amalfi and the Ebert prizes for sociology. He is a Fellow of the American Academy of Arts and Sciences, the Royal Society of Literature, the Royal Society of the Arts, and the Academia Europea. He is past president of the American Council on Work and the former Director of the New York Institute for the Humanities. Dr Ilina Singh : Reader in Bioethics and Society. Her primary research area is the psycho-social and ethical implications of advances in biomedical technologies, for children and families. At present her focus is on neuroscientific advances, such as psychotropic drugs, brain scans, mind-reading, and biomarker discovery and translation. Her research has several goals: To contribute empirical evidence to social, political and ethical debates about the benefits and risks of biomedical technologies; to enable evidence-based policymaking in child and family health and education; and to improve public, scientific and clinical understanding of children’s experiences with behavioural and developmental difficulties, interventions and treatments. Ilina’s research has a wide-ranging impact; she has been published in scientific, clinical, ethics and social science journals, including Nature, Social Science & Medicine, American Journal of Bioethics, & Child & Adolescent Mental Health. She is co-editor of the journal BioSocieties and sits on the editorial board of American Journal of Bioethics- Neuroscience. Professor Leslie Sklair : Emeritus Professor of Sociology. He works on two related themes around globalization, theory and research on capitalist globalization and its alternatives and the relationship between architecture and globalization. The first edition of his Sociology of the Global System was published 1991, with a second updated edition in 1995. This book has been translated into Portuguese, Japanese, Korean, Persian and Spanish. A third edition completely revised and updated, was published by Oxford University Press in 2002 as Globalization: Capitalism and its alternatives and an Arabic edition is forthcoming. He has also published The Transnational Capitalist Class (Blackwell, 2001, Chinese edition 2002, German edition forthcoming) and many journal articles, book chapters and encyclopaedia entries on globalization and capitalism. Journal articles on his current research on "Iconic architecture and capitalist globalization" were published in 2005 and 2006 and a book on Globalization in/and Architecture is in progress. He is currently President of the Global Studies Association.

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Dr Don Slater: Reader in Sociology. Don Slater's work focuses on the relations between culture and economy, and on ethnographies of new media in development contexts. His work on sociology of economic life includes Consumer Culture and Modernity (Polity: 1997) and Market Society: Markets and Modern Social Thought, with Dr Fran Tonkiss (Polity: 2001); and The Technological Economy, with Dr Andrew Barry (Routledge, 2005). His Internet research has focused on ethnographic approaches to new media, and has so far included an ethnography of Internet use in Trinidad -The Internet: An Ethnographic Approach, with Prof Daniel Miller (Berg: 2000). Professor Robert Tavernor: Professor of Architecture and Urban Design in the Cities Programme. He is an architect and architectural historian with an active London-based urban planning consultancy advising on major urban design projects. His publications focus on the classical tradition of European architecture and cities, body and building, and on the urban development of London. They include translations of key 15th and 16th century architectural texts by Alberti and Palladio (for The MIT Press), and a new translation of Vitruvius’s, De architectura (On Architecture) for Penguin Classics (2009). He is the author of Palladio and Palladianism (Thames & Hudson, 1991); On Alberti and the Art of Building (Yale UP, 1998); and Smoot's Ear: The Measure of Humanity (Yale UP, 2007); and co-editor of Body and Building: Essays on the changing relation of Body to Architecture (The MIT Press, 2002). Dr Fran Tonkiss: Director of the Cities Programme from October 2008. Reader in Sociology, with research interests in economic sociology and urban studies. Her work in economic sociology is concerned with issues of markets and marketisation; trust and social capital; capitalism and globalisation; inequality and economic governance. In the field of urban studies her focus is on urban development and governance; space and social theory; urban communities and spatial divisions. She is the author of Contemporary Economic Sociology: Globalisation, Production, Inequality (Routledge 2006) and Space, the City and Social Theory (Polity, 2005), the co-author (with Don Slater) of Market Society: Markets and Modern Social Theory (Polity, 2001), and the co-editor of Trust and Civil Society (Macmillan 2000). Professor Judy Wajcman: Head of the Sociology Department. She was previously Professor of Sociology in the Research School of Social Sciences at the Australian National University. She has held posts in Cambridge, Edinburgh, Manchester, Sydney, Tokyo, Vienna, Warwick and Zurich. She is currently a Research Associate of the Oxford Internet Institute, and she is President (2010-2011) of the Society for the Social Studies of Science. Professor Wajcman's research interests focus on the sociology of work and employment, science and technology studies, sociology of information and communication technologies, gender theory, and organizational analysis. Her books include The Politics of Working Life with Paul Edwards (OUP, 2005), TechnoFeminism (Polity Press,2004), Managing Like a Man: Women and Men in Corporate Management (Polity Press, 1998), Feminism Confronts Technology (Polity Press,1991), and the co-editor of The Social Shaping of Technology with Donald MacKenzie (Open University Press, 1999), and The Handbook of Science and Technology Studies with Ed Hackett, Olga Amsterdamska and Mike Lynch (MIT Press, 2008).

*For a more comprehensive information please view the LSE website at: www2.lse.ac.uk/sociology/

*For more extensive descriptions of staff research interests, please view the LSE website at:

www2.lse.ac.uk/sociology/whoswho/Home.aspx

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PROGRAMME GUIDE This section provides essential information for planning your course of study. The introductory remarks give you general guidance as to the BSc programme aims, requirements and timeline. Following this is detailed information about the courses available in 2010/11. The BSc Programme Structure YEAR 1

COURSE TITLE COURSE CODE

1 Key Concepts in Sociology: An Introduction to Socio logical Theory SO100 2 Key Issues in Contemporary Societies: An Introducti on to

Contemporary Sociology SO110 3 Statistical Methods for Social Research ST103 4 One first level option from inside or outside the department chosen from the

suggested list below or another option which must be approved by your Academic Adviser. This may also include courses from the Language Centre.

YEAR 2 5 Sociological Analysis SO201 6 Issues and Methods of Social Research SO221 7 One approved 2nd year Sociology option 8 One approved 2nd year Sociology or outside option YEAR 3 9 Sociological Project SO302 10 One approved 2nd or 3rd year Sociology option 11 One approved 2nd or 3rd year Sociology option 12 a) One approved ‘outside’ option OR

b) One approved 2nd or c) 3rd year Sociology option

Year 1: The first year aims to provide a foundation. All students take Key Concepts in Sociology: An Introduction to Sociological Theor y (SO100) and Key Issues in Contemporary Societies: An Introduction to Contempo rary Sociology (SO110). All students also take one methods course, Statistical Methods for Social Research (ST103). Students also take at least one level one course from inside or outside the Department. These courses provide a platform for more specialised work in later years. Furthermore, the average of the three best papers in the first year can count towards your final degree classification, so it is essential to work hard at these

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foundation courses. Year 2: In the second year, students build upon their foundational knowledge by taking two compulsory courses, Sociological Analysis (SO201) and Issues and Methods of Social Research (SO221). In addition, they take one or two specialist Sociology courses from a list of options (see below). Students can, if they wish, take an outside option but this should be discussed with their Academic Adviser. Students will need to think ahead and take the pre-requisite courses for the third year courses they wish to follow. Year 3: The third year allows students to specialise further, and to pursue independent research in the form of a 10,000 word dissertation in The Sociological Project (SO302). Besides this, the main aims of the third year are for students to fully develop their own specialist interests. They take a further two Sociology courses from a list of options, in addition to another option which can be taken either inside outside the Department. Description of the Compulsory Courses SO100 Key Concepts in Sociology: An Introduction to Sociological Theory Teacher responsible Dr Nigel Dodd, S275 Availability Compulsory for BSc Sociology. Optional for BSc Actuarial Science, BSc Environmental Policy, BSc Human Resource Management and Employment Relations, BSc International Relations, BSc Social Policy and Sociology and the Diploma in Sociology. Available as an outside option. Course content The course aims to introduce students to sociological analysis by examining the origins sociological classical theories of modern society (ten lectures) and then by exploring the development of classical themes in twentieth century sociological theory (ten lectures). Sociological theories of modernity, industrialisation and capitalism (Marx, Weber, Durkheim, Simmel) and the relationship between them will be covered, as will key twentieth and twenty-first-century social theorists – Adorno, Benjamin, Foucault and Baudrillard. Teaching 20 lectures and 23 discussion classes. Formative coursework Four 2,000 word formative essays (two in MT; two in LT), for feedback from class teachers. Course requirement Attendance at all classes and submission of all set coursework is required. Indicative reading A detailed reading list will be available at the first lecture, but for general preparatory reading, students might wish to consult the following: D Lee & H Newby, The Problem of Sociology; Z Bauman, Thinking Sociologically; S Bruce, Sociology: A Very Short Introduction.

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Assessment A three-hour unseen examination in the ST. The paper will be divided into two sections, corresponding to the two parts of the course. Three questions must be answered, at least one from each section. SO110 Key Issues in Contemporary Societies: An Introduction to Contemporary Sociology Teacher responsible Dr Carrie Friese, S207 Availability Compulsory for BSc Sociology. Optional for BSc Social Policy, BSc Social Policy and Sociology and the Diploma in Sociology. Available as an outside option. Course content The course provides an introduction to different substantive areas of work in contemporary sociology. Students will gain an understanding of leading-edge research within the discipline worldwide. Topics can vary from year to year. They normally include: Class, power and inequality; Nation states, war and conflict; Money, markets and work; Identity, cosmopolitanism, nationalism and religion; Gender, sexuality and the body; Punishment, illness and deviance; Science, technology and biomedicine. Teaching 20 Lectures held weekly in MT and LT; 22 classes held weekly in MT, LT & ST. Formative coursework Two formative essays in MT, one formative essay in LT. Course requirement Attendance at all classes and submission of all set coursework is required. Indicative reading S Hall & B Gieben (Eds), Formations of Modernity (1992); R Sennett, The Corrosion of Character: The Personal Consequences of Work in the New Capitalism (1998); S Sassen, Global Networks, Linked Cities (2002); M Castells, The Rise of the Network Society (2000); S Hall, Representation: Cultural Representations and Signifying Practices, (1997); D Held et al, Global Transformations: Politics, Economics and Culture (1999); N Dodd, The Sociology of Money: Economics, Reason & Contemporary Society (1994); V Zelizer, The Social Meaning of Money (1997); D Slater, Consumer Culture and Modernity (1997);S Jackson & S Scott (Eds), Gender: A Sociological Reader (2002); S Jackson & S Scott, Feminism and Sexuality A Reader (1996); K Woodward (Ed), Identity and difference (2002); P Gilroy, After Empire: melancholia or convivial culture?(2004); D Downes & P Rock, Understanding Deviance: a guide to the sociology of crime and rule breaking (2003); U Beck & E Beck-Gernsheim, The Normal Chaos of Love (1995). Assessment Two copies of one assessed essay (2,500-3,000 words) to be handed in to the Sociology Administration Office, S219a, by 4.30pm on the first Tuesday of ST (30% of the total mark) a third copy to be uploaded to Moodle; and a three-hour unseen examination (70% of the total mark).

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ST103 Statistical Methods for Social Research Teachers responsible Dr Wicher Bergsma, B602 and Dr James Abdey, B710 Availability Compulsory for BSc Sociology students. Optional for BSc Human Resource Management and Employment Relations and the Diploma in Sociology. Also available as an outside option. This course cannot be taken with ST102 Elementary Statistical Theory or ST107 Quantitative Methods (Statistics). Course content An introduction to statistical methods and statistical reasoning, with particular reference to application in the social sciences. No prior knowledge of statistics is assumed. The place of statistics in the social sciences. Descriptive statistics: levels of measurement. The summarization and presentation of data using graphic methods. The normal distribution. Basic ideas of sampling and statistical inference. Sampling from finite populations. The sampling distributions of proportions and means estimation and hypothesis testing. Testing goodness of fit. The measurement of association and correlation and simple tests of significance. Simple linear regression. Two-sample tests for means. Teaching Lectures ST103:10 MT, 20 LT, 4 ST. Classes ST103.A: 9 MT, 10 LT and 5 ST. Formative coursework Written answers to set exercises are expected weekly. The exercise marks form part of the course assessment. Indicative reading Each week a set of notes covering the lecture topics for that week will be distributed. These notes will provide a framework for further reading, and will indicate where further material on the topics may be found. Assessment Exercise assessment (30%); three-hour open-book examination in the ST (70%). SO201 Sociological Analysis Teachers responsible Dr Fran Tonkiss, S219 and Dr Ayona Datta, S209 Availability Compulsory for BSc Sociology and BSc Social Policy and Sociology. Optional for the Diploma in Sociology. Also available as an outside option. Course content The course provides students with an in-depth introduction to major alternative uses and applications of theory and methodology within sociological analysis. The first term is based on close readings of critical texts in the methodology of social science, together with social research studies that bring together original theoretical standpoints with practical methods of enquiry and analysis, focusing on such core

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themes in sociological analysis as class, race, gender and community. The second term considers key qualitative methodologies within contemporary sociological research, exploring both qualitative research practice and the ethics and politics of such research. Teaching Lectures: SO201 20 lectures, weekly in MT and LT. Classes: 20 classes, weekly in MT and LT. Selected reading: There is no set textbook for this course - each week's teaching is based on the critical reading of key texts. Formative coursework Two coursework submissions each term are a course requirement. Course requirement Attendance at all classes and submission of all set coursework is required. Assessment One three-hour formal examination in ST, based on the whole syllabus of the lecture course and the classes. Students are required to answer three out of twelve questions. SO221 Issues and Methods of Social Research Teacher responsible Dr Christopher T Husbands, S287 Availability Compulsory course for BSc Sociology and Diploma in Sociology. Course content The aim of the course is to introduce students to central issues and basic techniques in the conduct of research in sociology. The course examines issues and methods of social research. It covers elementary aspects of the philosophy of science, the relationship between research and theory, study design and sampling, social surveys, experiments and quasi-experiments. Students are made familiar with the concepts of reliability and validity, with specific techniques of data-gathering (such as interviews and questionnaires) and with the problems of concept formation and measurement in social research. The course covers differing approaches to data analysis, including particular various techniques for handling confounding variables. There are also introductions to contemporary survey research techniques by telephone and by the Internet. Students apply some of the techniques taught in the course to a small project using the SPSS computer package. Teaching The course comprises a series of 15 lectures and five computer workshops (SO221) in MT and LT and 23 weekly classes in small groups (SO221.A) in MT, LT and ST. Formative coursework There are three compulsory assignments. Course requirement Attendance at all classes and submission of all set coursework are required.

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Indicative reading There is no single textbook that covers the content of the whole course but students are encouraged to buy: A Bryman, Social Research Methods (3rd edn 2008) or R H Hoyle, M J Harris & C M Judd, Research Methods in Social Relations (7th edn 2002). Other useful textbooks are: D A de Vaus, Surveys in Social Research (5th edn 2001); C Marsh, The Survey Method (1982); C A Moser & G Kalton, Survey Methods in Social Investigation (2nd edn 1971, reprinted 1985); and A N Oppenheim, Questionnaire Design, Interviewing and Attitude Measurement (new edn 1992). Assessment A three-hour written examination in the ST based on the full syllabus (60 per cent). The remaining 40 per cent is awarded for two pieces of the student’s coursework. The first is due on the last Thursday of the LT and the second is due on the first Thursday of ST. Two hard copies of each piece of coursework are to be handed in to the Department of Sociology’s Administration Office, S219A, no later than 1630 on the due date, with a further copy being posted to Moodle. SO302 Sociological Project Teacher responsible Dr Christopher Badcock, S282 Availability Compulsory for BSc Sociology. Course content The project is to be in the form of an essay on a sociological topic to be approved by the Department of Sociology. The purpose is to allow the student to study in depth an interest of his or her own choosing. Many approaches are possible in the work for the essay, but there are three main variants: original fieldwork, secondary analysis, and literature review. Selection of topic: The topic must be within the general field of sociology and should fall within the range of competence of a member of the staff, normally a member of the Sociology Department. However, it need not be chosen from those areas of sociology which are at present taught within the Department. The topic should not overlap too closely with the content of other units that the student is taking. Students may follow up a theme suggested to them by their coursework, but the topic must allow the material and arguments to be developed in greater depth than is possible in the lectures and seminars for the course. Arrangements for supervision The Project Workshop, which meets formally during the first term, is convened by Dr Badcock, who will also make himself available for individual consultations with students during the second term. Students should also consult their academic advisers. The role of the third year academic adviser is not to give detailed instruction, but to suggest ways of tackling or limiting a topic, lines of enquiry and preliminary reading; their suggestions are not intended to be seen as exhaustive or definitive. How far the student can use and develop the help that he or she is given is, to a large extent, what the examination of the essay is concerned with. The third year academic adviser should not help with planning or writing the essay in detail, but may read and comment critically on an outline or a draft section if the student submits one. Students must submit a final title to Dr Badcock by the fifth week in the MT of their third year in order for that title and topic be approved.

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Assessment The completed project must be of not more than 10,000 words in length; it may include tables and diagrams as appropriate. Two hard copies, typescript, must be submitted to the Sociology Administration Office, Room S219a, by 4.30pm on the second Friday of ST, with a third copy posted to Moodle. Accidental loss of data or text on a computer will not be accepted as a reason for non-submission. Sociology Suggested 1st Year Options

• Either Introduction to Social Anthropology AN100

• The Structure of International Society IR100

• Reason, Knowledge and Values: An Introduction to Philosophy PH103

• Self, Others and Society: Perspectives on Social and Applied Psychology PS102

Or another paper taught outside the Department subject to the approval of your Academic Adviser and the Department Tutor. Sociology Selection List (Years 2 and 3)

• Societal Psychology: Theory and Applications PS203

• Political Sociology SO203

• Gender and Society SO208

• Crime, Deviance and Control SO210

• Sociology of Health & Medicine (not available 2009/10) SO211

• Work, Management and Globalisation SO212

• Evolution and Social Behaviour SO215

• Sociology of Race and Ethnicity SO224

• Multi-Culture and Multi-Culturalism (half-unit – MT) SO250 Not available 2010/11

• Environmentalism: Theory, Politics and Practice (half-unit LT)

Not available 2010/11 SO305 • Atrocity, Suffering and Human Rights (half unit -LT)

Not available 2010/11 SO306

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Descriptions of Optional Courses PS102 Self, Others & Society: Perspectives on Social & Applied Psychology Teacher responsible Dr Bradley Franks, S313 Availability Compulsory for BSc Criminal Justice and Psychology. Optional for BSc Sociology, BSc Social Policy, BSc Actuarial Science, BSc Business Mathematics and Statistics and BSc Human Resource Management and Employment Relations. The course is also available as an outside option to students on other programmes, with permission of the tutor. Course content This course introduces major perspectives on social and applied psychology: theories used to explain social perception, cognition and behaviour, and their application to real, practical social problems. Theories and concepts including: Personality, self and identity; relationships, bonds and family; making sense of the social world; communication, influence and persuasion; groups, organisations and crowds. Applications including: health and illness, sexuality and intimate relationships; crime and eyewitness testimony; effects of media on children; leadership and motivation. Teaching Lectures, 20 weekly, MT, LT (SO107), classes 20 weekly, MT, LT (SO107.A). Course requirement Attendance at all classes and submission of all set coursework is required Formative coursework Students are expected to either (a) write four essays of 1500 words each, OR (b) write THREE essays AND take part in TWO research projects as participants AND write a 500 word Report of the experience and the issues it raises for the nature and quality of data collection in social psychology. These will be assessed by the class teachers. Students are also expected to give class presentations. Indicative reading Recommended reading: C Brotherton, Social Psychology and Management, Open University, 1999; J L Carroll & P R Wolpe, Sexuality and Gender in Society, Harper Collins, 1996; M Hogg & G Vaughan, Social Psychology, 4th edn, Prentice Hall, 1998; C R Hollin, Criminal Behaviour: a Psychological Approach to Explanation and Prevention, Falmer Press, 1992; R M Kaplan, J F Sallis & T C Patterson, Health and Human Behaviour, McGraw-Hill, 1993; A Lewis, P Webley & A Furnham, The New Economic Mind, Prentice Hall, 1995; E R Smith & D M Mackie, Social Psychology, Worth, 1995; V Walkerdine & L Blackman, Psychology and the Media, Macmillan, 1999. Additional references and a synopsis of lectures and class topics are distributed in the first lecture of the series and available in S302. Assessment A formal three-hour examination in ST: three questions from a choice of 12.

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PS203 Societal Psychology: Theory and Applications Teacher responsible Dr Andy Wells, S305 Availability Optional for BSc Sociology. Students on degrees without a psychology component may attend subject to numbers, their own degree regulations and at the discretion of the teacher responsible. Course content This course discusses major areas of application of social psychology to real-world issues. Emphasis is put on the complexities of translating theory into practice and on the theoretical developments which are prompted by research on topical social issues. A recurrent theme is the reciprocal interaction between theory and practice in relation to social issues of theoretical interest and practical importance. The interplay of theory and practice will be examined in relation to selected topics which illustrate the application of social psychology in real world settings, such as: crime and anti-social behaviour; mass media; gender and sexuality; evolution and social relationships; identity and community; prejudice and racism; language and communication; religion and cultural beliefs. Teaching 20 weekly lectures and 20 weekly classes. Formative coursework Students are expected to write four essays during the Session, which will be assessed by the class teachers, and to give class presentations. These will not count towards the final examination result. Course requirement Attendance at all classes and submission of all set coursework is required. Indicative reading Detailed reading lists will be distributed at the beginning of the course. The following are useful preliminary reading: . P Boyer, Religion Explained: The Human Instincts That Fashion Gods, Spirits and Ancestors. Vintage, 2002; D. Sperber, Explaining Culture, Blackwell, 1996; D M Buss, The Evolution of Desire. Strategies of Human Mating, Basic Books, New York, 1994; X Chryssochoou, Cultural Diversity: Its Social Psychology, Blackwell Publishing, Oxford, 2004; H Himmelweit & G Gaskell, Societal Psychology, Sage, 1990; D Matsumoto & D Juang, Culture and Psychology (3rd edn), Thomson Wadsworth, 2004; F M Moghaddam, Social Psychology: Exploring Universals Across Cultures, W H freeman and Co. 1998; J McGuire, Understanding Psychology and Crime: Perspectives on theory and action, Open University Press, 2004. Additional references and a synopsis of lectures and class topics are distributed in the first lecture of the series and are also available in Outlook/Public Folders/Departments/Social Psychology/ PS203 Assessment A formal three-hour examination in ST: three questions from a choice of 10. SO203 Political Sociology Teachers responsible

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Dr Robin Archer, S283 and Dr Manali Desai, S284 Availability Optional course for BSc Sociology, BSc Accounting and Finance, BSc Social Policy and Sociology, Diploma in Sociology and for interested BSc students in Government and other departments. Course content Political Sociology concerns the way in which political and social factors interact to produce the societies in which we live. This course aims to discuss some central empirical and theoretical questions in the field. The course begins by examining classic debates about the relationship between the development of the state and democracy on the one hand, and the rise of capitalism and liberalism on the other. We will then examine the impact that social cleavages like class, religion, race and gender have on parties, elections and other political institutions in a number of different countries. We will also examine the strength and political impact of both labour movements and other important social movements. And we will examine why similar countries can develop very different social and economic policies. In addition we will examine some large scale historical changes like revolutions, democratisation, the impact of colonialism, and globalisation. Throughout the course we will also consider some of the main theoretical approaches that are used in the study of political sociology. Teaching Lectures: 24 one-hour MT, LT, ST. Classes: 22 one-hour MT, LT, ST Formative coursework At least one class presentation and a termly paper in both MT and LT. Course requirement Attendance at all classes and submission of all set coursework is required. Indicative reading R Dalton, Citizen Politics, 3rd edn; G Esping-Andersen, The Three Worlds of Welfare Capitalism; A Giddens, Capitalism and Modern Social Theory; John Goldthorpe, Order and Conflict in Contemporary Capitalism; R Inglehart, Culture Shift in Advanced Industrial Society; J Manza & C Brooks, Social Cleavages and Political Change; B Moore, The Social Origins of Dictatorship and Democracy; T Skocpol, States and Social Revolutions; S Steinmo, et al, Structuring Politics; S Tarrow, Power in Movement. Assessment A three-hour formal examination in ST (70% of the total mark) and an assessed essay, 2,500 words, (30% of the total mark) to be handed in to the Sociology Administration Office, Room S219a, no later than 4.30pm on the first Thursday of ST. SO208 Gender and Society Teacher responsible Dr Suki Ali, S216 Availability Optional course for BSc Sociology, BSc Human Resource Management and Employment Relations, BSc Social Policy and Sociology and the Diploma in

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Sociology. Course content The course will explore the meaning of gender in contemporary society. It considers gendered relations of power and the articulation of gender with other kinds of social difference such as 'race', class and sexuality. A variety of theoretical perspectives will be applied to a number of substantive issues of contemporary concern. Indicative topics are: gender and sexuality; the body; families; employment; violence; nation and citizenship; reproductive technologies; globalisation; sex work; representation; body modification. Teaching The course will consist of 20 lectures (SO208) and 23 classes (SO208.A). Formative coursework Students will be expected to prepare one essay per term and at least one class paper per term which will be written up and handed to the class teacher. Course requirement Attendance at all classes and submission of all set coursework is required. Indicative reading S Jackson & S Scott (Eds), Gender, London and New York: Routledge, 2000; H Mirza (Ed), Black British Feminism: A Reader, London and New York: Routledge, 1997; R. Parker and P. Aggleton (eds.) Culture, Society and Sexuality: A Reader (2nd edn), 2007; D Bell & J Binnie, The Sexual Citizen: Queer Politics and Beyond, London: Polity, 2001; P Abbott & C Wallace, An Introduction to Sociology: Feminist Perspectives (3rd edn), 2005; R W Connell, Gender and Power, 1987; Littlewood, B Feminist Perspectives on Sociology. Essex: Pearson Education. 2005; I Grewal & K Caplan (Eds), An Introduction to Women's Studies: Gender in a Transnational World; M Mac an Ghaill, Understanding Masculinities, 1996; The Polity Reader in Gender Studies, 1994; J M Alexander & C T Mohanty (Eds), Feminist Genealogies, Colonial Legacies, Democratic Futures, London & New York: Routledge, 1997; Essed et al, A Companion to Gender Studies, 2005; C Wright & G Jagger (Eds), Changing Family Values, London & New York, 1999. A more detailed reading list will be provided at the beginning of the course. Assessment A three-hour unseen examination in the ST (100%). SO210 Crime, Deviance and Control Teacher responsible Dr Paddy Rawlinson, S279. Availability Optional course for BSc Sociology, BSc Social Policy and Sociology and the Diploma in Sociology. Pre-requisites Students should have completed introductory courses in sociological theory and social structure. Course content

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Criminological theories used to explain crime and deviance; applications; social control. The social construction of crime and deviance, sources of information about crime, the major sociological perspectives on deviance and control, informal and formal social control, crime prevention. Teaching This course will consist of 20 lectures (S210) during MT and LT and 23 one hour classes (S210A) during MT, LT and ST. Formative coursework One formative essay in both the MT and LT. Course requirement Attendance at all classes and submission of all set coursework is required. Indicative reading There is no set text for the course, and a full reading list covering all classes is provided at the first class. The following is basic reading: R White & F Haines Crime and Criminology (2nd edn), 2000; J Muncie & E McLaughlin The Problem of Crime, 2001; D M Downes & P E Rock, Understanding Deviance, 2003; J Tierney, Criminology: Theory and Context, 1996; J Muncie et al (Eds), Criminological Perspectives; M Maguire et al, The Oxford Handbook of Criminology (3rd edn), 2002. Assessment A three-hour unseen examination in the ST (70%) and a 1,500-2,000 word essay (30%). The essay must be submitted to the Sociology administration office, Room S219a, no later than 4.30pm, on Tuesday week 2 of ST. SO211 Sociology of Health and Medicine Teachers responsible Dr Ilina Singh, B803 and Dr Carrie Friese, S207 Availability Optional Course for BSc Sociology, BSc Social Policy and Sociology and the Diploma in Sociology. Course content This course provides an overview to sociological perspectives on health, sickness, health care, and the development of medicine as a social institution. This includes a discussion of: the role of medicine, medicalisation and the social production of medical knowledge and practices; the social bases of health, health inequality, and the politics of health and health activism; the sociology of sickness, sick role, stigma, illness and identity; the social causes of mental disorder, mental illness and social control; the coproduction of genetics, biomedicine and social order; eugenics, disability, and racialisation; and reproductive and genetic technologies. Teaching This course will consist of weekly lectures during MT, LT, and ST and weekly classes during MT, LT and ST. Formative coursework Students will be expected to produce two essays and one class paper per term and to make a class presentation.

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Course requirement Attendance at all classes and submission of all set coursework is required. Indicative reading S Taylor & D Field, Sociology of Health and Health Care (3rd edn), 2002; D Field & S Taylor, Sociological Perspectives on Health, Illness and Medicine, 1998; M Bury, Health and Illness in a Changing Society, 1997; B Davey, Health and Disease, 1995; Townsend, N Davidson & M Whitehead, Inequalities in Health, 1992; B Turner, Medical Power and Social Knowledge (2nd edn), 1995; Duster, T. (2003) Backdoor to Eugenics. New York: Routledge; Habermas, J. (2003) The Future of Human Nature. Cambridge: Polity; Nelkin, D and Lindee, M.S. (1995) The DNA Mystique: The Gene as a Cultural Icon. New York: W.H. Freeman; Rapp, R. (2000) Testing Women, Testing the Fetus: The Social Impact of Amniocentesis in America. New York: Routledge. Assessment A three-hour unseen examination (70% of the total mark) from which three questions are to be answered; and an assessed essay of 2,500-3,000 words, two hard copies to be handed in to the Sociology Administration Office, Room S219a, before 4.30pm on the first Wednesday of ST (30% of the total mark); a third copy uploaded to Moodle. SO212 Work, Management and Globalisation Teacher responsible Dr Patrick McGovern, S275 Availability Optional for BSc Accounting and Finance, BSc Human Resource Management and Employment Relations, BSc Management, BSc Social Policy and Sociology, BSc Sociology and the Diploma in Sociology. Course content Coverage of contemporary sociological perspectives on the employment relationship, labour market divisions, contemporary management, globalization and labour. Work: The employment contract; theoretical perspectives on the employment relationship; control and consent at work; scientific management and McDonaldization; labour market divisions; women in the labour market; discrimination at work; the changing employment relationship; employment in Japan; self-managing teams; management gurus; globalization and labour; immigrant workers. Teaching There will be 20 lectures (SO212) given by Dr P McGovern (convener) and a guest lecturer (Dr Catherine Hakim). Formative coursework One essay and one class paper per term. Course requirement Attendance at all classes and submission of all set coursework is required. Indicative reading There is no recommended textbook. Books of a general nature that cover substantial parts of the syllabus are: K Grint, The Sociology of Work (3rd edn); M Noon & P

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Blyton The Realities of Work (3rd edn); C Tilly & C Tilly, Work under Capitalism; P Dicken Global Shift (4th edn). A more comprehensive bibliography will be available to students taking this course. Assessment A three-hour formal examination in the ST (70%) and an assessed essay (30%) of 2,500-3,000 words. Two hard copies must be submitted to the Sociology Administration Office, Room S219a, no later than 4.30pm on Tuesday, week 2 of ST, a third copy must be uploaded to Moodle. SO215 Evolution and Social Behaviour Teacher responsible Dr C Badcock, S282 Availability Optional course for BSc Sociology, BSc Social Policy and Sociology and the Diploma in Sociology. Available as an outside option. Note: this is the last time this course will be offered. Course content Fundamentals of evolution; selection and adaptation; Eugenics. Mendel, and inheritance; DNA and development; the group-selectionist fallacy; the evolution of co-operation; inclusive fitness and kin altruism; the theory of parental investment; the sociobiology of sex; parent-offspring and genetic conflict and genomic imprinting; reciprocal altruism, deceit and the evolution of consciousness and the emotions; sex roles, socialization, and evolved cognitive differences between the sexes; autism research and its implications for the understanding of normal social behaviour; the imprinted brain theory and its implications for psychiatry and the social sciences; incest; the nature/nurture controversy; the relevance and validity of evolution; the Standard Social Science Model, Evolutionary Psychology and the crisis in sociology. Teaching This course will consist of weekly lectures (SO215) MT and LT, accompanied by weekly classes (SO215.A) MT and LT. Formative coursework No formal course work, but students are expected to make one class presentation (preferably PowerPoint) and hand in one essay per term. Course requirement Attendance at all classes and submission of all set coursework is required. Indicative reading C Badcock, Evolutionary Psychology: A Critical Introduction; The Imprinted Brain; L Betzig (Ed), Human Nature: A Critical Reader; M Henderson, 50 genetics ideas you really need to know; K Browne, Biology at work: rethinking sexual equality; J Cattwright, Evolution and Human Behaviour; C Crawford & D Krebs, Foundations of Evolutionary Psychology; C Crawford & D Krebs (Eds), Handbook of Evolutionary Psychology; C Crawford & C Salmon, Evolutionary Psychology: Public Policy & Personal Decisions; M Daly & M Wilson, Sex, Evolution & Behaviour (2nd edn); D Buss, The Evolution of Desire: Strategies of Human Mating; R Dawkins, The Selfish Gene; W D Hamilton, Narrow Roads of Gene Land; J R Harris, The Nurture Assumption; J Lopreato & T Crippen, Crisis in Sociology: The Need for Darwin; M

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Ridley, The Origins of Virtue; S C Stearns, Evolution in Health and Disease; R Trivers, Social Evolution; J Wind (Ed), Essays in Human Sociobiology, Vols 1 & 2; G Williams, Plan & Purpose in Nature; R Wright, The Moral Animal: The New Science of Evolutionary Psychology. An LSE Students' Union Course Pack is also available, containing key readings for the course. Assessment A three-hour unseen examination in ST. SO224 The Sociology of Race and Ethnicity Teacher responsible Dr Claire Alexander, S277 Availability Optional Course for BSc Sociology for 2nd and 3rd years and the Diploma in Sociology. Course content The course provides an introduction to theoretical, historical and contemporary debates around race, racism and ethnicity. It firstly explores the main theoretical perspectives which have been used to analyse racial and ethnic relations, in a historical and contemporary framework. It then examines the historical, social and political context of racial relations in contemporary societies, focusing primarily on Britain, although it also draws on comparative examples. Topics include: Race relations and social theory; race and ethnicity in historical perspective; race and class; race and gender, race and the nation-state; multiculturalism; diaspora and hybridity; whiteness; mixed race; racism and the legacy of Empire; race and immigration; race relations and public policy; race, racism and riots; community cohesion; Muslim identities; asylum and new migrations; the Far Right and the white working class. Teaching 20 Lectures held weekly in MT and LT; 22 classes held weekly in MT, LT and ST. Formative coursework A 2,000 word formative essay in MT and LT. Course requirement Attendance at all classes and submission of all set coursework is required. Indicative reading L Back & J Solomos (Eds), Theories of Race and Racism (2nd Edition, Routledge 2009); M Bulmer & J Solomos (Eds), Racism (OUP 1999); M Banton, Racial Theories (CUP 1998), J Solomos & L Back, Racism and Society (Macmillan 1996), R Miles, Racism after Race Relations (Routledge 1993); J Bulmer & J Solomos (Eds), Racial and Ethnic Studies Today (Routledge 1999); H Mirza (Ed), Black British Feminism (Routledge 1997); K Owusu (Ed), Black British Cultural Studies (Routledge 1999); D T Goldberg, Racist Culture (Blackwell 1993); P Gilroy, Between Camps (Allen Lane 2000); P Gilroy, There Ain't No Black in the Union Jack (Hutchinson 1987); J Donald & A Rattansi (Eds), Race, Culture and Difference (Sage, 1992); J Solomos, Race and Racism in Britain (3rd edn), (Palgrave, 2003); P Hill Collins, Black Feminist Thought (Routledge 1991); CCCS, The Empire Strikes Back (Hutchinson 1982); B Hesse (Ed), Un/Settled Multiculturalisms (Zed 2000); A Sharma, J Hutnyk & A Sharma (Eds), DisOrienting Rhythms (Zed 1996), D T

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Goldberg (Ed), Multiculturalism: A Critical Reader (Blackwell 1994); D McGhee, The End of Intolerant Britain? (Open University Press 2005); D. McGhee, The End of Multiculturalism? (Open University Press 2008); N Finney & L Simpson, Sleepwalking to Segregation? (Policy Press 2009). Assessment An assessed book or article review (2,000 words), two copies to be handed in to the Sociology Administration Office, S219a, no later than 4.30pm on the first Friday of week 2, LT (30%) with a third copy posted onto Moodle; a three-hour examination (70%) in the ST. SO250 Multi-Culture and Multi-Culturalism Not Available 2010/11 Teacher responsible Prof Paul Gilroy, S200 Availability BSc Sociology Course content This course will explore debates in historical, political and cultural sociology that have been articulated around the ideas of multi-culture and multi-culturalism. It will situate contemporary discussion of these matters in a longer history of reflection and debate showing also that these conversations have important antecedents that grew from the administration of colonial contact zones and the government of empires. The larger theoretical contexts created by anthropological theories in general and by theories of racial difference and hierarchy in particular will be explored in detail. We will track changing ideas about cultural difference through the nineteenth century and eventually see where they were transformed by conflicts over colonial power. The course will conclude with a consideration of the sociological and governmental issues deriving from plurality and diversity in post-colonial and post-industrial societies. We will also explore the very different versions of multi-culturalism that have emerged from a number of different contexts: from negotiations with indigenous groups, from the political demands of immigrants and the responses of xenophobes to their presence, and from the political and sociological experiments that followed attempts to un-make racial orders in the US and in South Africa. Introduction to twentieth-century theories of culture, race and ethnicity; Philosophical traces of early colonial rule; Enlightenment approaches to Alterity; Orientalism; Time, race and imperial administration; Segregated cultures in the USA’s Civil Rights settlement; Culture and nationality in the new South Africa; Culture, multi-culturalism in contemporary Britain; Civilisationism and Islamophobia; Heterogeneity and post-colonial societies. Teaching Ten one-hour lectures and ten one-hour seminars (MT). Course requirement Attendance at all classes and submission of all set coursework is required. Indicative reading Tzetan Todorov The Conquest of America; Enrique Dussel The Invention of the Americas; Sankar Muthu Enlightenment against Empire; Charles Taylor Multiculturalism and The Politics of Recognition; Edward Said Orientalism; Nikhil Singh Black Is A Country; Mahmood Mamdani (ed.) Race Talk and Culture Talk; Wilmot James et al (eds.) After the TRC; Stuart Hall Policing The Crisis; Bhiku

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Parekh et al. The Future of Multi-Ethnic Britain; Jacques Derrida Of Hospitality; Aimé Césaire Discourse on Colonialism; Samuel Huntington Who Are We? Susan Moller Okin (ed.) Is Multiculturalism Bad For Women? Robert Cooper The Breaking Of Nations; Derek Gregory The Colonial Present. Assessment The course is formally assessed by one 2-hour examination (70%), and one 1,500-2,000 word essay (30%) from a selection of topics handed out in the ninth week of the course. Two hard copies of the essay to be handed in to the Sociology Administration Office, S219a, by 4.30pm on Wednesday, week 2 of LT, with a third copy uploaded to Moodle SO305 Environmentalism: theory, politics and practice Not Available in 2010/11 Teacher responsible Dr Alasdair Cochrane Availability BSc Sociology and Diploma in Sociology. Available as an outside option. The course will be available mainly to third year students (second year students may be accepted onto the course with the permission of their tutor and where their programme regulations permit) and to General Course students with the permission of the course tutor and where programme regulations permit. Course content The course examines environmentalism on three different levels. First of all, it investigates the theory and philosophy underpinning environmentalism, critically examining the debates over how to value nature, and how to delineate our obligations in respect of the natural world. Second, the course examines the political movements and politics of environmentalism. Here, the emergence and practices of environmental NGOs and green political parties are considered, as well as the development of the relevant international reports, declarations and treaties. Finally, the course evaluates the various instruments that have been put forward to enable a more sustainable future: regulation through command and control; market-based instruments such as taxation and emissions trading; and finally, radical societal transformation. Teaching 10 weekly lectures and 10 seminars in the LT. Formative coursework One formative essay of 1,500 words in the LT. Indicative reading Andrew Dobson, Green Political Thought, (London: Routledge, 1997); John Dryzek, Daid Downs, Hans-Kristian Hernes and David Schlosberg, Green States and Social Movements Environmentalism in the United States, United Kingdom, Germany, and Norway, (Oxford: Oxford University Press, 2003); Michael Zimmerman (ed.) Environmental Philosophy: From Animal Rights to Radical Ecology, (Englewood Cliffs, N.J.: Prentice- Hall, 1993); Neil Carter, The Politics of the Environment: Ideas, Activism and Policy, (Cambridge: Cambridge University Press, 2007); James Connelly and Graham Smith, Politics and the Environment: From Theory to Practice, (London: Routledge, 2002); Matthew Paterson (2007) Automobile Politics: Ecology and Cultural Political Economy (Cambridge University Press).

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Assessment Two hard copies of one 2,000 word essay (worth 30% of the overall mark) to be handed in to the Sociology Administration Office, S219a, before 4.30pm on the first Wednesday of ST, with a third copy uploaded to Moodle; and one two-hour unseen examination (70% of the overall mark) in which two questions must be answered out of six. SO306 Atrocity, Suffering and Human Rights Not Available 2010/11 Teacher responsible Dr Claire Moon Availability BSc Sociology and Diploma in Sociology. Available as an outside option. The course will be available mainly to third year students (second year students may be accepted onto the course with the permission of their tutor and where their programme regulations permit) and to General Course students with the permission of the course tutor and where programme regulations permit. Course content The course introduces students to sociological perspectives on atrocity, suffering and human rights in a theoretically driven empirical programme of study. It distinguishes sociological from legal and philosophical perspectives on human rights, drawing on classical and contemporary debates within sociology. Theoretical frameworks are brought to bear on a sequence of human rights based empirical problems and cases: genocide, the perpetration of atrocity, trauma and social suffering, knowing about atrocities and suffering (the reporting of atrocity by NGOs, the media etc., on one hand, and denials of atrocity on the other), and dealing with past atrocity: retributive and restorative approaches (war crimes tribunals and truth commissions). Teaching 10 weekly lectures and 10 seminars in the LT. Formative coursework One formative essay of 1,500 words in the LT. Indicative reading Stanley Cohen, States of Denial (Cambridge: Polity, 2000); Freeman, Michael, Human Rights: an interdisciplinary approach (Cambridge: Polity, 2002), chapters 1, 5, 7. Priscilla Hayner, Unspeakable Truths (London: Routledge, 2001); Michael Humphrey, The Politics of Atrocity and Reconciliation (London: Routledge, 2002); Arthur Kleineman et al (eds), Social Suffering (Berkeley: University of California Press, 1997); Lydia Morris (ed) Rights: Sociological Perspectives (London: Routledge, 2006), introduction; Woodiwiss, Anthony, Human Rights (London: Routledge, 2005), chapters 1 and 2. Assessment Two hard copies of one 2,000 word essay (worth 30% of the overall mark) to be handed in to the Sociology Administration Office, S219a, before 4.30pm on the first Wednesday of ST, with a third copy uploaded to Moodle; and one two-hour unseen examination (70% of the overall mark) in which two questions must be answered out of six.

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LSE100 The LSE Course: Understanding the causes of things All incoming first year undergraduate students from 2010–11 are required to take the new course LSE100 The LSE Course: Understanding the causes of things which begins in January 2011. This is an interdisciplinary and innovative course which is taught over two terms: the Lent term of students' first year and the Michaelmas term of their second year. The course is taught in three-week modules, with a two-hour lecture and a one-hour class each week. LSE100 introduces students to the fundamental elements of thinking as a social scientist by exploring real problems and real questions, drawing on a range of disciplines across the social sciences. This distinctive course actively challenges students to analyse questions of current public concern and of intellectual debate from a rigorous social science perspective. Focusing on ‘big questions’ – such as ‘How should we manage climate change?, ‘Does culture matter?’ and ‘Who should own ideas?’ – LSE100 students explore the different approaches to evidence, explanation and theory that are used in the different social sciences. In this way, the course aims not only to broaden the students’ intellectual experience, but also to deepen their understanding of their own discipline. The course also helps students to develop the critical methodological, information and communication skills that underpin the study and application of the social sciences. LSE100 is assessed through five pieces of summative work: three assessments carried out during classes, an essay due at the end of the Lent Term and a final examination at the end of the course. Marks for LSE100 appear on students’ transcripts but do not affect their degree classification. The LSE100 classification scheme is non-numeric: Pass, Merit, Distinction or Fail. The course ran as a pilot in 2009–10 with students who volunteered to take the course. The LSE100 course team gathered extensive feedback from students on the content, structure and resources during the first term and consulted widely with class teachers, lecturers and academic departments in order to provide a course which is challenging but accessible to all students. The opportunities provided by LSE100 - to engage in big issues and debates while strengthening key skills - will help students get the most out of their degree in Scoiology. For more information on the course see lse.ac.uk/LSE100 or visit the LSE100 Moodle site.

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STUDY METHODS The first section of this part of the handbook provides information about the day-to-day organisation of your BSc degree. The next section describes the assessment structure including information on examinations and a mark frame. The final section includes notes on scholarly writing, word processing, public folders, a list of significant dates in the course and the dissertation cover sheet. Structure of Teaching at LSE Teaching normally begins in the first week of Term. Details of lecture times and locations are posted on the web at http://www.lse.ac.uk/collections/timetables/ Undergraduate courses are taught via lectures and classes, complemented by individual meetings called tutorials. Students pursue four taught courses each year and are examined in these subjects in the Summer Term. Lectures The lecture is the most common teaching method, especially for courses taken by large numbers of students. Lectures are normally 50 minutes long - starting at five minutes past the hour and finishing at five minutes to the hour - and involve a lecturer addressing students on a subject. The lecturer will speak at a normal rate and will expect students to absorb the material while taking notes. It is important to learn quickly how to take notes. The important points to remember about lectures are:

� Lectures provide a crucial guide to the subject and a framework for your own reading.

� Try to follow the arguments made by the lecturer while taking notes. � Try to follow-up the reading as soon as possible. If you leave it until later in

the year you will have forgotten some of the ideas. Classes Small group teaching (10-15 students) takes place in classes attached to lecture courses. For most courses, meetings take place. Classes can take various forms. The class teacher will expand on lecture topics or explain more fully difficult concepts or techniques, on other occasions students will give oral presentations of pre-prepared papers or have debates. If there are issues you do not understand in the lectures or in your reading, you should seek clarification in the classes. Classes aim to help students resolve academic problems, to develop oral and written presentation skills. Classes are interactive meetings between staff and students so students are also expected to contribute to these sessions . Students are usually asked to produce two pieces of written work for each course each Term, except in the case of methods courses where several assignments are set. Essays are marked by class teachers, and are returned to students within two weeks. Classes are an essential element of the educational process, which is why th ey are compulsory. Classes also form the main means of monitoring stud ent progress. Student attendance and performance is regularly recorded an d failure to attend classes or to complete written work are reported to tutors and may result in refusal to grant permission to enter for the written examinati ons . At the end of each Term class tutors write reports.

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Students discuss their reports with their tutors at the beginning of the following Term. These reports form a permanent record of performance at the school. Accessing Sociology Lectures (Public Folders) You can find most lecture and class notes on Public Folders. Please take a look at the link below for instructions how to access this information. Please note: due to the heavy traffic of email, Public Folders is also the place where events, lectures, etc., both in the LSE and outside, are listed. http://ittraining.lse.ac.uk/Documentation/OnlineGuides/Public-Folders.htm Moodle Moodle is the name of the School's Virtual Learning Environment (VLE) run by the Centre for Learning Technology. Moodle is a password protected web environment that may contain a range of teaching resources, activities, assignments, information and discussions relating to your course. The content of Moodle is the responsibility of your teacher and so it will vary from course to course. Not all teachers choose to use Moodle. Moodle can be accessed from any computer connected to the Internet, on and off campus. You can access Moodle using your School user name and password from http://moodle.lse.ac.uk/. This page also has links to help and advice on using Moodle. To get started with Moodle see http://moodle.lse.ac.uk/file.php/1/generic_flyer.pdf. You will also find links to Moodle from a number of web pages including the main School homepage for staff and students. If you have any technical problems with Moodle you should contact the IT helpdesk. Tutorials You will be assigned an Academic Adviser, a member of the Department’s full-time teaching staff, who has responsibility for you during the three years of your degree. It is your responsibility to make sure you see your Academic Adviser regularly. You will usually meet with your Academic Adviser 6- 7 times in the year. As the major objective of the tutorial is to help individual students with their learning needs, there is no set pattern with regard to their content. You can make an appointment to see your Academic Adviser via his/her support pe rson or by email. A list of members of staff is given earlier in this handbook. All members of the academic staff also have office hours when they are available to see students without an appointment. The time will be indicated on their office door. Your Academic Adviser is academically responsible for you during your course of study, although he or she is clearly not the only person with such a responsibility; your course lecturers and class teachers have such duties too. The Academic Adviser is the person to whom you should turn for academic advice on issues other than those arising directly from the courses that you are studying. You may also discuss pastoral issues with your Academic Adviser. Organising Your Time This skill may be new to some of you so below is an idea of the amount of time we think you should be allocating to your Degree Programme. The guidance given is

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based on a typical selection of courses, so slight variations can arise. Formal Contact Hours

� 4 one-hour lectures per week during the Michaelmas and Lent Terms, � 4 hours of classes per week, and � 6-7 tutorial meetings with your adviser spread over the three Terms. This

probably totals about 167 hours of formal contact over the year in both classes and lectures. Thus, a further 720 hours is available for private study and individual work (i.e. roughly four hours and twenty minutes of individual work and private study for every formal contact hour!). During this time you will need to prepare essays and assessed pieces of work. During the Easter Vacation and Summer Term you will need to prepare for the examinations and revise.

What You Will Be Required To Produce

� On average, four pieces of written work for each class spread over the Michaelmas and Lent Terms, which will be marked and returned to you. Completion of this written work is a requirement for entry into the summer written examinations. This is known as ‘formative assessment’ (refer to Contents page).

� Assessed work (i.e. it contributes to your final mark) on some compulsory courses (e.g. Issues and Methods of Social Research) and some optional courses (e.g. Work, Management and Globalisation). This forms part of your ‘formal assessment’ (refer to Contents page).

� Examinations: two or three-hour unseen written examinations in the second half of May or early June, where typically, candidates will be required to answer two or three questions from a choice of between six and twelve. This forms part of your ‘formal assessment’ (refer to Co ntents page). What is expected of you Getting a good degree is not a one-way process. Merely turning up at lecture is and classes is not enough. There has to be commitment on your part to:

� Work in your own time between lectures, classes and tutorials (the so-called CONTACT HOURS) so as to achieve a 38-hour working week during Term-time and 10 to 20 hours per week during the Christmas and Easter vacations. (N.B. The vacations are not holiday periods but merely breaks from ‘formal’ teaching to allow you to read, reflect and work on your own).

� Prepare thoroughly for classes, make sure that you have done the necessary reading and have questions ready to ask.

� Make the most of advice, guidance and feedback provided by academic staff. � Manage your own work schedule and produce your work according to the

deadlines. Teaching Quality Assessment (TQA) While we expect a lot of commitment from you, you of course have every right to have high expectations of us as lecturers, class teachers and tutors. Students have the opportunity to comment on the quality of lectures and classes in the TQA's (Teaching Quality Assessments) that take place at least once a year for each course taken. Should students be unhappy about their classes for any reason, they should speak to the class teacher, their tutor, the Departmental Tutor or the Convenor as soon as the problem arises. You do not need to wait for TQA, however. There is a staff-student liaison committee for you to express your feelings about the programme

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(either good or bad!). Through this form, and the Teaching and Learning Committee (TLC), we will do our best to respond to your comments. (See page 8 for the different Departmental Committees, and what they are responsible for.) The Hobhouse Memorial Prizes This prize has traditionally been given to students who achieve an overall first class classification upon completing their undergraduate degree. The Department also gives out prizes, based solely on academic merit, to completing first and second year students. These prizes are normally in the form of book tokens. Winning the Hobhouse Prize makes a valuable addition to your CV, especially if you plan to compete for places on postgraduate programmes. Course Readings All courses make use of the Course Collection in the Library. This is a collection of photocopied articles and book chapters that are available for short-term loan (periods range from one hour to one week, but most are on loan for three days or so) only to LSE students and staff. Please be aware of the punitive fines that apply to these books when they are overdue, especially ‘SET TEXTS’ . Additionally on some courses, photocopies of key readings are placed in the ‘Offprint’ collection (these will have class marks on the reading-list beginning with P, followed by four digits). Offprints are available for loan periods of several hours, and often students will make their own copies of the offprint. The shortened loan period for these key readings enables a large number of students to borrow the same items within a short space of time. Many current journal articles can be accessed online from computers that are within, or connected to the School’s network. It is worth checking if articles on your course reading lists are available this way, since printing these is cheap and straightforward. In addition to the Library main collection and course collection, some teachers are utilising Web reading packs, known as 'WebCT'. E-packs are set up by course teachers prior to the start of the year and they will guide you through the use of WebCT materials. Formative Assessment ‘Formative’ assessments are usually essays, book reviews, short response papers or discussion pieces that do not count towards your final mark. Their purpose it to provide you with informal feedback from class teachers which helps you to develop your analytical and writing skills ahead of formally assessed essays and examinations. This is an opportunity to try out different ideas and approaches without the pressure of being ‘examined’. Formative assessments are handed into, and read by, your class teachers. Formative assessment is an important source of feedback on your work. Please refer to the mark frame below for classifications.

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Feedback You will receive feedback from class teachers and supervisors over the course of the programme to support the development of your work. The Department provides feedback in a number of forms: (i) verbal feedback during office hours, individual and/or group tutorials and supervisions; (ii) verbal feedback in response to class presentations and in the dissertation workshop; (iii) written feedback on formative coursework, and – where appropriate – on class presentations and drafts of dissertation work; (iv) written feedback may be provided in hard copy, or electronically via e-mail, Moodle or LSEforYou. The Department’s policy is to provide feedback within two weeks of submission of formative coursework or draft written material. Formal Assessment Examinations Towards the end of the Michaelmas Term you will be allocated your candidate examination number by the Undergraduate Registry, which organises examinations. Examination entry forms have to be returned to the Undergraduate Registry, located in the Student Services Centre, by mid-January. Information on dates and location of examinations will be announced on the website. Unofficial examination results are normally available after the School’s Examination Board. No results are disclosed before this examiners’ meeting . An external (non- LSE) examiner participates in all stages of the examining process, including vetting examination papers, grading scripts, dissertations and course work – as is usual in all in all British universities. This mark frame is what the examiners work with when marking assessed papers: Undergraduate Mark Frame First Class Honours (70- 100%) This class of pass is awarded when the essay demonstrates clarity of analysis, engages directly with the question, and shows an independent and critical interpretation of the issues raised by it. The essay shows exemplary skill in presenting a logical and coherent argument and an outstanding breadth and depth of reading. The essay is presented in a polished manner, and all citations, footnotes and bibliography are rendered in the proper academic form. (>80%) Answers in the upper range will be outstanding in terms of originality, sophistication and breadth of understanding of relevant themes and material. Upper Second Class Honours (60-69%) This class of pass is awarded when the essay attempts a systematic analysis of the issues raised by the question and demonstrates independent thought. The essay shows appropriate skill in presenting a clearly reasoned argument, and draws on a good range of relevant literature. The essay is well-presented and citations, footnotes and bibliography are rendered in the proper academic form. Lower Second Class Honours (50-59%) This class of pass is awarded when the essays shows an understanding of the issues raised by the question, and

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demonstrates some engagement with relevant literature. The discussion may rely more heavily on description than on independent analysis. There may be some inconsistencies, irrelevant points and unsubstantiated claims in the argument. Presentation and referencing is adequate but may contain inaccuracies. Third Class Honours (40-49%) This class of pass is awarded when the essay shows a limited understanding of the question and demonstrates a partial familiarity with the issues raised by it. The essays contain a minimal attempt at analysis and argumentation and demonstrates limited knowledge of the relevant literature. Presentation may be poor and referencing incomplete. Fail (0-39%) The essay shows little understanding of the subject and does not adequately address the question. It may be based entirely on lecture material, poorly structured and contain significant errors of fact. The essay may be poorly presented with inadequate referencing, and fail to demonstrate knowledge of the relevant literature. Bad Fail (0-19%) A bad fail is awarded to essays that demonstrate no understanding of the question nor of the relevant literature. The essay may be incomplete, and is likely to be poorly presented with little or no referencing. Classification Schemes Undergraduate and graduate degrees are classified according to the classification scheme which may vary depending on the year a programme started. Classification schemes are applied by the Boards of Examiners at their meetings in July and November each year. Please refer to the following web link for further details. http://www.lse.ac.uk/resources/calendar/academicRegulations/TaughtMastersDegreesFourUnits.htm Assessed Essays and The Sociological Project (‘Diss ertation’) All formally assessed work must be submitted to the Department’s Administration Office (S219a). Although you should refer to specific course guides for the precise deadlines, these are usually during the first and second weeks of the Summer Term. Two securely bound copies of the assignment are to be submitted to the Administration Office, S219a. On both copies, the front cover should be transparent to allow the title and your candidate examination number (but not your name) to be read without opening. The title page must also include the word count. The word count does include footnotes and endnotes but not the bibliography or references. Submitted copies must be identical in every respect. Finally, to repeat: do not put your name on your dissertation. A third copy of your dissertation is to be posted to Moodle. It is also acceptable, in the interests of the environment, to submit this work in double-sided format. At the time you submit these two copies, you will be asked to complete and sign a form entitled ‘Plagiarism Statement’. The bottom part of this form is also your receipt. Plagiarism (unacknowledged borrowing and quotation) is an examination offence and carries heavy penalties. The form you will be asked to sign states the following:

I declare that, apart from properly referenced quotations, this dissertation is my own work and contains no plagiarism; it has not been submitted previously for any other assessed unit on this or other degree courses. I have read and understood the School’s rules on assessment offences as

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stated in the Graduate/Undergraduate School Calendar.

It is suggested that, for your own records, you prepare and retain a third copy, since the two submitted copies will not be returned to you. Feedback on Assessed Essays The School recommends that no feedback be given on assessed essays, however, it does not prevent individual departments from doing so. Within the Sociology Department is it left up to individual lecturers to decide whether feedback will be given. On courses where the grade is based solely on assessed coursework, no feedback will be given. As the feedback on assessed work is given by candidate number, thereby maintaining the anonymity of the student, there can be no discussion with the lecturer about the content of the feedback. This feedback can be helpful whether you are preparing for another piece of assessed coursework or a sat exam in that particular course or any other. It is not a custom at the School to supply formal feedback on examination performance. Plagiarism Detection As well as submitting two hard copies of your work, you will also be required to post a copy of your coursework into a specific Moodle site against which JISC Plagiarism Detection service software can be run. You can take a look at their website at www.submit.ac.uk to see how it all works. Further details will be provided by the course convenor. Plagiarism / Academic Dishonesty / Assessment Offen ces Preamble Assessment is the means by which the standards that students achieve are made known to the School and beyond; it also provides students with detached and impartial feedback on their performance. It also forms a significant part of the process by which the School monitors its own standards of teaching and student support. It therefore follows that all work presented for assessment must be that of the student. What is Plagiarism? All work for classes and seminars as well as scripts (which include, for example, essays, dissertations and any other work, including computer programs) must be the student's own work. Quotations must be placed properly within quotation marks or indented and must be cited fully. All paraphrased material must be acknowledged. Infringing this requirement, whether deliberately or not, or passing off the work of others as the work of the student, whether deliberately or not, is plagiarism. Regulations The School has two sets of regulations in this area: one covering plagiarism and one covering all other academic offences (such as exam cheating). The School applies severe penalties to students who are found guilty of assessment offences. The work you submit for assessment must be your own. If you try to pass off the work of others as your own you will be committing plagiarism. Any quotation from the published or unpublished works of other persons, including

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other candidates, must be clearly identified as such, being placed inside quotation marks and a full reference to their sources must be provided in proper form. A series of short quotations from several different sources, if not clearly identified as such, constitutes plagiarism just as much as does a single unacknowledged long quotation from a single source. The examiners are vigilant for cases of plagiarism and the School uses plagiarism detection software to identify plagiarised text. Work containing plagiarism may be referred to an Assessment Misconduct Panel which may result in severe penalties. If you are unsure about the academic referencing conventions used by the School you should seek guidance from your Academic Adviser or the Library, see link below. The Regulations on Plagiarism can be found at the following web link. http://www.lse.ac.uk/resources/calendar/academicRegulations/RegulationsOnAssessmentOffences-Plagiarism.htm http://www2.lse.ac.uk/library/services/training/citing_referencing.aspx. Late Submission of Assessed Course Work The Department has agreed the following guidelines for the submission of course work. All students must be given clear written instructions on what is required for assessed coursework and dissertations, and the deadline for their submission;

1) if a student believes the s/he has good cause not to meet the deadline (e.g. illness), s/he should first raise the matter with the appropriate administrator and make a formal submission to the Chair of the appropriate Examination Sub-Board. A mitigation form should be submitted via the Student Services Centre: (http://www2.lse.ac.uk/intranet/students/studentServicesCentre/examinationsAndResults/Mitigation.aspx ) Normally, penalties for late submissions will only be waived where there is a good reason backed by supporting evidence (e.g. a medical certificate); Late submissions may be condoned where there are verifiable extenuating circumstances (e.g. shown by a medical certificate), subject to final confirmation by the Chair of the S ub-Board of Examiners;

2) if a student misses the deadline for submission but believes s/he had good

cause which could not have been anticipated, s/he should first raise the matter with the appropriate administrator and make a formal submission to the Chair of the appropriate Examination Sub-Board. A mitigation form should be submitted via the Student Services Centre: (http://www2.lse.ac.uk/intranet/students/studentServicesCentre/examinationsAndResults/Mitigation.aspx ) Normally, penalties for late submission will only be waived where there is a good reason backed up by supporting evidence (e.g. a medical certificate); Late submissions may be condoned where there are verifiable extenuating circumstances (e.g. shown by a medical certificate), subject to final confirmation by the Chair of the S ub-Board of Examiners;

3) if a student fails to submit by the set deadline the following penalties shall

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normally apply: five marks out of 100 will be deducted for coursework submitted within 24 hours of the deadline and a further five marks will be deducted for each subsequent 24-hour period (working days only) until the coursework is submitted. After five working days, coursework will only be accepted with the permission of the Chair of the Sub-Board of Examiners;

4) Candidates using word-processing equipment during t he preparation of

their work are strongly advised to make frequent ba ck-up copies of their text. Disc, computer or printer failure will not be regarded as a legitimate excuse for late submission of a piece of course wor k.

Notes on the Presentation of Scholarly Writing When preparing essays and the third year project, students should bear in mind that great importance is attached to proper noting, grammar, punctuation, spelling, and referencing, and they should adopt a consistent set of conventions. Examples of recommended style are given below. Footnotes These are a way of saying something extra that amplifies a point that has been made in the main text but is peripheral to it and would result in the main text containing distracting extra material. They should be numbered consecutively within each chapter. You can make them literally footnotes, at the foot of the page, but just as easily as endnotes at the `end of each chapter. Try to avoid very long notes. Textual references Unless an essay cites many primary sources and/or legal cases, referencing in the text should be done within parentheses (round brackets) using the so-called Harvard system of author(s), year of publication and (where appropriate) page number(s). These references should be inserted into the text as close as possible to the relevant point as is consistent with clarity and legibility. The usages contained in the following various examples should be followed as appropriate; these cover all major situations and the point being demonstrated is made explicit where it is not immediately obvious.

� As Dollard (1988) argues, . . . ; Dollard’s (1988) classic study; (Perrineau 1985)

� (Messina 1989, pp. 23–6) – use the minimum number of digits in page-numbers, except between ‘10’ and ‘19’, ‘110’ and ‘119’, etc.; referencing to individual chapters according their inclusive page-numbers in the edition being cited rather than to chapter-numbers is preferred

� (Banton 1987a; 1987b) – two or more references to works by the same author published in the same year should be distinguished in this way

� (Banton 1983; 1987a) but (Banton 1983, p. 104; Banton 1987a, p. 129) – omit the author’s surname after the first reference only if he or she is the only one being cited within a set of parentheses and if only years of publication but not pagenumbers are being used in all instances

� (Banton 1987a; Anthias 1992) – order by ascending year of publication rather than alphabetically by surname of author, using the latter criterion only when citing differently authored publications from the same year

� (Butler and Stokes 1974; Himmelweit et al. 1981) – works by up to three coauthors should cite the surnames of all co-authors, while those with four or more co-authors should be cited using only the surname of the first, followed by ‘et al.’

The corresponding list of References should be typed or printed separately double-or sesque-spaced at the end of the dissertation beginning on a new page and titled

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merely ‘References ’. The list should be alphabetical by surname of author or first co-author and should be in the style of the following examples. It is important to include, where they exist, part-numbers as well as volume-numbers of cited journals and inclusive pagenumbers of material from journals and edited collections. It is also important to provide any subtitle of a book or an article, as well as the forenames and/or initials of authors of cited material, whatever was given in the original reference. You should also take care that only those references cited in the text appear in the list of References and vice versa. General bibliographies should not normally be given. Also, avoid citation mania – the tendency to provide citations even for the most trivial or banal assertions. ANTHIAS, FLOYA 1992 ‘Connecting “race” and ethnic phenomena’, Sociology, vol. 26, no. 3, pp. 421–38 BANTON, MICHAEL 1983 Racial and Ethnic Competition, Cambridge: Cambridge University Press ____ 1987a Racial Theories, Cambridge: Cambridge University Press ____ 1987b ‘The beginning and the end of the racial issue in British politics’, Policy and Politics, vol. 15, no. 1, pp. 39–47 BUTLER, DAVID and STOKES, DONALD 1974 Political Change in Britain: The Evolution of Electoral Choice, 2nd edn, London: Macmillan DEAKIN, SIMON and MORRIS, GILLIAN S 1998 Labour Law, 2nd edn, London: Butterworths DOLLARD, JOHN 1988 Caste and Class in a Southern Town, 4th edn, Madison, WI: University of Wisconsin Press [1st edn, New Haven, CT: Yale University Press, 1937] ENGBERSEN, GODFRIED and van der LEUN, JOANNE 1998 ‘Illegality and criminality: the differential opportunity structure of undocumented immigrants’, in Khalid Koser and Helma Lutz (eds), The New Migration in Europe: Social Constructions and Social Realities, Basingstoke: Macmillan Press Ltd, pp. 199–223 HIMMELWEIT, HILDE T, et al. 1981 How Voters Decide: A Longitudinal Study of Political Attitudes and Voting Extending Over Fifteen Years, London: Academic Press MESSINA, ANTHONY M 1989 Race and Party Competition in Britain, Oxford: Clarendon Press PERRINEAU, PASCAL 1985 ‘Le Front National: un électorat autoritaire’, Revue Politique et Parlementaire, no. 918, pp. 24–31 SOMBART, WERNER 1976 Why Is There No Socialism in the United States?, London: Macmillan [first published in German in 1906] THOMAS, J J R 1985 ‘Rationalization and the status of gender divisions’, Sociology, vol. 19, no. 3, pp. 409–20 ALVIN, JAMES 1982 ‘Black caricature: the roots of racialism’, in Charles Husband (ed.), 'Race' in Britain: Continuity and Change, London: Hutchinson, pp. 59–72 Give only the first-named place of publication if more than one are listed on the title-page of a book. It is now conventional that the names of American towns or cities (except New York) are followed by the Post-Office-authorised two-letter abbreviation of the state concerned; e.g., Cambridge, Massachusetts, should be identified as ‘Cambridge, MA’. Publications with up to three co-authors should be referenced as in the Butler/Stokes example; those with four or more co-authors should be referenced as in the Himmelweit example.

Internet references Internet references should be given in the text as in the following examples, normally – though not necessarily in every case – identifying simultaneously the holder of the website. ‘The website of the Commission for Racial Equality [www.cre.gov.uk] is merely one

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source for . . .’. However, note: ‘There are several Internet sources providing basic information about current legislation on racial discrimination in employment (e.g., www.cre.gov.uk/rights) . . .’

Where it is necessary to give textual and Internet references simultaneously, all the former should be listed first (ordered according to the principles for textual references given above) and all the latter should be listed second, in alphabetical order. All individual references of whatever type should be separated by semi-colons. A demonstrative example follows: ‘There are numerous sources providing information about current legislation on racial discrimination in employment (e.g., Deakin and Morris 1998, pp. 543–626; www.cre.gov.uk/rights ).’ Where a referenced website has been located via a link from some other site, it is usually necessary to identify only the destination site. All Internet references should also be listed at the end of the article after the textual References and with the title ‘Internet references ’. They should be listed in alphabetical order of holder of the website, giving the date on which each was accessed for the information being cited (accurate to the day or, if not feasible, as close thereto as possible), and website address. If a website has been merely cited without having accessed it, ‘n.ac.’ (for ‘not accessed’) should be substituted for date of access. The following examples demonstrate these principles. Commission for Racial Equality, 27 November 1999, www.cre.gov.uk/rights Higher Education Statistics Agency, May 1999, www.hesa.ac.uk Le Monde, 29 November 1999, www.lemonde.fr University of Surrey, n.ac., www.surrey.ac.uk Requesting a Reference If you are asking an academic to write a reference for you, you should be aware of the following guidelines :

a) Please give referees at least three weeks’ notice before the reference is due. Senior members of staff in particular may well be asked to write scores of references every term. Often each reference requires updating or adaptation to a specific job or scholarship. It is in your own interest to give the referee enough time to do it justice.

b) Never put down someone’s name as a referee without asking them in advance.

c) Provide all the information needed to write the reference. Make sure that you have filled out your part of any form you submit.

d) It is helpful if you include all the information your Academic Adviser will need in a single email, with a clear subject line. You might, for example, wish to remind your Academic Adviser of scholarships awarded or internships undertaken.

e) Sometimes an application requires a reference from the programme convener. If so, the usual practice is for your Academic Adviser to produce a draft which the programme convener will then sign.

f) Once someone agrees to be a referee, he or she has the obligation to do the job on time. Inevitably, busy people writing scores of references sometimes forget so gentle reminders are worthwhile.

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g) By putting your CV on the CV builder on LSE for You, your referee will be able to see your work experience and extra curricular activities, so enabling them to write a fuller reference for you. You should not normally name your Academic Adviser as a referee for a job unless you have first discussed the matter with him or her, although a general discussion may result in a blanket permission to use his or her name as a referee if you are applying for a number of jobs.

Word-processing: Notes for Sociology Students Word-processing in particular and computer skills in general are not only useful to students, but are valued by employers and always look good as part of a person’s CV. You would be strongly advised to use a word-processor for your essays and class presentations, and indeed for all your written work. The standard School word-processing package is Microsoft Word. IT Services provides basic introductory classes for students in Word along with individual user-support. Detailed notes can be obtained from the IT Services Information Point in the library. Attend a course on Word as soon as possible so that you learn the correct procedures from the beginning. Packages like Word can seem intimidating and confusing because they contain many features that most users will either not need at all, or only use rarely. However, some basic principles and functions must be mastered before you can do any useful work, and time spent on learning them will save you much trouble later. The most important and fundamental of these are listed here. Organize your work . Much time and aggravation can be saved by organizing your work carefully from the start.

• Always put a label on your CD, floppy disk or USB memory stick, and remember to write at least your name and department on it. Additionally, create a file on each with the name ‘If lost please return to …’

• Label all your disks, directories, folders and files clearly. • Adopt a hierarchic (i.e., branching) or alphanumeric (i.e., 123ABC) listing

system that organizes your work logically. • Use transparent file names that will not require efforts of memory to recall

what they contain. (Windows file names cannot contain the \/:*?”<>or | characters.)

Complex work like a thesis should be split into several different files and special care needs to be taken when naming them. e.g., each file might have a three-part file name:

1. an alphanumeric place holder which determines that the file is always listed in the right place (e.g., the first chapter in a thesis might be preceded by ‘1’—or ‘01’ if there are going to be 10 or more).

2. an abbreviated but informative name that reveals contents (e.g. ‘Intro’) 3. a version number that is incremented every time the file is saved with

significant changes and which distinguishes it clearly from earlier, superseded versions: e.g., 1Intro3.5 would mean that this is the fifth version of the third major revision of the first, introductory chapter. (Incremental numbering may

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not seem important if you simply add material to each new version of a document. However, if you delete or radically alter something and then want to undo the changes, being able to trace an earlier version that contained the original material is much easier if you used incremental numbering and kept copies of earlier, superseded versions.)

Attaching ‘.doc’ to the end of the file name will ensure that it is recognized as a document file by Windows operating systems. It is always easier to organize your work before yo u begin than after you have done it. Save frequently. Only when you save your work is it secure and physically written to the disk. Otherwise it exists only in a volatile memory that vanishes with power loss, system failures and other things.

• Always save before you leave your work. • Always save after a complex change or extensive re-writing. • Always save before you do something that you think might have unforeseen

or unpredictable effects on your work (eg, an unfamiliar routine). • Always save your work onto a removable medium (eg CD or memory stick) or

your home (H) space on the network. Work saved on a shared computer hard disk can be accessed and deleted, either deliberately or inadvertently, by other users.

• Do NOT keep your only copy of your work on a single disk. Always keep a copy on your network space (H:)

• Don’t create documents that are too large. As a rough guide, 30-40 pages of A4 is as large as any document should be. Small documents are easier to edit and if something goes wrong with a small document less work is lost or has to be recovered from backups.

• Beware Save As : if you choose this saving option, Word will save to the destination specified by the Save As command on subsequent saves unless a new Save As is specified. (This can result in loss of files if you use Save As to save backups in a different place to originals, and then return to work on the original assuming it will be saved where it originally was: it won’t be!)

In the Save tab under Options in the Tools menu, Word allows you to set various options for automatically saving and backing up your work automatically, including an AutoRecover option which it is important to have turned on.

You can never save too often.

Backup frequently . Backup copies are essential. Sooner or later you will lose data, often through no fault of your own. And although Word allows you to set an automatic backup facility (Tools � Options � Save �Always create backup copy), it is unwise to rely on this alone since such automatically saved backups can easily be lost or inadvertently erased. (But see the advice above regarding Save As.)

• Always backup to a disk that is different from the one your originals are on (auto-backup probably won’t do this).

• Always keep at least two—and preferably three—backups of important work in different places. (Three backups guards against a drive being faulty and erasing your work. The chances are that it will only be after the second backup is erased that you will realize what is happening! Keeping backups in

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different places guards against fire and theft. Free backup on the internet is also possible, and may be available from your Internet Service Provider.)

• Cumulative backup (i.e., adding later backups to earlier ones) preserves earlier versions of your work that you may wish to go back to later. (You can do this easily if, rather than keeping a box of blank disks, you use them to backup sequentially, taking one from the front and replacing it at the back. This way you preserve the order of your backups, and don’t waste disks. Alternatively, many CD burner applications allow incremental backup—i.e., only save changes or new files.)

You can’t backup too often or too much. Never end a work session without making at least one backup. Use different fonts and formats. Documents look a lot better if you follow a few basic principles:

• Learn to use italics, bold and CAPITALS as appropriate. (Avoid underlining to indicate italics, since this is now totally unnecessary.)

• Use serif fonts like this one (Times New Roman) for paragraph text and avoid sans-serif ones like this one (Arial) for entire documents, EXCEPT FOR HEADINGS (Arial Narrow) or EMPHASIS (Arial Black).

• Don’t use more than two or three different fonts in the same document. • Avoid single spacing for long documents. • Headers can ensure that detached pages of your work can be identified. • Page numbers are essential in documents of more than three pages. • In drafts, you can use strikethrough like this or even double strikethrough like

this (Format � Font Effects ) to indicate something you may wish to delete, but are not sure about yet. Word also allows you to add comments (Insert � Comment ) to annotate a text. You can also add text in different fonts like this to make it stand out, for example as an addition you are still thinking about. Text can also be coloured (but on a black-and-white printer the effect will obviously be lost, and some colours may result in illegible print).

• You can also set Word to track changes, which means that the system keeps a record of all your editing changes and can display them if required (Tools � Track Changes ).

• If you need special characters like ¿, õ, or é, you can find them in the Character Map accessory in Windows XP (start � All Programs � Accessories � System Tools � Character Map ). Simply select, copy, and paste into your document.

Take care printing. Inevitably, you will have to print your work. Much time can be saved by mastering the process before you try to print something important.

• Always save before you print. • Look at your document in print preview to check that the pages look as you

want them. • Check by inspecting a sample page that the output is as you wish it to be and

that the printer is functioning correctly. • Ensure that the paper size and/or Page Setup are correct and that page

breaks on the paper you are printing on coincide with the breaks in your document. This is a common reason for documents not printing properly.

• If you are including illustrations, or printing PowerPoint slides, avoid too much use of black or dark backgrounds. This will use a lot of toner, and slow down printing.

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Never leave a document to print without supervision .

Don’t panic! Even if you save and backup conscientiously, things can still go wrong and you can lose valuable work. The following points are worth bearing in mind:

If something unexpected happens, try the Undo command in the Edit menu (also often on the menu bar indicated by ����) before you do anything else. Undo can also undo previous key strokes or mouse clicks: click on the arrow next to the ����icon on the toolbar to see options for undo. In the event of a crash, Word will probably have saved files that you can access as soon as you re-launch it if you had the AutoRecover feature turned on (Tools � Options � Save �Save AutoRecover info). Take viruses seriously and routinely disinfect your disks, especially if you use public computer rooms or other people’s disks or machines. This not only protects you, but protects others whom you might infect accidentally. If you have a home PC you can obtain Anti-Virus Software from the IT Services Helpdesk or on-line. Data is never deleted from a computer disk until it is over-written by later saves. This means that although your files may appear to be lost—eg, through unintended deletion—saved versions are still on the disk. The good news is that file-recovery software exists that can restore saved but deleted files. The bad news is that it doesn’t always work! Don’t save any further data to a disk that contains lost or damaged files. EndNote Plus

Entering reference citations is an essential part of preparing any piece of scholarly writing, and correct and helpful citation can make a huge difference to readers of your work. However, providing references is also a vastly time-consuming and often fiddly chore. EndNote Plus is a specialized piece of reference-management software that is supported by

the IT Services, used in the Library, and installed on standard workstations throughout the School. It makes referencing quick, easy, and accurate, and you should use it from the beginning of your studies at LSE. Students can sign up for courses which are run regularly in the Library. Attend a course on EndNote as soon as possible. The time devoted to it will be quickly be repaid once you start to use it. EndNote is first and foremost a database: in other words, it provides you with ready-made fields in which to enter all the relevant bibliographical data about a publication you may wish to cite. And once entered, none of this data need ever be entered again, either into EndNote, nor into anything you may subsequently write. Such data is stored in a Library, and you can also include your own notes, quotations, and in the latest version, even graphics and PDFs of the original document. The second thing that EndNote does is to automatically format anything you write in any bibliographical style it supports (hundreds!). You simply copy and paste in temporary citation markers from your library as you go, and then EndNote will either format immediately (cite-while-you-write) or whenever you ask it to do so. In other words, it will enter text citations in the correct style and then add a corresponding bibliography at the end. Nothing could be simpler, but here are a few tips:

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Limit yourself to one library , so that any and all additions to your bibliographical database are stored in the same place. Processing papers is much easier if you only have one library (if you have more than one, you need to specify which library EndNote is to use each time, and confusion and complications can follow if you get it wrong). Backup your library : if you lose it entirely, EndNote cannot format anything you may have written using it in the past. And if your library is large, it will represent hours of work entering data, so you can’t afford to lose it! Use EndNote for efficient note-taking related to particular things you read. (If you choose Annotated as the output style, all fields are printed in the bibliography, including your notes.) Use Copy Formatted for quick citations of selected references in PowerPoint slides or handouts (The British Journal of Sociology—the house journal—has a nice-looking and appropriate citation style which is included in EndNote styles.) Learn EndNote’s basic rules about entering author names, titles, and so on at the beginning, so as to avoid problems later. Download EndNote-compatible references from the Library catalogue and many other remote databases. Don’t cite titles you haven’t read : it’s misleading at best and dishonest at worst, and can occasionally make a complete fool of you (as many students and some academics have learnt to their cost!).

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CODE OF GOOD PRACTICE FOR UNDERGRADUATE PROGRAMMES: TEACHING, LEARNING AND ASSESSMENT This Code of Practice is approved by the Student Affairs Committee. Last updated: June 2010 Introduction This Code sets out general School practices for all undergraduate programmes. It sets out basic reciprocal obligations and responsibilities of staff and students. It should be read in conjunction with all other School policies, regulations, codes of practice and procedures as set out in the School's on-line Calendar. The expectation is that all programmes will meet the standards set out in the paragraphs below. This Code informs students of what they may reasonably expect and informs departments of what they are expected, at a minimum, to provide. Each department will publish a detailed statement of its provision under this Code in its handbook and on its departmental website. These statements will provide a basis for monitoring the academic activity of departments through the Teaching, Learning and Assessment Committee and its internal reviews of teaching. The statements will also provide a basis for monitoring departmental pastoral provision by the Student Affairs Committee.

Academic Advice 1.1 On joining the School each student is allocated a member of the academic staff

in his or her department as an academic adviser.

1.2 Each department sets out in the relevant handbook its own detailed guidelines regarding the role of the academic adviser. Among those responsibilities that an academic adviser is normally expected to carry out are:

• To provide academic guidance and feedback on the students' progress and performance and to discuss any academic problems they might experience.

• To provide pastoral support on non-academic issues and to refer students, as necessary, to the appropriate support agencies within the School.

• To implement the provisions outlined in Individual Student Support Agreements (ISSAs) for students with long-term medical conditions, specific learning difficulties and/or disabilities in liaison with the School's Disability and Well-Being Office.

• To maintain regular contact with students on academic and pastoral issues through direct one-to-one meetings and other means of communication, such as emails. The number and nature of meetings may vary between departments and programmes as detailed in the relevant handbook.

• To comment on and provide a general assessment of students' progress on their termly class reports via LSEforYou.

• To agree students' course choices via LSEforYou. • To inform the Departmental Tutor and School of any students whose

attendance and progress is not satisfactory.

1.3 Each adviser must have a good working knowledge of the structure and regulations of degree programmes in the department.

1.4 Each adviser must have a good working knowledge of the various academic and

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pastoral support services within the School.

1.5 Each adviser must publicise regular periods of time when they are available to meet with their students.

1.6 If the relationship between an adviser and student is unsatisfactory, the department must have in place an appropriate process for arranging a change of adviser.

1.7 Each department has a Departmental Tutor. The responsibilities of the Departmental Tutor include:

• Providing departmental orientation programmes for new and continuing students.

• Monitoring the academic and pastoral care provided by members of his or her department, including the provision of reasonable adjustments for students with disabilities.

• Arranging regular termly meetings of a Staff-Student Liaison Committee and the nomination of a representative to the School's Undergraduate Students' Consultative Forum.

• Providing a direct channel of communication between the School and any student who is encountering academic or pastoral difficulties.

• Authorising, where appropriate, a student's request for course choice outside the degree regulations.

• Authorising, where appropriate, a student's request for a degree transfer.

Teaching 2.1 The detailed requirements of each programme and course are provided in the

on-line Calendar, in the relevant handbook and on departmental web pages. Students are obliged to complete all course requirements as specified in their degree regulations.

2.2 Teaching at the undergraduate level will be a combination of lectures and classes. The teaching method used will largely be determined by the size of the programme and the nature of the subject covered in a particular course.

2.3 Lectures are an important part of the teaching and learning experience. The structure and content of each course are set out in the on-line Course Guide. Lecturers must ensure that their teaching is consistent with this information.

2.4 Lecturers are responsible for organising the class programmes for their courses, for liaising with class teachers to ensure that the classes are properly coordinated with their lectures, and for submitting course reading lists to the Library in good time for required books to be purchased.

2.5 Classes are a compulsory part of the teaching and learning experience. Class sizes should not normally exceed 15 students.

2.6 Classes will normally give students the opportunity to participate in a discussion of material relevant to the course. The nature and format of these discussions will vary according to the subject matter of the course.

2.7 Lectures and classes start at five minutes past the hour and end at five minutes to the hour. Staff and students should make every effort to start and finish on time.

2.8 Formative coursework is an essential part of the teaching and learning

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experience at the School. It should be introduced at an early stage of a course and normally before the submission of assessed coursework. Students will normally be given the opportunity to produce essays, problem sets or other forms of written work. The number of these pieces of work for each course will be detailed in the on-line Course Guide.

2.9 Feedback on coursework is an essential part of the teaching and learning experience at the School. Class teachers must mark formative coursework and return it with feedback to students normally within two weeks of submission (when the work is submitted on time). Class teachers must record the marks, or the failure to submit coursework, regularly via LSEforYou. Students will also receive feedback on any summative coursework they are required to submit as part of the assessment for individual courses (except on the final version of submitted dissertations). They will normally receive this feedback before the examination period. Individual departments will determine the format of feedback on summative coursework, but it will not include the final mark for the piece.

2.10 Some programmes require students to submit dissertations. Students will receive preliminary feedback on a draft chapter, section or detailed plan of their dissertations that they submit in good time prior to the final submission deadline. Individual departmental handbooks will set out the details of the dissertation process, including the deadline by which draft chapters, sections or detailed plans must be submitted to be eligible for feedback. A mark will not be included in this feedback.

2.11 Class teachers must record student attendance on a weekly basis via LSEforYou.

2.12 Class reports are an integral part of the School's monitoring system on the academic progress of its students. Class teachers must complete, via LSEforYou, full and accurate reports, including a general assessment of each student's progress, at the end of the Michaelmas and Lent Terms.

2.13 All full-time members of staff and part-time and occasional teachers must have regular weekly office hours during term time when they are available to students to discuss issues relating to the courses they are teaching. These hours should be displayed outside their offices.

Responsibilities of the student 3.1 Students are required to attend the School for the full duration of each term.

Students who wish to be away for good reason in term time must first obtain the consent of their adviser. Students away through illness must inform their adviser and their class teachers and, where the absence is for more than a fortnight, the Student Services Centre.

3.2 Students with disabilities which might impact on their studies should contact an Adviser in the Disability and Well-Being Office in good time to negotiate reasonable adjustments. These will be set out in an Individual Student Support Agreement. Students must also agree to the extent to which this information will be shared within the School. If the School is not informed about a disability in good time, it may not be able to make the appropriate reasonable adjustments.

3.3 Students must maintain regular contact with their academic adviser to discuss relevant academic and pastoral care issues affecting their course of study.

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These should include:

• Guidance regarding course choice • Discussion of academic progress based on termly class reports

3.4 These discussions should take place through direct one-to-one meetings and other means of communication, such as emails. The number and nature of meetings may vary between departments and programmes as detailed in the relevant handbook. Students should be able to meet their adviser within the first week of term time, i.e. either during regular office hours or at a mutually convenient time.

3.5 Attendance at classes is compulsory and is recorded on LSEforYou. Any student who is absent on two consecutive occasions or is regularly absent without good reason will be automatically reported to their academic adviser.

3.6 Students must submit all required coursework on time, whether it is summative coursework (i.e. work that counts towards the final mark) or formative work (that does not count towards the final mark). In submitting coursework, students must abide with the School's policy on plagiarism as set out in the School's Assessment Offences Regulations: Plagiarism.

3.7 Permission to sit an examination may be withdrawn from students who regularly miss classes and/or do not provide required course work.

3.8 Students should ensure the accuracy of the information regarding their programme of study, including their class schedule, class attendance and submission of coursework, contained in their personal LSEforYou account.

3.9 Students must communicate changes of term time and home addresses to the Student Services Centre via LSEforYou as soon as they occur.

3.10 Students must pay School fees when due. Failure to pay fees could result in the withdrawal of Library rights, termination of registration, and/or the withholding of transcripts and/or degree award certificate.

3.11 Students who decide to interrupt their studies or withdraw from the School must inform their academic adviser and the Student Services Centre in writing. Failure to inform the School could result in a demand for fee payment for the full session.

Examination and Assessment 4.1 Students must complete all elements of assessed work for each course.

Methods of examination and assessment for each course are set out in the on-line Course Guide. In submitting course work, students must abide with the School's policy on plagiarism as set out in the School's Assessment Offence Regulations: Plagiarism.

4.2 Students must be given clear advance warning of any new or approved changes to examination format. When the content of a course changes to the extent that previous examination papers may not be a reliable guide to future papers, lecturers should warn students and should produce sample questions for the new parts of the course. When the course is new and, there are no previous papers, a full sample paper should be produced.

4.3 Students who regularly miss classes and/or do not provide required coursework may be denied permission to sit an examination.

4.4 Any student who requires specific examination arrangements must contact an

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adviser in the Disability and Well-Being Office so that reasonable adjustments can be made. Applications for specific exam arrangements should normally be made no later than seven weeks before the date of the student's first examination.

4.5 Any mitigating circumstances in the period preceding or during the examinations that might affect a student's attendance at, or performance in, examinations must be communicated in writing to the Student Services Centre with all relevant supporting documentation, such as medical certificates, not later than seven days after her/his last exam.

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DIPLOMA IN SOCIOLOGY 2010/2011 About the Diploma Programme The programme introduces students who may be unfamiliar with sociology to empirical and conceptual analysis. Compulsory Courses

� Either SO100 Key Concepts in Sociology: An Introduction to Sociological Theory or SO201 Sociological Analysis.

� SO221 Issues and Methods of Social Research. Options You choose a total of two course units through a combination of full- and/or half-option course units from a list of undergraduate courses offered within the department. Programme Guide This section provides essential information for planning your course of study. Refer to the front of the BSc sections of this handbook for general guidance as to the Diploma programme. Those sections provide essential information for planning your course of study. The introductory remarks give you general guidance as to the Diploma programme aims, requirements and timeline. Following this is detailed information about the courses available in 2010/2011. Diploma in Sociology Students must take four courses as shown. Those who wish to proceed to the MSc in Sociology will be expected to pass the Diploma at a standard satisfactory to the Department. Paper Course number and title 1 SO221 Issues and Methods of Social Research 2 Either SO201 Sociological Theory or SO100 Key Concepts in

Sociology: An Introduction to Sociological Theory 3 & 4 Two of the following:

• SO110 Key Issues in Contemporary Societies: An Introduction to Contemporary Sociology

• SO201 Sociological Analysis • SO203 Political Sociology • SO208 Gender and Society • SO210 Crime, Deviance and Control • SO211 Sociology of Health and Medicine • SO212 Work, Management and Globalisation

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• SO215 Evolution and Social Behaviour • SO224 The Sociology of Race and Ethnicity • ST103 Statistical Methods for Social Research

Scheme for the Award of a Diploma This scheme should be read in conjunction with the Regulations for Diplomas, the regulations for the Diploma programme on which the candidate is registered, the relevant online undergraduate course guides, and the Code of Good Practice for Diploma Programmes: Teaching, Learning and Assessment. Last updated: July 2010 1. Responsibilities of Sub-Boards of Examiners 1.1 Each diploma programme shall be the responsibility of a Sub-Board of Examiners. Taking into account all information properly presented to it and by exercising its academic judgement, the Sub-Board shall decide if each candidate has satisfactorily completed all elements of assessment as set out in the programme regulations. Where the Sub-Board recommends that an award should be made, it will also determine the classification of the award in accordance with section 6 below. 1.2 Each course shall be the responsibility of a Sub-Board of Examiners. The Sub-Board shall confirm a numerical mark for each candidate taking a course falling within its responsibility. 2. External Examiners 2.1 Each Sub-Board of Examiners shall include at least one external examiner competent to judge the candidates concerned. 2.2 All elements of assessment for a course shall be marked by internal examiners and, as appropriate, an external examiner. 2.3 No mark or grade shall be assigned for any course or element of assessment for a course without an external examiner having been able to approve it, whether or not s/he attended a meeting of examiners. 3. Mark and Grade for a Course 3.1 The examiners for each course will decide a numerical mark for each candidate using the following scale:

Mark Grade

0 - 39% Fail

40 - 59% Pass

60 - 69% Merit

70% and over Distinction

3.2 Unless they receive written instructions from the Examinations Office to do so, e.g. in the case of dyslexic candidates, examiners shall assess work without referring to medical and/or extenuating circumstances. Such circumstances will be considered by the Sub-Board of Examiners at the meeting where the award of diplomas is considered.

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4. Eligibility for Award of Diploma 4.1 In order to be considered for a diploma, a candidate must have completed all elements of assessment for each course as listed in the corresponding programme regulations. 4.2 A candidate who is absent for any element of assessment for a course will be considered not to have completed the course. Moreover, the absence will count as one of the attempts allowed for the course unless it was authorised by the Chair of the Sub-Board of Examiners for the programme. 5. Treatment of Half Units This Classification Scheme is based on the marks achieved by candidates in all papers1 taken in fulfilment of the programme regulations. For the purposes of determining classification only, the marks obtained for half-unit courses shall be paired and averaged2 according to the appropriate diploma programme regulations. 6. Calculation of the Award of Diploma 6.1 The overall classification of an award shall be calculated as follows: Pass 6.2 Pass diploma shall be awarded for the following combination of minimum marks:

6.2.1 3-unit programmes 40 40 40

6.2.2 or 50 40 20

6.2.3 4-unit programmes 40 40 40 40

6.2.4 or 50 40 40 20

Merit 6.3 A diploma with Merit shall be awarded for the following combination of minimum marks:

6.3.1 3-unit programmes 60 60 60

6.3.2 or 70 60 50

6.3.3 4-unit programmes 60 60 50 50

6.3.4 or 70 60 50 40

Distinction 6.4 A diploma with Distinction shall be awarded for the following combination of minimum marks:

6.4.1 3-unit programmes 70 70 50

6.4.2 4-unit programmes 70 70 60 60

6.4.3 or 70 70 70 50

7. Failure to Achieve an Award of Diploma 7.1 If a candidate has not been awarded a diploma, s/he shall normally be entitled to re-sit the failed courses only (on one occasion) and at the next normal opportunity.

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Results obtained at re-sit shall bear their normal value. 7.2 f a candidate has passed courses on a re-sit attempt and has met the requirements for the award of a diploma, s/he can only be recommended for the award of a Pass diploma unless, in the judgement of the examiners, the initial failure(s) was at least in part a direct result of medical and/or extenuating circumstances. 8. Appeals and Offences Appeals against decisions of Sub-Board of Examiners will be handled according to Regulations for the consideration of appeals against decisions of boards of examiners for taught courses. Assessment offences will be handled according to Regulations on assessment offences: plagiarism or Regulations on assessment offences: offences other than plagiarism. All School Regulations are published in the School Calendar. 9. General Proviso It is also open to a Sub-Board of Examiners to recommend to the Graduate School Board of Examiners any departure from this Scheme if, in their judgement, this would be equitable for any individual candidate or group of candidates as a direct result of medical and/or extenuating circumstances. Such circumstances would need to be extraneous to the normal assessment process and would apply to that candidate or group of candidates only. Notes 1 Under the programme regulations for all of the School's diplomas, candidates have to complete a set number of 'papers'. Each 'paper' represents a full-unit course or two half-unit courses. 2 Where marks are averaged, the resulting average will be rounded to the nearest whole mark. Regulations for Diplomas These regulations are approved by the Academic Board/the School Board of Examiners for BA/BSc Degrees. Last updated: July 2010

General

1. These Regulations apply to all persons having registered for a programme of study leading to a diploma other than a diploma of the University and to those having registered for any part of such a programme. They are made subject to the General Academic Regulations of the School.

Entrance qualifications

2. The normal minimum entrance qualification for registration for a diploma is a degree or qualifications and/or experience deemed acceptable by the School. An applicant for admission will also be required to meet any additional entrance requirements specified in the relevant programme regulations.

3. The School may prescribe English language and/or other tests as conditions of admission.

4. Application for admission to a programme and registration for that programme shall be undertaken in accordance with procedures specified by the School.

5. The School may exceptionally exempt a student from part of a programme on the

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basis of previous study at another institution and may exempt such a student additionally from part of the examinations prescribed for the degree.

Programmes of study

6. Programmes shall be so organised as to fall into one or both of the following categories:

6.1 a period of full-time study, the length of which shall be prescribed in the individual course regulations but which shall be not less than one academic year, the examinations being completed by the end of that period;

6.2 a period of part-time study of between two and four years, during which candidates will be examined in accordance with the individual programme regulations.

7. A student may be allowed, at the discretion of the School and provided that the individual programme regulations so permit, to spend a maximum period of six months or, in the case of students pursuing a part-time programme, an equivalent period, on project work under appropriate supervision at an organisation or institution approved by the School as having a function relevant and suitable to the field of study. The student will not normally be permitted to undertake the project work outside the School.

8. A full-time student will normally register for courses up to the value of four courses in each year, and a part-time student for courses to a value of three courses or fewer. Courses must be chosen to comply with the programme regulations concerned.

9. The School may permit a student to transfer from one programme to another within the School. Such permission will be given only on the recommendation of the respective director for the student's current diploma programme and for the programme into which he/she wishes to transfer.

10. In exceptional circumstances, the School may permit a student to vary his or her programme by substituting for courses to the maximum value of one full unit, listed in the programme regulations, other courses of equivalent value. Such permission will be given only on the recommendation of the programme director.

Entry to examinations

11. A candidate for the diploma will be deemed to have entered the examinations for the courses for which he/she is registered.

12. Notwithstanding an examination entry under Regulation 11, no candidate shall be eligible to sit the examination in a course unless having satisfactorily attended that course in that year of study and having completed the work required in that course.

13. A candidate wishing to defer sitting one or more examinations must first obtain the support of his or her supervisor. Where the supervisor is not willing to support the request the candidate may appeal to the Programme Director or departmental Convener as appropriate. The candidate must then seek the approval of the Chair of the appropriate board of examiners. If the Chair supports the request, the Chair shall put the case to the School for approval. Permission must be sought no later than Friday of the first week of the Summer term except in the case of unforeseen and exceptional circumstances.

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14. Candidates who are absent without formal permission from an examination entered will have that examination counted as the first attempt.

15. Candidates are bound by the regulations in force at the time of their entry to the examination including the individual programme regulations.

16. A candidate will be examined in each course at the end of the year, unless having deferred or withdrawn under these Regulations. A candidate will not be re-examined in any course which he or she has already passed.

17. No fee is payable for the first attempt at an examination.

Examinations and assessment

18. The School will establish a board of examiners for each programme. Each board shall include examiners who are not members of the staff of the School, who shall have regard to the totality of each diploma programme and who shall be involved and particularly influential in the decisions relating to the award of every diploma and shall annually report to the Director, being asked specifically to comment and give judgement on the validity and integrity of the assessment process and the standard of student attainment.

19. Examination procedures shall ensure that assessment is and can be demonstrated to be fair and impartial.

20. Each board of examiners shall ensure inter alia that award schemes shall have regard to the totality of the programme and to the requirements for progression within it, and to the requirement for each student to achieve a satisfactory overall standard.

21. Schemes of examination shall be prescribed in the individual programme regulations.

22. The examination for each written paper shall take place on one occasion only each year.

23. An essay/report/dissertation, where indicated in the scheme of examination, will be examined on one occasion only in each year.

24. If an essay, report or dissertation is adequate except that it requires minor amendment the examiners may require the candidate to make within one month the amendments specified by them or one of their number nominated by them.

25. In exceptional circumstances examiners shall have discretion to require a student to be examined orally in one or more components of his or her examination.

26. Where the regulations permit a candidate to offer work written outside the examination room, the work submitted must be certified to be his or her own and any quotation from the published or unpublished works of other persons must be acknowledged.

27. The School may in exceptional circumstances permit a variation of the method(s) of assessment for a course, in respect of some or all candidates.

28. The conduct of candidates in assessment is governed by the Regulations on Assessment Offences: Plagiarism and the Regulations on Assessment Offences: Offences Other Than Plagiarism.

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Late submission of coursework

29. Where a course includes coursework as part of its assessment, all students must be given clear written instructions on what is required and the deadline for its submission.

30. If a student believes that he or she has good cause not to meet the deadline (eg illness) he or she should first discuss the matter with the course teacher and seek a formal extension from the chair of the board of examiners.

31. If a student misses the deadline for submission but believes he or she has had good reason which could not have been alerted in advance he or she should first discuss the matter with the course teacher and seek a formal extension.

32. Extensions will normally only be granted where there is a good reason backed by supporting evidence (eg medical certificate). Any extension must be confirmed in writing to the student.

33. If a student fails to submit by the set deadline (or extended deadline as appropriate) the following penalties will apply: Five marks out of 100 will be deducted for coursework submitted within 24-hours of the deadline and a further five marks will be deducted for each subsequent 24-hour period (working days only) until the coursework is submitted.

Re-examination

34. A candidate who does not at his/her first attempt successfully complete the examination or part of the examination for which he/she has entered and who has not been given an overall pass at any level in his or her diploma may, subject to the agreement of the School when such re-entry would involve further attendance at the School, re-sit that examination on one occasion only.

35. Re-examination will be at the next following examination except where the School has granted permission for a candidate to defer the examination until a subsequent year.

36. A candidate proposing to re-sit an examination when not registered for the course concerned shall enter for that examination by the means prescribed from time to time by the Academic Registrar.

37. A candidate proposing to resit an examination shall be bound by all the Regulations applicable to the first sitting of the examination.

38. Candidates being re-examined are required to sit the same examinations as they sat previously, unless they have satisfactorily completed courses for different examinations.

39. A candidate who resits an examination when not registered at the School will be required to pay a fee determined by the School from time to time.

Illness

40 A candidate who, owing to illness, the death of a near relative or other cause judged sufficient by the School is prevented from completing at the normal time the examination or part of the examination for which he/she has entered may, with the permission of the School, enter the examination in those elements in which he/she was not able to be examined on the next occasion when the examination is held in order to complete the examination.

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41. A candidate who for medical or other reasons approved by the School does not sit an examination while in attendance at the School may be permitted to sit such an examination on one subsequent occasion without payment of a fee, whether or not in attendance at the School.

42. Where a candidate has failed to complete the examination for one of the reasons specified in Regulation 40 the candidate shall submit the application with medical certification or other supporting evidence to the Student Services Centre within seven days of the last day of the written examinations or for the submission of the essay/report/dissertation.

The award of a degree

43. Diplomas are awarded by the University or the School in accordance with relevant regulations.

44. To be eligible for the award of a diploma a candidate must satisfy the examiners in the examinations prescribed for the programme within a period of two years from the satisfactory completion of the prescribed period of study. In special cases this period of two years may be extended by the School.

45. The examiners shall have the discretion to award a mark of merit or distinction to a candidate.

Notification of results

46. A list of candidates who have successfully completed their degree will be published by the School.

47. After the examiners have reached a decision, every candidate will be notified by the School of the result of his/her examination. Certification of the award of a diploma shall be subsequently despatched to each candidate who has been awarded a diploma.

Appeals against decisions of boards of examiners

48. Appeals against decisions of boards of examiners must be made in writing to the Academic Registrar under the Regulations for the consideration of appeals against decisions of boards of examiners for taught courses.

Schedule to the Regulations for Diplomas

The powers of the School set out in these Regulations shall be exercisable as follows:

Regulation Powers exercisable by

2 Conveners of Department

3, 5, 7, 29, 44 The appropriate Programme Director

4, 39, 46, 47 Academic Registrar

9, 10, 13 Chair of the Graduate Studies Subcommittee

18 Academic Board on recommendation of Chair of the Graduate Studies Subcommittee

33, 40, 44 The appropriate board of examiners

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Code of Good Practice for Taught Diploma Programmes : Teaching, Learning and Assessment This Code of Practice is approved by the Student Affairs Committee. Last updated: June 2010 This Code sets out general School practices for all taught diploma programmes. It sets out basic reciprocal obligations and responsibilities of staff and students. It should be read in conjunction with all other School policies, regulations, codes of practice and procedures as set out in the School's on-line Calendar. The expectation is that all programmes will meet the standards set out in the paragraphs below. This Code informs students of what they may reasonably expect and informs departments of what they are expected, at a minimum, to provide. Each department will publish a detailed statement of its provision under this Code, in its departmental handbook and on its website. These statements will provide a basis for monitoring the academic activity of departments through the Teaching, Learning and Assessment Committee and its internal reviews of teaching. The statements will also provide a basis for monitoring departmental pastoral provision by the Student Affairs Committee.

Supervisory Arrangements

1.1 On joining the School each student is allocated a member of the academic staff in his or her department as an academic adviser.

1.2 Each department sets out in the relevant handbook its own detailed guidelines regarding the arrangements for supervision and the role of the academic adviser. Among the adviser's responsibilities are:

To provide academic guidance and feedback on students' progress and performance and to discuss any academic problems they might experience To provide pastoral support on non-academic issues and to refer students, as necessary, to the appropriate support agencies within the School To implement the provisions outlined in Individual Student Support Agreements (ISSAs) for students with disabilities, in liaison with the School's Disability and Well-Being Office. To maintain regular contact with students on academic and pastoral issues through direct one-to-one meetings and other means of communication, such as emails. The number and nature of meetings may vary between departments and programmes as detailed in the relevant handbook. To comment on and provide a general assessment of students' progress on their termly class reports via LSEforYou. To agree students' course choices via LSEforYou To inform the Programme Director and School of any students whose progress is not satisfactory

1.3 Each adviser must have a good working knowledge of the structure and regulations of degree programmes in the department.

1.4 Each adviser must have a good working knowledge of the various academic and pastoral support services within the School.

1.5 Each adviser must publicise regular periods of time when they are available to meet with their students.

1.6 If the relationship between an adviser and student is unsatisfactory, the department must have in place an appropriate process for arranging a change of

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adviser.

1.7 Each department has a Departmental Tutor. The responsibilities of the Departmental Tutor include:

Providing departmental orientation programmes for new and continuing students. Monitoring the academic and pastoral care provided by members of his or her department, including the provision of reasonable adjustments for students with disabilities. Arranging regular termly meetings of a Staff-Student Liaison Committee and the nomination of a representative to the School's Undergraduate Students' Consultative Forum. Providing a direct channel of communication between the School and any student who is encountering academic or pastoral difficulties. Authorising, where appropriate, a student's request for course choice outside the degree regulations. Authorising, where appropriate, a student's request for a degree transfer

Teaching

2.1 The detailed requirements of each programme and course are provided in the on-line Calendar, in the relevant handbook and on departmental web pages. Students are obliged to complete all course requirements as specified in their degree regulations.

2.2 Teaching at the diploma level will be a combination of lectures and classes or seminars. The teaching method used will largely be determined by the size of the programme and the nature of the subject covered in a particular course.

2.3 Lectures are an important part of the teaching and learning experience. The structure and content of each course are set out in the on-line Course Guide. Lecturers must ensure that their teaching is consistent with this information.

2.4 Lecturers are responsible for organising the class programmes for their courses, for liaising with class teachers to ensure that classes are properly coordinated with their lectures, and for submitting course reading lists to the Library in good time for required books to be purchased.

2.5 Classes or seminars are the core of teaching and learning experience at the diploma level. The nature and format of classes or seminars may vary depending on the subject material of the course and will be detailed in the course syllabus.

2.6 Classes or seminars will normally give students the opportunity to participate in a discussion of material relevant to the course. The nature and format of these discussions will vary according to the subject matter of the course.

2.7 Lectures and classes start at five minutes past the hour and end at five minutes to the hour. Staff and students should make every effort to start and finish on time.

2.8 Formative coursework is an essential part of the teaching and learning experience at the School. It should be introduced at an early stage of a course and normally before the submission of assessed coursework. Students will normally be given the opportunity to produce essays, problem sets or other forms of written work. The number of these pieces of work for each course will be detailed in the on-line Course Guide.

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2.9 Feedback on coursework is an essential part of the teaching and learning experience at the School. Class teachers must mark formative coursework and return it with feedback to students normally within two weeks of submission (when the work is submitted on time). Class teachers must record the marks, or the failure to submit coursework, regularly via LSEforYou. Students will also receive feedback on any summative coursework they are required to submit as part of the assessment for individual courses (except on the final version of submitted dissertations). They will normally receive this feedback before the examination period. Individual departments will determine the format of feedback on summative coursework, but it will not include the final mark for the piece.

2.10 Some programmes require students to submit dissertations. Students will receive preliminary feedback on a draft chapter, section or detailed plan of their dissertations that they submit in good time prior to the final submission deadline. Individual departmental handbooks will set out the details of the dissertation process, including the deadline by which draft chapters, sections or detailed plans must be submitted to be eligible for feedback. A mark will not be included in this feedback.

2.11 Class teachers must record student attendance on a weekly basis via LSEforYou.

2.12 Class reports are an integral part of the School's monitoring system on the academic progress of its students. Class teachers must complete, via LSEforYou, full and accurate reports, including a general assessment of each student's progress, at the end of the Michaelmas and Lent Terms.

2.13 All full-time members of staff and part-time and occasional teachers must have regular weekly office hours during term time when they are available to students to discuss issues relating to the courses they are teaching. These hours should be displayed outside their offices.

Responsibilities of the Student

3.1 Students are required to attend the School for the full duration of each term. Students who wish to be away for good reason in term time must first obtain the consent of their supervisor. Students away through illness must inform their supervisor and seminar chairs and, where the absence is for more than a fortnight, the Student Services Centre.

3.2 Students with disabilities which might impact on their studies should contact an Adviser in the Disability and Well-Being Office in good time to negotiate reasonable adjustments. These will be set out in an Individual Student Support Agreement. Students must also agree to the extent to which this information will be shared within the School. If the School is not informed about a disability in good time, it may not be able to make the appropriate reasonable adjustments.

3.3 Students must maintain regular contact with their supervisor to discuss relevant academic and pastoral care issues affecting their course of study. These should include:

Guidance at the start of the session regarding course choice Discussion of academic progress

3.4 These discussions should take place through direct one-to-one meetings and other means of communication, such as emails. The number and nature of meetings may vary between departments and programmes as detailed in the

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relevant handbook. Students should be able to meet their adviser within the first week of term time, i.e. either during regular office hours or at a mutually convenient time.

3.5 Attendance at classes is compulsory and is recorded on LSEforYou. Any student who is absent on two consecutive occasions or is regularly absent without good reason will be automatically reported to their academic adviser.

3.6 Students must submit all required coursework on time, whether it is summative coursework (i.e. work that counts towards the final mark) or formative work (that does not count towards the final mark). In submitting coursework, students must abide with the School's policy on plagiarism as set out in the School's Assessment Offences Regulations: Plagiarism.

3.7 Students should ensure the accuracy of the information regarding their programme of study, including their optional papers. All changes in course choices must be communicated to the Student Services Centre. Failure to report changes will result in a student being required to take the examination in the course for which he or she was originally registered.

3.8 Students must communicate changes of term time and home addresses to the Student Services Centre via LSEforYou as soon as they occur.

3.9 Students must pay School fees when due. Failure to pay fees could result in the withdrawal of Library rights, termination of registration, and/or the withholding of transcripts and/or degree award certificate.

3.10 Students who decide to interrupt their studies or withdraw from the School must inform their academic adviser, the Programme Tutor and the Student Services Centre in writing. Failure to inform the School could result in a demand for fee payments for the full session.

Examination and Assessment

4.1 Students must complete all elements of assessed work for each course. Methods of examination and assessment for each course are set out in the on-line Course Guide. In submitting course work, students must abide with the School's policy on plagiarism as set out in the School's Assessment Offences Regulations: Plagiarism.

4.2 Students must be given clear advance warning of any new or approved changes to examination format. When the content of a course changes to the extent that previous examination papers may not be a reliable guide to future papers, lecturers should warn students and should produce sample questions for the new parts of the course. When the course is new and, there are no previous papers, a full sample paper should be produced.

4.3 Any student who requires specific examination arrangements must contact an Adviser in the Disability and Well-Being Office so that reasonable adjustments can be made. Applications for specific exam arrangements should normally be made no later than 7 weeks before the date of the student's first examination.

4.4 Any mitigating circumstances in the period preceding or during the examinations that may affect a student's attendance at, or performance in, examinations must be communicated in writing to the Student Services Centre with all relevant supporting documentation, such as medical certificates, not later than 7 days after her/his last exam.

Notes : for the purposes of this Code, the term 'department' compromises both departments and institutes.