title - intranet ekonomske fakultete univerze v...

zitle Tutor Code S ECTS Campus Time and place Pag

Business Communication 2.0Bonsón, Enrique [email protected] 959218013

Catalogo de LC 1 or 2 7.5 M Wednesday 17.30-19.30 5

Financial Statement AnalysisBonson, Enrique [email protected] 959218013

Catalogo de LC 1 or 2 6 M Monday 16.00-18.00 Wednesday 16.00-17.30

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Labour EconomicsMiedes [email protected] 959219689

Catalogo de LC 2 6 M Wednesday 9.00-11.00 8

Project ManagementMena, [email protected] 959217444

Catalogo de LC 2 6 M Tuesday 19.00-21.00 9

Investment and Valuation of Firms

Garcia Machado, Juan José [email protected] 959217857

1 9 M Monday 18.00-19.30 11

Financial Markets Garcia Machado, Juan José [email protected] 959217857 2 9 M Monday 18.00-19.30 13

Spanish EconomySimarro Garcia, Juan Miguel [email protected] 959 217887

2 con código 1 or 2 9 M Wednesday 19:30-21:00 15

Business Sociology Rizo López, Ana [email protected] 959219657 Sp code 1 4.5 M

Tuesday and Thursday16:00-17:30

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Tourism Practicum

Jiménez Toribio, Ramón [email protected] Carvajal, Elena [email protected] 959217921

Sin código 1 or 2 6-11 M Contact tutor 17

Environmental Economic Policy

Correa Tierra, Irene [email protected] 9592182281

Sin codigo 1 or 2 6 C

Tuesday 12-13:30 Sala Común 2 cuarta planta de la Facultad de CC. Experimentales

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Semester 1(S1): 27th September to 17th February, Semester 2 (S2): 18th February to 30th June

Vicerrectorado de Relaciones Internacionales. Servicio de Lenguas Modernas. Pabellón 8–Campus El Carmen. 21071 - HUELVA. Telef.: +34 959 218232 - Fax: +34 959 219334. email: [email protected]

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mailto:[email protected]












Title Tutor Code S ECTS Campus Time and place Pag

Effects of Global Changes on Natural Ecosystems

Hidalgo Fernández, [email protected]

1 or 2 6 C Wednesday 17:00-19:00 (provisional- contact tutor) 20

Environmental Economic Policy

Correa Tierra, Irene [email protected] 9592182281 1 or 2 6 C

Tuesday 12-13:30 Sala Común 2 cuarta planta de la Facultad de CC. Experimentales

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Project Management Carvajal, [email protected] 959217614 1 6 C Tuesday 19.00-21.00

Renewable EnergiesGil Carvajal, [email protected]

1 6 C

Mondays 10:00-11:30Start October 4th 2010Sala Común 1 cuarta planta de la Facultad de CC. Experimentales

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Environmental Science and Techniques

Domingo, [email protected] 959217517

2 6 C

El Carmen, room G.2.5: Thursday: 15.00-17.00. Whole semester

La Rábida (room not assigned): Monday: 16.00-18.00. Just 4 Mondays: March 28tth, April 4th, May 9th

and 16th.

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Experimental Physics Aguado Casas, Juan Luis [email protected] 606556819

2 6 C Thursday: 18:00-20:30Starts: March 10th 2011

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Free Software tools in Science: application to Molecular Physics

Perez-Bernal, [email protected]

1 or 2 6 C

Wednesday and Thursday 11.00-12.30 Seminar room Applied Physics Dept. (4th floorFac. CC. Experimentales)Start Date: October 6th 2010



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Industrial AutomationFernando Gómez, Bravo [email protected] 959217638

1 6 R Wednesday 10.30-13.30 26

Lifelong LearningCruz Díaz, Mª del Rocí[email protected] 959219240

2 6 C Tuesday 15.30-17.30 28

Cultural Bases of EducationJiménez Vicioso, Juan Ramó[email protected] 9592192886

1 or 2 6 C S1: Monday 11.30-13.30S2. Wednesday 11.30-13.30

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General DidacticsBautista Vallejo, José Manuel [email protected] 959212436

1 or 2 6 C Contact tutor 30

Curriculum Making: Innovation and Development

Bautista Vallejo, José Manuel [email protected] 959212436

1 or 2 6 C Contact tutor 31

History of Physical Education and Sport

Tamayo Fajardo, Javier Antonio [email protected]

1 6 CThursday 12:30-14:30Aula B.4 Edif. Pérez QuinteroStarts 7th October 2010

34

Sport PsychologyPulgarín Medina, Mª [email protected]

2 6 C Contact tutor 32

Teacher Practicum

Garcia Rodriguez Pilar [email protected] Carrasco Macías, Mª José [email protected]

1or 2 6 C Contact tutor 35

Diagnosis in EducationAlonso, [email protected] 959219212

2 6 C Tuesday 13:00-14.30Start date first week of March

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Theory of Education and Contemporary Institutions of Education

Hermosín [email protected] 959262019

1 6 C Monday16.30-18.00 38



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Social Education PracticumGonzález Faraco, Juan [email protected] 959219238

2 6 C Contact tutor 40

European Families and Societies in the Post-industrial Age

Escrivá Chorda, [email protected] 959219572

1 6 CWednesday 11.30-14.30School of Social WorkStarting October, 6 2010

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Intro Latin American Society and Politics

Escrivá Chorda, [email protected] 959219572

Catalogo de LC 2 6 C Wednesday 11.30-14.30 42


More subject in English Philology Pag 43


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Subjects in English

TITLE: BUSINESS COMMUNICATION 2.0Enrique BonsónFrancisco Flores7.5 ECTS per semester. Available twice a year, 1st or 2nd semesterTimetable: Wednesdays 17:30-19,30, Facultad de Ciencias Empresariales, La MercedDescriptionSocial media are becoming ever more popular, and recent studies demonstrate their importance as platforms capable of contributing to the increased corporate transparency of international companies, which is now accepted to be one of the key factors for future economic stability. So, a general understanding of the main functionalities of social media and how they can be used from the point of view of an international company has become a necessity not only for students of business and law but other disciplines too. The module is divided into two interconnected sections which include social media functionalities and social media strategies for marketing and corporate dialogue, and the use of the most relevant Internet standards to support data and interactions between users, both internal and external to a company or organization.

The main objective is to enable students to explore two main mechanisms by which international companies and organizations can improve current levels of corporate transparency and interaction. These are:

The latest Internet platforms. Firstly, improved corporate websites, whose quality is analyzed in a structured way; and secondly, social media, which are popular emerging platforms in which global conversations are now taking place. These two media forms are increasingly referred to as Web 1.0 and Web 2.0, respectively.

The most robust and best-developed standards for expressing structured information (text as well as figures) digitally: firstly, XBRL, or eXtensible Business Reporting Language, and secondly, OWL, or Web Ontology Language. These in turn are known as Web 3.0 or the semantic Web.

Aims To give students the basic skills to select and utilise one or more social media

platforms, according to the needs of an organization; To illustrate how the main social media platforms are currently used by leading

companies; To enhance students’ self learning abilities and group cooperation and competition

skills; To improve additional social and communication skills particular to the business

world.Learning outcomes By the end of the module students should be able to:

To demonstrate a profound knowledge of the functionalities of the social media To use international information sources such as the webpages of the main Internet

consortia To use a structured analysis procedure and advanced metrics to evaluate the social

media performance To understand the meaning of the main Internet markup languages and how to use

them to express information To clearly communicate their conclusions to third parties

Syllabus indicative contentPart 1: Social media

1. Web 2.0 concepts 2. The main social media platforms today 3. Uses of the main social media for international companies and organizations: corporate

dialog4. Social media strategies and metrics

Part 2: Open data5. Web 3.0 concepts 6. W3C Consortium initiatives7. Open Data initiatives in UK and USA: Open Government8. XBRL and general applications: corporate social responsibility

9. The Semantic Web, future perspectives¡AssessmentThe final grade for this course will be determined as follows:

Class attendance and active participation 20%Teamwork 1 20%Teamwork 2 30%Individual assignment 30%

Reading listBonsón, E. and Flores, F. (2010), “Social media and and corporate dialog: the response of the

global financial institutions”, Online Information Review, Vol. 34, No. 5, in press. Bonsón, E., Escobar, T. and Flores, F. (2008), “Navigation quality as a key value for the

webpage of a financial entity”, Online Information Review, Vol. 32, No, 5, pp. 623-634.O´Reilly, T. (2005), “What is Web 2.0: Design patterns and business models for the next

generation of software”. http://oreilly.com Accessed on January 2010. Postman, J. (2009), “”SocialCorp: Social media goes corporate”. New Riders. Berkeley. XBRL consortium www.xbrl.org W3C consortium www.w3.org

http://www.w3.org/

http://www.xbrl.org/

http://oreilly.com/

Subjects in English 2010-11Title: FINANCIAL STATEMENT ANALYSIS

ECTS: 6 Timetable: Group A (1st Semester) Monday 16:00-18.00 and Wednesday: 16:00-17.30Group B (2nd Semester) Monday 16:00-18.00 and Wednesday: 16:00-17.30 Tutor: Prof. Enrique Bonson [email protected] DescriptionThe module is divided into two interconnected sections which include accounting information for decision making purposes in the field of financial analysis and financial statement analysis techniques and tools for investment and risk analyses. Aims The aim of this module is to:

give students the basic skills to select and aggregate accounting information for decision making

illustrate how liquidity, solvency and profitability analysis tasks are currently developed enhance students self learning abilities improve social and communication skills also needed in the business world

Learning outcomes By the end of the module students should be able to:

demonstrate a profound knowledge of the basis of financial statement analysis use international accounting statements and financial information sources use a structured analysis procedure understand financial variables under analysis judgments and how to calculate them clearly communicate their conclusions to third parties

Syllabus indicative contentFinancial Statements

Business Analysis and Valuation Using Financial Statements An International Perspective Basic Financial Statements Cash Flow Statement and notes Segment and Interim Reporting

Financial Statement Analysis Basics of Analysis Liquidity and Solvency Analysis Profitability Analysis Credit Analysis Financial Analysis and New Technologies

AssessmentThe final grade for this course will be determined as follows:

Portfolio, class attendance and active participation 20%Individual essay and short presentation 20%Group essay 30%Final exam 30% Reading list

Bernstein, Leopold and Wild, John (1998): Financial Statement Analysis. Theory, Application and Interpretation. Irwin, McGraw-Hill, Boston, Massachussets.

Gibson, Charles (2001): Financial Reporting and Analysis. Using Financial Accounting Information. Thomson Learning. South-Western College Publishing, Cincinnati, Ohio.

International Accounting Standards Committee (2000): International Accounting Standards Explained. John Wiley & Sons, Ltd. New York.

Palepu, Krishna, Healy, Paul and Bernard, Victor (2000): Business Analysis & Valuation. Thomson Learning. South-Western College Publishing, Cincinnati, Ohio.

Walton, Peter (2000): Financial Statement Analysis: An International Perspective. Thomson Learning Business Press, London.


Subjects in English 2010-11Title: LABOUR ECONOMICS

E ECTS: 6 Timetable: 2nd Semester, Wednesdays 9:00-11:00 Facultad Ciencias del Trabajo (Classroom IB1)Tutor: Dr. Blanca Miedes Ugarte [email protected] DescriptionThis module will focus on providing the student with an advanced knowledge of labour markets at world-wide, European, Spanish, regional and local levels.Aims Main aims of this module are to:

enhance students’ analytical skills whilst encouraging them to form their own critical view on the functioning of labour markets in an academic and well-versed way. A general review of classic research papers on general topics in this field is provided.

provide training in localization, handling and use of the main statistical and documentary sources engaged in the analysis of the labour market.


Demonstrate an understanding of labour market functioning. Identify main labour market structuring processes. Calculate main statistical labour indicators. Locate, understand and analyse main international, national and regional labour

statistics. Identify and compare problems affecting actual labour markets.

Syllabus indicative content UNIT 1: GLOBAL LABOUR MARKET UNIT 2: MAIN FEATURES OF EUROPEAN LABOUR MARKET. UNIT 3: GENERAL FEATURES OF SPANISH LABOUR MARKET. UNIT 4: LABOUR MARKETS FROM A TERRITORIAL APPROACH. UNIT 5: RESEARCHING IN LABOUR MARKETS STRUCTURES.

AssessmentDuring the course students will be required to submit exercises, oral presentations and practical assignments. Types of activities, number and deadlines will be discussed with the students the first week of the course. The final grade will be a pondered average of all the student’s previous scores (50%), course attendance (30%) and class participation (20%).

Reading listDuring the course some papers and articles referring to current labour market analysis will be selected from those published on several international specialized web sites:

- EUROSTAT : http://europa.eu.int/comm/eurostat/- OECD - Organisation for Economic Cooperation and Development: http://www.oecd.org - International Labour Office: www.ilo.org/public/english/employment/strat/kilm/indicats.htm - European Commission V D.G (Employment and Social Affaires):

http://europa.eu.int/comm/employment_social/index_es.html

http://europa.eu.int/comm/employment_social/index_es.html

http://www.ilo.org/public/english/employment/strat/kilm/indicats.htm

http://www.oecd.org/

http://europa.eu.int/comm/eurostat/


Subjects in English 2010-11Title: PROJECT MANAGEMENT

E ECTS: 6 Timetable: 2nd Semester,Tutor: Angel MenaDescription

The subject provides an overview of the project management processes, including how to initiate and plan a project, the steps used in executing, monitoring and controlling a project, and the components of closing a project. Also the students learn what the project life cycle is, the five project management process groups and the nine areas of expertise needed to manage projects. The approach taken is very practical.Aims

Students should receive a training that enables them to know, apply and understand a methodology for planning, scheduling, initiating, organizing, executing, monitoring and controlling a project.


Identify the impact of the environment on a project. Identify the key formal stakeholders for every project. Match the types of organizational structures with their descriptions. Identify the goals of project management. Identify the five project management process groups.

Select the responsibilities of a project manager when planning a project. Identify skills necessary for a project manager. Identify pitfalls of managing projects.

Understand the project management process. Sequence the steps in the project planning process.

Initiate and plan projects, Sequence the steps of the executing process group. Monitor and control a project. Close a project. Identify the elements of a final report.

Syllabus indicative content Chapter 0. Introduction to the Project Management Body of Knowledge.

International Standards. Chapter 1. The Project Management Framework. What is a Project?. What is Project

Management?.Areas of Expertise. Project Management Context. Chapter 2. Project Life Cycle and Organization. The Project Life Cycle. Project

Stakeholders. Organizational Influences Chapter 3. The Standard for Project Management of a Project: Project

Management Processes for a Project. Project Management Processes. The Plan-Do-Check-Act Cycle. Project Management Process Groups. Process Interactions. Examples. Project Management Process Mapping.

Chapter 4. The Project Management Knowledge Areas. Project Integration and Scope Management. Project Time and Cost Management. Project Quality and Human Resource Management. Project

Communications, Risk and Procurement Management. Chapter 5. Project Management Competencies. Professional Certification. IPMA and

other EU models. Practical Work: Planning and scheduling a project. Students have to do the project´s

work breakdown structure, identify the main activities, sequenzing them and estimate their duration. Finally, they Hill calculate the critical time, the project critical path and will draw the project Gantt Diagram using Microsoft Project or other Project Management Software.

Assessment SystemThe final grade for this course will be determined as follows:

Coursework, assignments, readings, debates, attendance and active participation: 50%

Essay and project management plan presentation in group: 50%.Only to those students whose coursework would be low quality, final written exam, consist of short open questions and/or multiples choice questions,

Reading listProject Management Institute: A Guide to the Project Management Body of Knowledge (PMBOK Guide), Third Edition. PMI. Newtown Square, PA. EE.UU., 2004.International Project Management Association. IPMA Competence Baseline (ICB) Version 3, 2006.Fleming, Quentin W. & Koppleman, Joel M. Earned Value Project Management, 2nd Edition, Project Management Institute, 2000Turner, J. Rodney. The Handbook of Project-based Management. Leading Strategic Change inOrganizations, 3rd ed. New York: McGraw-Hill, 2008.

Subjects in English 2010-11

TITLE: INVESTMENTS AND VALUATION OF FIRMS Tutor: Prof. Juan José García Machado [email protected] ECTS: 6 Semester 1DescriptionThis is a 4th year subject of the Degree in Business Administration (LADE). The main objective of this course is to provide students with an adequate knowledge of the theory and practice of different methods for analysis, investments valuation and measuring the value of companies, from an internal and external point of view.Aims The participants will develop basic skills for their professional career in this field as well as completing their training in this branch of Finance. In particular, the course gives a practical insight into the use of valuation methods (static and dynamic models, Capital Asset Pricing Model –CAPM-, relative valuation models, discounted cash flows, etc.). It presents the basic tools needed for valuation, the fundamental principles of value creation and how market risk is measured and rewarded. It also provides a framework for comparative analysis across the models.Learning outcomes By the end of the module students should be able to:

Understand the operation and application of different investments and company valuation techniques.

Know and differentiate between static value vs. dynamic value, internal valuation vs. external valuation, and fundamental analysis vs. technical analysis.

Pose and solve problems about the valuation of companies in different situations, such as minority stockholders, mergers and buy-outs, privatizations, etc.

Recognize and understand those factors which affect company value and know the measures of shareholder value creation.

Know the new technologies to measure the market risk and valuation of non-current assets and intangibles assets.

Syllabus indicative content Generalities about company valuation, static and dynamic value, fundamental and

technical analysis, and goodwill-based methods. Shareholder return and risk measurement, market efficiency, portfolio theory, Capital

asset pricing model (CAPM), and stock-exchange valuation. Relative valuation models, discounted cash flow valuation, and new economy

companies valuation. Measures of shareholder value creation, volatility, and market risk. Applications of market models to company valuation. Floatings, privatizations, public offerings, takeover bids, mergers and buy-outs.

Assessment The course assessment will be determined by the scores obtained by the students in

the assignments, participation and exams.

Assignments and participation are an important part of student assessment (between 60% and 70% of the final grade). The professor may propose that the student make a short presentation of their work in class.

The rest of the final grade will be obtained from the students’ scores in written exams. Each exam might consist in a theoretical or practical part or both of them. The theoretical part combines multiple choice test and short answers. The objective is not only to assess the specific knowledge the student has acquired but also to assess their ability to synthesize and express themselves (the language they use, etc.).

Reading list

COPELAND, T.; KOLLER, T. & MURRIN, J. [2000]: Valuation: Measuring and Managing the Value of Companies. 3th Edition. John Wiley & Sons. New York.

DAMODARAN, A. [1996]: Investments Valuation. John Wiley & Sons. Nueva York.


DAMODARAN, A. [2001]: The Dark Side of Valuation: Valuing old Tech, new Tech, and new Economy Companies. Prentice Hall. New York.

FOERSTER, S. R. [2006]: Valuing Wal-Mart Stock. Case Studies. Ivey Publishing. Toronto.

SHARPE, W. F.; ALESANDER, G. J. & BAILEY, J. V. [1995]: Investments. 5th Edition. Prentice Hall. New Jersey.


TITLE: FINANCIAL MARKETSTutor: Juan José García Machado [email protected] ECTS: 9 Semester 2DescriptionThis is a 4th year subject of the Degree in Business Administration (LADE). The main objective of this course is to provide the students with an adequate knowledge of the theory and practice of the financial markets.Aims The participants will develop basic skills for their professional career in this field and at the same time will complete their training in this branch of Finance. In particular, the course gives a practical insight into the markets of financial instruments, including derivatives and foreign currencies, with direct reference to the Spanish markets. A detailed analysis and description of the main contracts, concepts and generalities, origins, market structures, functioning mechanism and strategies will be performed. In addition, specific software will be used to learn hedge, arbitrage, and speculation strategies.Learning outcomes By the end of the module students should be able to:

Know the Spanish Financial System as well as the different elements by which it is comprisedt: financial assets, mediators and financial intermediaries, and financial markets.

Understand the functioning mechanism which guides the different financial markets. Know the theory of investment systems. Pose and solve problems on financial mathematics, as well as apply fundamental

and technical analysis. Recognize and understand those factors which affect stock-exchange behaviour. Know the ways to access to stock-exchange investment. Learn to value and use financial derivatives as futures, options and warrants.

Syllabus indicative content Description, evolution, organization and composition of the Spanish Financial

System and the role of financial institutions: European Central Bank, Bank of Spain, the banking system and other financial intermediaries.

Description and characteristics of financial markets, monetary market and capital market.

Theory and investment systems, variable and fixed yield investment, fundamental and technical analysis.

Collective investment institutions and types of investment funds. Temporary structure of interest rates and OTC markets. Financial futures and options markets. International Monetary System, foreign exchange markets, the European Monetary

Union and the Euro.

Assessment

The course assessment will be determined by the scores obtained by the students in the assignments, participation and exams.

Assignments and participation are an important part of student assessment (between 60% and 70% of the final grade). The professor may propose that the student make a short presentation of his work in class.

The rest of the final grade will be obtained from the students’ scores in written exams. Each exam might consist in a theoretical or practical part or both of them. The theoretical part combines multiple choice test and short answers. The objective is not only to assess the specific knowledge the student has acquired but also to assess their ability to synthesize and express themselves (the language they use, etc.).


Reading list

CECHETTI [2007]: Money, Banking and Financial Markets. 2th Edition. McGraw-Hill. Massachussets.

CONKLIN, D. W. & CADIEUX, D. [2008]: The 2007-2008 Financial Crisis: Causes, Impacts and the Need for New Regulations. Case Studies. Ivey Publishing. Toronto.

DE JONG, F. & RINDI, B. [2009]: The Microstructure of Financial Markets. Cambridge University Press. London.

KOLB, R. W. & RODRÍGUEZ, R. J. [1996]: Financial Markets. McGraw-Hill. Massachussets.

SCOTT, W. L. [1999]: Markets and Institutions. A Contemporary Introduction to Financial Services. McGraw Hill. Cincinnati.


TITLE: SPANISH ECONOMY Tutor: Dr. Juan Miguel Simarro García [email protected] Credits: 9, 2nd SemesterDescriptionThis module covers the basic features of Spanish institutions and the sectoral and territorial analysis of the national economy.AimsThe aim of this module is to provide the student with the economic terms to analyse the current situation and the basis of the Spanish productive model.Learning outcomes By the end of the module students should be able to:

appreciate what is the current economic situation in Spain use economic concepts in multidisciplinary areas of knowledge understand the Spanish role in the EU

Syllabus indicative content Conceptual introduction and fundaments of economics Recent History of the Spanish Economy Sectoral analysis Spatial analysis

AssessmentAssessment will be based on the active participation of the student in class and tutorial activities and the final exam. Reading list

García Delgado, J. L. (2007): Lecciones de Economía Española, Cívitas, Madrid. Keith G. Salmon (1995) The Modern Spanish Economy. Thomson Learning http://europa.eu/index_es.htm


Subjects in English

TITLE: BUSINESS SOCIOLOGYTutor: Ana Esmeralda Rizo LópezECTS: 4.5, Semester 1DescriptionThis course provides an applied sociological analysis of the major trends shaping current and future business worldwide. We explore the nature of business organization and management: at the micro level in its institutional forms and the business and management environment; and at the macro level as it operates within economic and cultural systems, and within a global context. Aims The aim of this module is to provide the student with a critical understanding of the theoretical, conceptual and methodological options available for sociological analysis and an advanced level of knowledge of business sociologyLearning outcomes By the end of the module students should be able to:

analyze and evaluate different theories in order to apply knowledge; demonstrate an understanding of current trends; articulate a knowledge of main fields inside Business Sociology; identify and compare key thinkers in the field.

Syllabus indicative content1. The Global Business Context 2. Organizations 3. Management 4. Information 5. Customers: 6. Leadership:¡AssessmentCoursework (weighting) 60%; Exam; Extended essay; ParticipationReading list

Drucker, Management Challenges for the 21st Century Hammer and Champy, Reengineering the Corporation Hatch, Organization Theory: Modern, Symbolic, and Post-Modern Perspectives Heifetz, Leadership Without Easy Answers Morgan, Images of Organization Thurow, The Future of Capitalism Martin, Sociolgy for Business: a practical approach


TITLE: TOURISM PLACEMENTTutor: Ramón Jiménez Toribio/Elena Carvajal Trujillo [email protected] ECTS: 6/11 1st or 2nd SemesterDescriptionThis module is aimed at students wishing to carry out placements in tourism firms in the province of Huelva, mainly in hotels; in order to familiarize the student with work in the real world related to his/her degree.Aims The aim of this module is to provide the student with the necessary knowledge and tools to perform tasks related to any activity in the tourism sector. Therefore, students will be able to expand their theoretical knowledge and enrich interpersonal relationships because of coexistence with professionals from the sector.Learning outcomes

appreciate the everyday reality of working in tourism firms in Spain acquire professional competences for future employment such as providing the

appropriate service for clients, developing a good working relationship with their colleagues , the solution of problems, etc.

apply knowledge which has been acquired at the university understand what the most valuable competences are for the firms obtain a privileged view about the employment market

Syllabus indicative content Placements in firms

o For placements of 6 credits, its duration is 150 hours.o For placements of 11 credits, its duration is 300 hours.

In both placements, students should do approximately 5 hours a day, 20 days a month, which is spread over one and half months for a placement of 6 credits and three months for a placement of 11 credits.

The timetable is established by the firm. For example, the timetable can be in the morning (from 9 am to 2 pm), in the afternoon (from 4 pm to 9 pm) or spread out during the working day. It is intended to match the preferences of students and firms.

During the course of the placement the student should follow the timetable which is established by the firm. However, the student can reach an agreement with the firm to arrange leave in order to attend an exam and recover those hours when the firm and the student decide.

To write a reportThis report must be handed in by the student at the end of the placement. The report must be written in Spanish or English and must contain the following points:

o Personal information about the student such as personal details, the period of time spent on placement, etc.

o Data about the firm or organisation in which the placement has been done (activities, structure, organisation, etc.).

o Detailed description of the activities done by the student.o Personal and critical opinion of the firm by the student (strengths, weaknesses,

in relation to the subjects studied on their degree, degree of satisfaction, application of knowledge acquired at university and gaps in training detected, etc.).

o Conclusions.


The three possible periods of placement are as follows:1. In the 1st semester (from October 10th to January 31st).2. In the 2nd semester (from February 22nd to May 31st) 3. In the summer (from July 1st to September 30th and it has to be finished by September 30th at the latest).

Before each period of placement, there will be a meeting with students who are interested in doing a placement in order to know their preferences about the town in which the firm is located, duration of the placement, etc., and to explain the development of the placement.

While placements are in process, students should attend tutorials with his/her supervisor at university so that they can receive advice about the activities carried out in the firms such as the development of the report which must be handed in by the student at the end of the placement.

While the placement is being carried out, the student will have two supervisors at the faculty (Ramón Jiménez Toribio/Elena Carvajal Trujillo) and one supervisor at the firm.

The possibility of doing a placement always depends on the acceptance of the student by the firm.Assessment

To carry out completely and correctly 150 or 300 effective placement hours. To hand in a descriptive report of the placement done. To be evaluated by the supervisor in the firm.

In the assessment of students, the supervisor at university will consider the following points:1. The evaluation questionnaire filled in by the supervisor in the firm.2. The monitoring which has been done on the visits and in tutorials.3. The report which students have to hand in once they have finished the placement.


TITLE: ENVIRONMENTAL ECONOMIC POLICY Tutor: Irene Correa Tierra [email protected] ECTS: 6 1st or 2nd SemesterDescriptionThe key theme is how economic policy can be applied to the environment in order to foster sustainable development. The module is divided into two sections: the first introduces the students to the basic concepts of economics policies, and the second examines economic policy that can be applied to the environment in order to change the current situation. This is studied at international, national, and local levels.Aims The aim of this module is to provide the student with economic terms, environmental ideas, and the sustainable concepts to analyse the current situation, and to achieve an advanced level of knowledge of international environmental policies, like for example the Kyoto Protocol.Learning outcomes By the end of the module students should be able to:

appreciate the state of the current climate situation use economic concepts in multidisciplinary areas of knowledge analyze the positive aspects for the environment which can be derived from the

application of economic policies. develop a strategic position to combat climate change and achieve sustainable

development from global to local levels. demonstrate an understanding of what can be achieved through the application of

traditional economic tools. articulate a multidisciplinary knowledge of sustainable development.

Syllabus indicative content Conceptual introduction and fundamentals of economic policy New model: sustainable development Environmental Economic Policy

AssessmentStudent participationTutorial activities End of semester exam Reading listBarbier, E. (1987): “The concept of sustainable economic development”, Environmental

Conservation, vol. 14, nº 2, pp. 101-110.Costanza, R. (1989): “What is ecological economics?”, Ecological Economics, vol. 1, nº 1, pp.

1-7.Daly, H.E. (1990): “Toward Some operational Principles of Sustainable Development”,

Ecological Economics, vol. 2, nº 1, pp. 1-6.Evans, B.; y Theobald, K. (2002): “Local Agenda 21 and the European Experience”, Sostenible,

vol. 4, nº 1, pp. 43-58.O´Riordan, T.; y Voisey, H. (1997): “The political economy of sustainable development”,

Environmental Politics, nº 6, vol. 1, pp. 1-23.



TITLE: Effects of Global Changes on Natural Ecosystems Tutor: Pablo Hidalgo FernándezECTS: 6 1st semesterDescriptionThis module focuses on the effects of global changes on natural ecosystems. Nowadays, species and their ecosystems are seriously affected by these changes. Among the most important changes affecting the biosphere are: global warming, ozone depletion and acid rain.Aims The aim of this module is to provide the student with some notions of the main environmental problems and their effects on natural ecosystems.Learning outcomes By the end of the module students should:

Be able to appreciate the incalculable value of the natural environment. Know the most important global changes affecting natural ecosystems. Be able to analyze the main environmental problems causes by global changes. Understand and promote the possibility of the sustainable use of the natural

resources. Have developed an aptitude for managing different types of ecosystems under

different degrees of human intervention.Syllabus indicative content

Introduction to global process. Natural origin of global changes. Climate change: the effect of global warming and climate change on species and

ecosystems. Ozone depletion: UV radiation and the protective ozone layer. The effect of UV

radiation on species and ecosystems. Acid rain: The origin and consequences of acid rain on aquatic and terrestrial

ecosystems.AssessmentCoursework (weighting): 60%Exam: 30%Other activities (visit to research centres, practices, etc.): 10%Reading list

Canadell, Josep G., Diane E. Pataki, Louis F. Pitelka. 2007. Terrestrial ecosystems in a changing world. 336 p. Springer, Berlin

Dolman A.J., A. Verhagen, C.A. Rovers. 2003. Global environmental change and land use. 210 p. Kluwer Academic Publishers, Boston.

Jacobson Michael C. [et al.]. 2003. Earth system science: from biogeochemical cycles to global change. 523 p. Academic Press, San Diego.

Global Change Biology. Journal of Wiley-Blackwell. Culver Stephen J. and Peter F. Rawson. 2000. Biotic response to global: the last 145

million years. 501 p. Cambridge University Press, New York.


TITLE: ENVIRONMENTAL ECONOMIC POLICY Tutor: Irene Correa Tierra [email protected] ECTS: 6 1st or 2nd SemesterDescriptionThe key theme is how economic policy can be applied to the environment in order to foster sustainable development. The module is divided into two sections: the first introduces the students to the basic concepts of economics policies, and the second examines economic policy that can be applied to the environment in order to change the current situation. This is studied at international, national, and local levels.Aims The aim of this module is to provide the student with economic terms, environmental ideas, and the sustainable concepts to analyse the current situation, and to achieve an advanced level of knowledge of international environmental policies, like for example the Kyoto Protocol.Learning outcomes By the end of the module students should be able to:

appreciate the state of the current climate situation use economic concepts in multidisciplinary areas of knowledge analyze the positive aspects for the environment which can be derived from the

application of economic policies. develop a strategic position to combat climate change and achieve sustainable

development from global to local levels. demonstrate an understanding of what can be achieved through the application of

traditional economic tools. articulate a multidisciplinary knowledge of sustainable development.

Syllabus indicative content Conceptual introduction and fundamentals of economic policy New model: sustainable development Environmental Economic Policy

AssessmentStudent participationTutorial activities End of semester exam Reading listBarbier, E. (1987): “The concept of sustainable economic development”, Environmental

Conservation, vol. 14, nº 2, pp. 101-110.Costanza, R. (1989): “What is ecological economics?”, Ecological Economics, vol. 1, nº 1, pp.

1-7.Daly, H.E. (1990): “Toward Some operational Principles of Sustainable Development”,

Ecological Economics, vol. 2, nº 1, pp. 1-6.Evans, B.; y Theobald, K. (2002): “Local Agenda 21 and the European Experience”, Sostenible,

vol. 4, nº 1, pp. 43-58.O´Riordan, T.; y Voisey, H. (1997): “The political economy of sustainable development”,

Environmental Politics, nº 6, vol. 1, pp. 1-23.



TITLE: RENEWABLE ENERGIESTutor: Nuria C. GIL CARVAJALECTS: 6; 1st SemesterDescriptionEnergy demand is expected to grow in the twenty-first century as more countries seek a better quality of life for their citizens. Forecasts of the twenty-first century energy mix show a gradual transition from the current dominance of fossil fuels to a more balanced distribution of energy sources. Renewable energy is energy which comes from natural resources such as sunlight, wind, rain, tides and geothermal heat which are naturally replenished. This module covers energy generalities, solar, wind, biomass and synfuels, geothermal, hydraulic, oceanic and nuclear fusion power plants.Aims The aim of this module is to provide the student with: an advanced level of knowledge of renewable energies; a critical understanding of the theoretical, conceptual and methodological options available for renewable energies; and skills to design, analyse, carry out, and produce a report for a research project on one of the topics of the subject.Learning outcomes By the end of the module students should be able to: Appreciate quality of life versus energy demand. Analyze, calculate and evaluate what renewable energies provide for the transition from an energy portfolio dominated by fossil fuels to an energy portfolio that includes a range of fuel types. Articulate knowledge of solar, wind, biomass and synfuels, geothermal, hydraulic, oceanic and nuclear fusion power plants. Use, conduct and develop skills in the oral exhibition of power point presentations related with the topics of R.E. Critically engage with diverse opinions about climate change.Syllabus indicative content1. GENERALITIES. 2. SOLAR ENERGY. 3. WIND ENERGY. 4. BIOMASS AND SYNFUELS. 5. GEOTHERMAL ENERGY. 6. THE HYDRAULIC ENERGY. 7. OCEANIC ENERGY. 8. HYDROGENE. 9. NUCLEAR FUSION. 10. ENERGY, ECONOMICS AND ENVIROMENTAssessmentCourse work and assignments (40%) Weekly delivery of the summaries of the topics of the program (written by hand, with the name and the number of the lesson)Project (60%) The exhibitions (Power Point presentations) will be 30 minutes long and will assess the assimilation of the basic concepts of every topic and the oral and visual presentation of the slides. Participation: Attendance (maximum 3 absences to class without justification).Exam (100%) For those who do not attend class or who fail to comply with continuous assessment there is an examination on the total content of the program.Extended essay: A bibliographical and individual report during the semester related to any of the topics of the program (optional)Reading listFANCHI, J. R. (2004) “Energy. Technology and directions for the future”. Elsevier Academic press. London. U.K.Mutha, V. K. (2010). Handbook of bioenergy and biofuel. New Delhi: SBS Publishers & DistributorsKhanna, M., Scheffran, J., & Zilberman, D. (2010). Handbook of bioenergy economics and policy. New York: Springer.Totten, G. E., & Negri, V. J. (2009). Handbook of hydraulic fluid technology. Boca Raton, Fla: CRC.

Subjects in English 2010-11TITLE: Environmental Science and Technology Tutor: Dr. Juan M. Domingo Santos [email protected] ECTS: 6 Timetable: 2nd Semester Theory: Wednesday 15:00-17:00 (Campus de El Carmen)Practical sessions: Monday 16:00-18:00 (Campus La Rábida)DescriptionThis module covers the general procedures for Environmental Impact Assessment practice and the main environmental aspects related to agricultural activities. These aspects will be analyzed and corrective actions will be proposed.The subject has a theoretical part which will be taught either in Spanish or English depending on the students’ choice. For the practical part, some sessions will be developed in a computer room.We will also do a field trip to acquire on site information about environmental problems. Aims The aim of this module is to provide the student with skills to carry out a full procedure of Environmental Impact Assessment and with an understanding of the main environmental problems related to farming activities and land use. Once the food supply is guaranteed in the EU countries other important questions arise: Are the agriculture and livestock products safe? Are they produced in an environmentally friendly and sustainable way? How responsible is agriculture for pollution? Is it possible to point out solutions to global carbon cycles from agriculture? Learning outcomes By the end of the module students should be able to:

Analyze a farming project in order to highlight environmentally significant actions. Evaluate for a given location the suitability for farming developments in

environmental terms. Identify and appraise the main environmental effects of given actions, related to

farming activities. Develop a set of corrective actions to environmental impacts in order to make them

bearable. Demonstrate an understanding of the main ecological processes related to

environmental impacts. Syllabus indicative content

Unit 1: Introduction to environmental problems and their main relationships to agriculture.

Unit 2: Environmental policies in the EU. The Environmental Impact Assessment process.

Unit 3: Environmental problems and agriculture: soil erosion; rural landscape; water pollution; environmental management schemes.

AssessmentStudents taking the English option will be appraised on the following items:

Coursework: participation and attendance, including the field trip, 25% Exams: two or three basic knowledge tests, 25% Assignments: presentation of proposed exercises and some small research

exercises on topics of the module, 25% Extended essay: one paper on a selected topic presented in the class, 25%

Reading listMORRIS, P. Y THÉRIVEL, R. (EDS.), 2001. Methods of environmental impact assessment. 2nd.

Edition. Spon Press. London. 492 pp. MORGAN, R.K. 1998. Environmental impact assessment :a methodological perspective. Kluwer

Academic Publishers. Dordrecht.MARRRIOT, B.B., 1997. Practical guide to environmental impact assessment. McGraw-Hill. New

York. VAN-CAMP. L., BUJARRABAL, B., GENTILE, A-R., JONES, R.J.A., MONTANARELLA, L., OLAZABAL, C.

AND SELVARADJOU, S-K. (2004). Reports of the Technical Working Groups Established under the Thematic Strategy for Soil Protection. EUR 21319 EN/1, 872 PP. Office for Official Publications of the European Communities, Luxembourg.



TITLE: EXPERIMENTAL PHYSICS Tutor: Dr. Juan L. AguadoECTS: 6, 2nd SemesterDescriptionThis module explores the practical demonstration of several phenomena. Experimental classes in the laboratory will lead to verifying interesting laws of mechanics, fluids, waves, thermodynamics, electromagnetic field, radioactivity, etc.Aims The aim of this module is to provide the student with the basic tools of scientific methodology to explore the laws of physics.Learning outcomes By the end of the module students should be able to:

Analyze physical data Calculate phenomenological laws Demonstrate physical laws Evaluate uncertainties for physical measurements Understand the parameters that rules physical measurements

Syllabus indicative content Laboratory measurements Uncertainty calculations Law demonstration

AssessmentExam (weighting) 60%Participation (weighting) 40%Reading list

- Sears and Zemansky's University Physics (10th Edition) (Hardcover)- Physics for Scientists and Engineers by Paul A. Tipler and Gene Mosca (Hardcover)- Physics for Scientists and Engineers, Chapters 1-39 by Raymond A. Serway and John

W. Jewett (Hardcover)

http://www.amazon.com/Physics-Scientists-Engineers-Chapters-1-39/dp/0495112941/ref=sr_1_5?ie=UTF8&s=books&qid=1246616290&sr=1-5

http://www.amazon.com/Physics-Scientists-Engineers-Paul-Tipler/dp/0716789647/ref=sr_1_1?ie=UTF8&s=books&qid=1246616217&sr=1-1

Subjects in English 2010-11TITLE: COMPUTER ARCHITECTURE IIECTS: 6 Semester: 2Tutor: Francisca Segura ManzanoDescriptionThe module is divided into five interconnected sections.- Section 1 examines representation system useful on information handling by computer systems: Hexadecimal, binary, decimal code, IEEE P754 standard, etc.- Section 2 explores information storage techniques based on cache and virtual memory.- Section 3 is focused on binary data operations as addition, subtraction, multiplication, division, multiple precision and proposes some integrated circuit to carry out these operations.- Section 4 studies the control unit on two address computer: microinstructions, programmed control unit, wired control unit.- Section 5 goes through external communications: priorities management, interruptions and Direct Access Memory.Aims The aim of this module is the student will be able to specify, design build, verify, test and managehardware computer systems according to user needs.Moreover, at the end of the module, the student can assume responsibility task and technicalissues on organizations.Learning outcomes By the end of the module students should be able to: Have knowledge of technology products and technology trends associated with the market

segment, systems integration and hardware technology. Understand and evaluate internal and external specifications, Methodologies configuration,

Methods and tools for the design and development of computer-based systems. Demonstrate a commercial and business vision.Syllabus indicative content1. REPRESENTATION OF INFORMATION. Information representation systems. Non-numerical representations. Numerical representations. Redundant representations. Representations of data structures. Graphical Representations.2. STORAGE OF INFORMATION.Memory hierarchy and internal memory of the computer. Resources for improving the performance of main memory.3. OPERATIONS WITH THE DATA.Operating Unit. Transfer and logical operations. Arithmetic operations.Integrated circuits for the design of operational units.4. THE CONTROL UNIT.Addressing modes and instruction set. The control unit. Sequencing of the instructions.5. COMMUNICATION WITH THE OUTSIDE.Units of input/output. Overview priorities. Interruptions. Selection of the treatment routine of the interruption. Organization of operations I/O. Channels of I/O, processor I/O (IOP) or peripheral processing unit (PPU). Waveform Generation by program. I/O and operating system. Structure of the management system I/O. Design integrated circuits for I/O.AssessmentAssessmentCoursework (weighting): 50%Project (weighting): 20%Assignments (weighting): 20%Participation (weighting): 10%Reading listComputer Architecture: A Quantitative Approach, John L. Hennessy and David A.Patterson.Solutions to Selected Exercises in Computer Architecture a Quantitative Approach, ThomasE. Willis and Allan D. Knies.Computer Organization and Architecture, William Stallings.Computer Architecture: From Microprocessors to Supercomputers, Behrooz Parhami.Computer Organization and Architecture: Designing for Performance, William Stallings.

Subjects in English 2010-11TITLE: Industrial AutomationECTS: 6 Timetable: 1st Semester, Wednesday 10:30-13:30 Laboratorio de Automatización y Robótica (DIESIA) EPS La RábidaTutor: Dr. Fernando Gómez Bravo [email protected] DescriptionThis module will focus on the industrial automation process involving control of industrial systems. The scope of the subject includes: control of discrete event systems and industrial robotics. The module is a practical approach to these engineering techniques.Aims The aim of this module is to introduce the student, in a practical way, to automatic control systems theory, providing a critical understanding of the hardware, software and basic control architecture applied in industrial contextsLearning outcomes By the end of the module students should be able to:

Analyze and understand the structure of an Industrial Control System Use and program a PLC controller. Understand the structure of industrial robot applications.

Syllabus indicative content1.- Introduction to automation and Control Technologies 2.- Control of Discrete Event System

A discrete event system is a dynamic system that evolves in accordance with the abrupt occurrence, at possibly unknown irregular intervals, of physical events. Such systems arise in a wide variety of industrial contexts. A control theory based on Automaton description and Petry nets will be presented in this module.

3.- Industrial roboticsIn this module the basis of the industrial mechanical arm and its applications, are presented.

AssessmentCoursework weighting: 50%Project weighting : 20%Assignments weighting :20%_Participation weighting:10%ProgramA.- AUTOMATION1.- INTRODUCTION TO INDUSTRIAL AUTOMATION

1.1. INTRODUCTION1.2. BASIS OF CONTROL TECHNIQUES.1.3. AUTOMATICS CONTROL ESTARTEGIES.1.4. INDUSTRIAL AUTOMATION.

2.- CONTROL SYSTEM COMPONENTS2.1.- SENSORS

2.1.1 LINEAR AND ANGULAR DISPLACEMENT MEASUREMENT.2.1.2. PROXIMITY AND RANGE SENSORS.

2.2.- ACTUATORS2.2.1 ELECTRIC ENGINES.2.2.2. PNEUMATICS AND HIDRAULIC ACTUATORS.

3.- INDUSTRIAL CONTROLLER3.1. PROGRAMMABLE LOGIC CONTROLLER (PLC)).3.2. LADDER LOGIC DIAGRAMS.

4.- DISCRETE EVENTS PROCESS CONTROL 4.1. STATE MACHINE4.2. BASIS OF STATE MACHINE THEORY.4.3. IMPLEMENTING STATE MACHINES AT PLC.4.4. BASIS OF PETRY NETS.4.5. TOKEN EVOLUTION RULES.4.6. BASIC STRUCTURES4.7. PETRI NETS VS. STATE MACHINE


B.-INDUSTRIAL ROBOTICS4.-INDUSTRIAL ARM 4.1.- ROBOT ANATOMY AND RELATED ATTRIBUTES

4.2.- KINEMATICS AN DYNAMIC PROBLEMS4.3.- INDUSTRIAL APLICATION OF ROBOTICS ARM

Reading list[1].- Modern Control System. Richadr C. Dorf and Robert H. Bishop. Pearsomn Education (2000).[2].- Introduction to Robotics: Mechanics and Control. John J. Craigh. Addison-Wesley (1995).[3].- Robot Analysis. Lung-Wen Tsai. Wiley-Intercience. (1999)[4].- Modelling with Differential and Difference Equations. G. Fuldford, P. Forrester ans A. Jones. Cambridge U. Press. (1997)[5].- Dynamic System. Theory,Models and Applicatios. David G. Luenberg. John Wiley & Son. (1999)


Title: Lifelong Learning ECTS 6, 2nd SemesterTutor: Mª del Rocío Cruz Díaz [email protected] DescriptionThis module covers the basic concepts in Lifelong Learning: adult education, educational theories and social intervention; educational intervention environments: formal education, non formal and informal; new educational movements: education for the health, education in media; pedagogy in Europe. Changing social order requires constant attention to formative and educational needs. Lifelong Learning is inspired by the principle of education along a lifetime. The contents are divided into a theoretical part and a practical part with two core themes: I. Adult Learning: identities in Europe. II. Lifelong Learning and cultural diversity: European perspectives; LiteraciesAims The aim of this module is to:Provide students with the basic concepts of lifelong learning and the tools for them to appreciate the socio-cultural differences as enriching elements of their own experience. Familiarize the student with the array of information sources and learning modes through research, cooperation and creativity.Learning outcomes By the end of this module the student should: be able to obtain, analyze and synthesize information using diverse sources; have acquired team work and interpersonal relationship skills and; the capacity to establish relationships between theory and practice; the capacity to investigate and to learn in an autonomous way.Syllabus indicative content

Adult Learning and social diversity; Diverse Lives, Cultures, Literacies Identities; Europe, active citizenship and perspectives Adult learning and social division; Adult participation in Europe.

AssessmentCoursework (Weighting) 50%; Exam 20%; Extended essay 20%; Participation 10%Reading listFOGARTY, Robin, J. & PETE, Brian, M. (2004): The Adult Learner. Some Things We Know. California: Corwin Press. ASAGE Publications Company.SARGANT, Naomi & ALDRIDGE, Fiona (2003): Adult Learning and Social Division: a persistent pattern. England and Wales: National Institute of Adult Continuing Education. WILDEMEERSCH, Daniel; STROOBANTS, Veerle & Bron, Michal J. (eds.) (2005): Active Citizenship and Multiple Identities in Europe. A learning Outlook. Frankfurt: PETER LANG GmbH.WEST, Linden; ALHEIT, Peter; SIIG ANDERSEN, Anders & MERRILL, Barbara (eds.) (2005): Using and Life History Approaches in the Study of Adult and Lifelong Learning: European Perspectives. Frankfurt: PETER LANG GmbH.LUCIO-VILLEGAS, Emilio & MARTÍNEZ, Mª Carmen (eds.) (2007): Adult Learning and the challenges of social and cultural diversity: Diverse Lives, Cultures, Learnings and Literacies. Xativa: DIALOGOS.RED.



TITLE: Cultural Bases of Education Tutor: Dr. Juan Ramón Jiménez Vicioso [email protected] ECTS 6Group A: 1st Semester Monday: 12:00-14:00Group B: 2nd Semester Thursday: 12:00-14:00DescriptionThis module covers the following key concepts: acculturation, common culture, consumer culture, cultural identity, cultural studies, family, globalization, innovation, language, politics, post modernization, racism, sexism, theory, values, and youth cultures. Aims The aim of this module is to provide the student with an articulate knowledge of the theoretical markers that relate culture and education as well sources for the study of cultural aspects of education and to foment their critical analysis. It is hoped that the students will develop an individual, open and tolerant attitude to the cultural processes of contemporary society. Learning outcomes By the end of the module students should be able to:

conduct a theoretical-historical study and ethnographic investigation of contemporary culture and education

carry out an anthropological analysis of education. elaborate conceptual "maps" present concrete experiences of socio-educative intervention in our community. critically engage with the subject matter in groups

Syllabus indicative content Nature and culture Education and culture The cultural transmission Culture, education and society

Assessment Portfolio of assignments Contribution to class seminars Periodic tests

Reading listBARKER, C (2002): Cultural Studies. Theory and Practice. London. SAGE Publications.BARKER, C. (2002): Making Sense of Cultural Studies. London. SAGE Publications.FETTERMAN, D. M. (1998): Ethnography. Step by Step. London. SAGE. Publications.KINCHELOE, J. L. AND STEINBERG, S. R. (1997): Changing Multiculturalism. Philadelphia. Open University Press.SPINDLER, G.D. (1963): Education and Culture. New York, Holt, Richard & Winston.SPINDLER, G.D. (1965): Education and Anthropology. Stanford University Press.WOLCOTT, H. F. (1999): Ethnography. A way of seeing. London. AltaMira Press.



TITLE: GENERAL DIDACTICS Tutor: Dr. José Manuel Bautista VallejoECTS: 6, Semester 1 or 2DescriptionThis module includes contents about teaching methodology and educational organisation, which cover the following curricula elements: objectives, contents, methodology, and evaluation for quality assurance.Aims The aim of this module is to provide the student with a critical understanding of the theoretical, conceptual and methodological options available for the methodology of teaching, research, design, and analyses; it also aims to impart an advanced level of knowledge of the instructional process.Learning outcomes By the end of the module students should:

have acquired a solid conceptual knowledge base allowing them to interpret and value as much the curricular theory as the didactic processes of intervention in the classroom, from the view point of the future professional of Primary Education.

have obtained knowledge, strategies and methods that allows them to develop reflection processes and investigation in teaching.

have developed the necessary and basic skills of teaching, and to be able to design and implement curricular units.

Syllabus indicative content1: Models of teaching and learning2: The curriculum as a way of understanding and developing practice3: Planning of the curriculum in Europe, Spain and Andalusia4: Objectives and contents in the curriculum5: Methodological proposals of teaching6: Learning activities7: Organization of the classroom8: Methodology of the evaluation9: Implementation of teaching unitsAssessment

Conceptual maps (weighting) 60% Extended essay 30% Participation 10%

Reading listHargreaves, A.; Lieberman, A.; Fullan, M. & Hopkins, D. (2005). International Handbook of

Educational Change. Dordrecht, Kluwer Academic Publishers.Kellough, R. (1991). A resource guide for teaching. New York: Mc Millan Publishing Company.Sikula, J.; Buttery, T. y Guyton, E. (1996). Handbook of Research on Teacher Education. New

York, Macmillan Library Reference USA.http://www.edu.uwo.ca/jcs/catalogue.htmlhttp://www.joci.ecu.edu/index.php/JoCIhttp://education.qld.gov.au/library/resource/currtopics/asia-ja.htmlhttp://journalseek.net/cgi-bin/journalseek/journalsearch.cgi?field=issn&query=0022-0272

http://journalseek.net/cgi-bin/journalseek/journalsearch.cgi?field=issn&query=0022-0272

http://education.qld.gov.au/library/resource/currtopics/asia-ja.html

http://www.joci.ecu.edu/index.php/JoCI

http://www.edu.uwo.ca/jcs/catalogue.html


TITLE: Curriculum making: Innovation and DevelopmentTutor: Dr. José Manuel Bautista Vallejo [email protected] ECTS: 6, Semesters 1 or 2DescriptionThis module examines the practices of curriculum making, in order to compare and contrast approaches across organisations and subject areas. This will illuminate the factors and their interrelationships within cultures of curriculum making and the experience of students at a time when reform of the curriculum and qualifications is high on the political agenda. Initiatives, such as A Curriculum for Excellence, Assessment is for Learning, and the review of several national curricula have placed a greater emphasis on issues surrounding curriculum and pedagogy.Aims The aim of this module is to provide the student with a critical understanding of the nature of the curriculum, its design, development and innovation as the central instrument of the educational system.it also aims to impart an advanced level of knowledge about the obstacles to educational innovation, as well as explore a range of international examples of curriculum innovation and their problems.Learning outcomes By the end of the module students should:

have acquired a solid knowledge of curriculum making. have acquired knowledge about the innovative capacity of educational institutions. have acquired knowledge about the obstacles to educational innovation and

curriculum making. have acquired knowledge about specific examples of design, development and

innovation of the curriculum and teaching at international level.Syllabus indicative content1. Meanings of curriculum.2. Types of curriculum.3. Cultural, political and other influences on the curriculum.4. Participation and change in curriculum.5. Curriculum innovation.AssessmentConceptual maps (weighting) 30%Extended essay 60%Participation 10%Reading listReading listHargreaves, A.; Lieberman, A.; Fullan, M. & Hopkins, D. (2005). International Handbook ofEducational Change. Dordrecht, Kluwer Academic Publishers.Jeffs, T. J. and Smith, M. K. (1999). Informal Education. Conversation, democracy and learning,Ticknall, Education Now.Kellough, R. (1991). A resource guide for teaching. New York: Mc Millan Publishing Company.Kelly, A. V. (1983; 1999). The Curriculum. Theory and practice 4e. London, Paul Chapman.Sikula, J.; Buttery, T. y Guyton, E. (1996). Handbook of Research on Teacher Education. New York,Macmillan Library Reference USA.http://www.infed.org/biblio/b-curric.htmhttp://www.queensu.ca/ctl/goodpractice/curriculumdevelopment/curriculum/development.htmlhttp://www.coe.fau.edu/faculty/kizlik/f2003curr/curricref.htm



TITLE SPORT PSYCHOLOGY Tutor: Maria del Carmen Pulgarin MedinaECTS: 6 Semester: 2ndDescriptionThis module takes a practical approach to sport psychology with a work and research focus on the main current topics of interest to trainers, athletes and psychologist. The intention is to combine theoretical knowledge of the main concepts used in sport psychology with practical activities related to psychological training and personal reflection. This module will also focus on understanding how motivation and emotion influence athletes, as well as attention, concentration and arousal related to anxiety and stress in sportspersons. We will study the literature on personality and leadership in sports and finally intervention techniques with individual athletes and teams: relaxation, visualization, team communication, and self-confidence.The module is divided into four interconnected sections:

a) Basic processes in psychology: motivation, emotions and their influence in sports; attention and concentration; arousal, anxiety and stress in sports

b) Personality, self-confidence and leadership for athletes and trainersc) Teams and group-working techniquesd) Psychological training. Main techniques

and examines the importance of these for trainers and athletes: professionals, amateurs, children and sportswomen.Aims The aim of this module is to provide the student with a basic knowledge the psychology of sport and the psychological techniques applied to the field of sport and physical activity and to recognize the psychological processes arising from psychological training of athletes in different fields of application of sport psychology. Also, it is hoped to instil a critical understanding of the theoretical, conceptual and methodological options available for sport psychology research, design, and analysis; skills to design, analyse, carry out, and produce a report for a research project in sport psychology with an advanced level of knowledge of techniques and topics used in this fieldLearning outcomes By the end of the module students should be able to:

appreciate the value of psychology as a part of athletes training use some techniques of Sport Psychological Training articulate a knowledge of the importance of psychology as a part of training in

sports understand the parameters and instruments used in scientific psychology Value the role of psychology in the daily work of trainers

Syllabus indicative content Motivation an emotional process in sports Psychological training

techniques and working methods used by trainers and coaches for improving the results of athletes in competitions

Leadership in sports Personality and self-confidence in sport

AssessmentCourseworkExam: to answer some questions and develop it by explanations. 35%Extended essay: a personal and practical report about one of the module sections. 35%Participation in practical activities, with a personal dossier of activities: 30%Reading list

Harris, D.V.; Harris, B.L. (1984). The Athlete’s Guide to Sport Psychology. Mental Skills for Physical People. New York, Leisure Press

Roberts, G.C. (1992). Motivation in Sport and Exercise. Champaign, Illinois, Human Kinetics.

Weinberg, R. S., & Gould, D. (1999) Foundations of sport and exercise psychology. Champaign, Illinois, Human Kinetics.

Orlick, T. (1986). Psyching for Sport. Mental Training for Athletes and Coaches Training Manual to Psyching for Sport. Champaign, Illinois, Human Kinetics.

Williams, J.M. (Ed.). Applied Sport Psychology. Personal Growth to Peak Performance. Palo Alto, California, Mayfield Publishing Company.

Subjects in English 2010-11TITLE: HISTORY OF PHYSICAL EDUCATION AND SPORTTutor: Javier Antonio Tamayo Fajardo [email protected] ECTS: 6 (First Semester)DescriptionThis module is intended to give students an insight into the origin of physical education and sport. In addition, through independent work and cooperative learning, students will explore each historical period, and share their knowledge. Aims The aim of this subject is to provide the student with a critical understanding of the theories about the origin of the sport and the principles of historical research. Furthermore, we aim to help students acquire an interest in reading literary works of significance in the history of physical education and sport, developing the capacity for teamwork and independent work.Learning outcomes By the end of the subject students should be able to:

Appreciate the importance of the history of physical education and sport. Develop the capacity for teamwork. Critically analyze the main information about the history of physical education and

sport. Use the main resources for historical research.

Syllabus indicative content Primitive Community. Greece. Rome. The Middle Ages. The Modern Age. The Contemporary Age. The Olympic Games.

Assessment Participation: 20 %. Class tasks: 20%. Final project: 60 %.

Reading list Mandell, R. D. (1984). Sport, a Cultural History. New York: Columbia University

Press. Noverr, D. A. & Ziewacz, L. E. (1987). Sport History. New York: Markus Wiener

Publishing. Polley, M. (2006). Sports history: a practical guide. Basingstoke (UK): Palgrave

Macmillan.


TITLE: TEACHER PRACTICUMTutor: Garcia Rodriguez, Mª del Pilar [email protected] ECTS: 6, 1st and 2nd SemestersDescriptionThe Practicum occupies a key position in the programme of teacher education. It is a culminating experience in teacher preparation and provides opportunity to beginning teachers to become socialized into the profession.AimsThe aim of this module is

To provide the prospective teachers with an opportunity of establishing an appropriate teacher pupil relationship.

To provide an opportunity for evaluating the student potential as a teacher and suitability for the teaching profession.

To develop personal relationship with others: administrators, teachers, parents and students.

To provide the future teacher with practical experience in school to overcome the problems of discipline and enable him / her to develop method of control.

To provide with an opportunity to put theories into practice and to develop a deeper understanding of educational principles and their implication for learning.

To enable the student teachers effectively to plan and prepare lessons. To develop skill in the use of fundamental procedures, techniques and methods of

teaching. To develop desirable professional interests, attitudes and ideas relative to teaching

profession. To enable student teachers to acquire desirable characteristics / traits of a teacher

and to display appropriate behaviour. To provide student teachers with an opportunity to have teaching evaluated and to

gain from the benefits of constructive criticism.Learning OutcomesAfter completing this module students should be able to:

analyse and reflect on their teaching practice in the light of their personal experience, the experience of peers and the literature.

investigate their teaching and develop their teaching practice in a scholarly way (i.e. through considering and reflecting on current thinking

contrast and evaluate the relationship between the problems derived in the schools and the theory received for its resolution.

Integrate in school life. analyze and evaluate the Practicum.

Syllabus Indicative ContentDuring the teaching practice students will take on observation tasks in order to get to know the school's surroundings and the activities that are normally performed in a school. Initially student teachers visit the particular school, where they are going for practice teaching to see their mentor, class teachers and school staff in order to acquire information about school and its environment. Student teachers must observe the teaching methods of school, methods of concerned class teacher, copies or notebooks of the students and their usual routine. Teaching in the classroom is not only the objective of teaching practice, but also to provide training in all activities / work which student teachers are going to perform in future during their job. How to deal with students’ parents, officers of the school, school employees and guests are also the part of teaching practice. AssessmentA journal will be made of the aspects regarding the context of the school as well as those referring to the classroom. The evaluation will take place based on the following instruments and criteria:

Analysis of the investigation documents and corresponding memories Consideration of the school tutor's report


Subjects in English 2010-11TITLE: DIAGNOSTICS IN EDUCATION ECTS:6Timetable: 2nd Semester, Tuesdays 13:00 a 14:20Tutor: Dr. Pilar Alonso Martín [email protected] DescriptionThe subject “Diagnostics in Education” is a 4th year core module from the Degree in Psyco-pedagogy taught by the Department of Psychology. The content is divided into theoretical and practical sections: four credits are awarded for the theory and two for the practical.This module covers the basic concepts of Diagnostics in Education:

Principles of diagnostics in education, Variables of diagnostics in education Techniques and resources for diagnosis in education

Any process of diagnosis in education always has the aim of improving the personal development process.This subject allows us to acquire a theoretical and practical base and the necessary skills to evaluate educational needs and to make decisions regarding the planning and development of the program of intervention. Specific skills are developed in the area of psyco-pedagogical evolution such as defining and analyzing context and diagnosing needs, and at the same time understanding and knowing how to select different instruments and techniques correctly. It is also important to bear in mind professional ethics which include issues such as: confidentiality, truthfulness, transparency and justice, as well as interpersonal abilities such as: empathy, listening, fluid communication and permanent collaboration with others professionals.The module is divided into two interconnected sections:1. The process and the variables: Principles of diagnosis in education; Models of diagnosis

in education; People and systems implied in diagnosis in education; Elements of diagnosis in education and technical basis of diagnosis in education.

2. Techniques and Procedures of Evaluation: Observation; interview; tests (perception, attention, memory, learning styles, intelligence.); social abilities and the psyco-pedagogical report.

Aims The aim of this module is to provide the student with:

The ability to obtain, analyze and synthesize information from different sources and formats.

Interpersonal skills for relationships and teamwork. The ability to establish relationships between theory and practice. The ability to investigate and to learn independently. The ability to apply ethical values to their professional career.

Learning outcomes In this module the students should be able to

1. Analyze the conceptualization of psycho-pedagogical diagnostics in educational reality. 2. Meditate and develop attitudes that allow them to carry out diagnostic work alongside

professional deontology. 3. To know the different psycho-pedagogical techniques and develop the abilities to select

the appropriate techniques and resources in each situation, and critically interpret the results from a global perspective.

4. Present a report which outlines a programme of intervention based on the evaluation. To develop teamwork skills and cooperation in a professional environment.

5. To understand and evaluate the importance of our actions (elaborations, decisions, evaluations...) as professionals when carrying out an educational diagnosis.

Syllabus indicative content1. Principles of diagnosis in education: Historical approach to the concept of diagnostics in

education; Concept of diagnostics in education and Objectives of diagnosis in education. 2. Models of diagnosis in education: Models of traditional evaluation; Models of behavioural

evaluation; models of the Cognitive Psychology; the Interactionist Model and the Global Model

3. The process and variables of diagnosis in education: people and systems implied in diagnosis in education; characteristic of diagnosis in education; elements of diagnosis in education; conditions and phases of diagnosis in education and the importance of the systematizing of information and of a correct use of the written language.


4. Technical basis of diagnosis in education: observation; interview and tests 5. Techniques and resources for the diagnosis of different aptitudes6. The psyco-pedagogical report: characteristics of the report; organization and

systematizing of the evaluation discoveries; report types; organization of the report; adaptation of the language and implications of the ethical code.

Assessment

1. Coursework: 40%a. To produce a summary and and critical essay of a selection of book chapters

and articles about the subject.2. Final Project : 40%

a. Obligatory final project, including interviews and tests carried out (intelligence and study habits).

3. Participation: 20%a. To attend and participate actively in the class

Reading listHambleton, R.and Zaa J. (2000). Advances in educational and psychological testing :theory

and applications. Boston : Kluwer Academic.Kamphaus, R. (2001). Clinical assessment of child and adolescent intelligence. Boston, MA :

Allyn and Bacon.Kranzler, John H. (1998). Assessment of children and youth from culturally and linguistically

diverse backgrounds with mental chronometric techniques. Perceptual and motor skills, 86 (1), 321- 322.

Macdonald, R. (2002). Academic and educational development : research, evaluation and changing practice in higher education. London : Kogan.

Merrel, K. (2003). Behavioral, social, and emotional assessment of children and adolescents. Mahwah, N.J.: Lawrence Erlbaum.

Nowakowski. J. (1985). A handbook of educational variables :a guide to evaluation. Boston: Kluwer-Nijhoff.

Reynolds, C. and Kamphaus R. (2003). Handbook of psychological and educational assessment of children : intelligence, aptitude, and achievement. New York : Guilford Press.

Rust, James O. (1997). Concurrent validity of the wechsler intelligence scale for children-third edition the Kaufman assessment battery for children. Psychological reports, 80 (1), 89-90.

Sattler, J. (1992). Assessment of children . San Diego: J. Sattler, Publisher, Inc.

http://rebiun.absysnet.com/cgi-bin/abnetop/X16006/ID153557730?ACC=CAUT&NAUT=3880654&SAUT=Sattler,+Jerome+M.

http://columbus.uhu.es/search~S1*spi/jPsychological+reports.--+1997%2C+v.+80%2C+n%7B486%7D+1/jpsychological+reports+1997+v+++80+n++++1/-3,-1,0,B/browse

http://columbus.uhu.es/search~S1*spi/aRust%2C+James+O./arust+james+o/-3,-1,0,B/browse

http://rebiun.absysnet.com/cgi-bin/abnetop/X16006/ID153557730?ACC=CAUT&NAUT=2626198&SAUT=Macdonald,+Ranald

http://columbus.uhu.es/search~S1*spi/jPerceptual+and+motor+skills.--+1998%2C+v.+86%2C+n%7B486%7D/jperceptual+and+motor+skills+1998+v+++86+n++++1/-3,-1,0,B/browse



http://columbus.uhu.es/search~S1*spi/aKranzler%2C+John+H./akranzler+john+h/-3,-1,0,B/browse


Title: Theory of Education and Contemporary Institutions of EducationTutor: Manuel Jesús Hermosín Mojeda [email protected] ECTS: 6 / Semester 1 or 2 Timetable: Monday 16:30-18:00Campus de El CarmenDescriptionThis module covers the basic concepts of the theory of education and a short overview of contemporary movements and theories of education through the study of authors and institutions. The module is divided into two interconnected sections: Theory of education (and new challenges in education) and historic development of education knowledge in the contemporary age.Aims The aim of this module is to provide the student with:

a critical understanding of the theoretical and conceptual options available for Theory of Education, researching paradigms in education and historic development of education knowledge.

skills to design, analyse, carry out, and produce a report for a research project in Contemporary History of Education (make a wiki with a biography and an analysis of a contemporary author of pedagogy).

a capacity to obtain, analyze and synthesize information by using diverse sources. a capacity to research and learn in an autonomous way.


appreciate the importance of education in contemporary history, focusing especially on Theory of Education and its paradigms.

Analyze the new challenges in education: multiculturalism, attention to diversity, teaching and learning in the knowledge society, and adopt a point of view about these topics.

Use different sources to achieve the basic knowledge in Theory of Education and contemporary History of Pedagogy.

Develop strategies to use a virtual platform (moodle) to follow the subject contents and interact with it.

Demonstrate an understanding about new challenges in education. Articulate a knowledge about the different topics dealt with the subject programme Critically engage with new paradigms in education research (action-research).

Syllabus indicative content Theory of education Education research paradigms (positivism, anti-positivism, critical theory) Historic movements in Pedagogy theories. Educational institutions and agents Historic evolution of scholar system Theory of the curriculum Educational research Formal, non-formal and informal education

AssessmentCoursework (weighting): 50 % On line activities and essays: 30 %Assignments: 15 % (create a wiki)Participation: 5 %

Reading list- CRUZ, R., HERMOSÍN, M. J., ALONSO, P., GONZÁLEZ, J. C. y JIMÉNEZ, J. R.

(2009): Thesaurus. (En prensa: Materiales para la docencia).- EUROPEAN COMMISSION (2009): National Summary sheets on educational system in

Europe and ongoing reforms (Spain). Eurydice databases.- HALLINAN, M. (ed.) (2000): Handbook of The Sociology of Education. New York :

Kluwer Academic/ Plenum Publishers.

- HARGREAVES, A. (2003): Teaching in the knowledge society: education in the age of insecurity. Maidenhead: Open University Press.

- HARGREAVES, A.; LIEBERMAN, A.; FULLAN, M. And HOPKINS, D. (Eds) (1998): International handbook of educational change. Dordrecht : Kluwer Academic Publishers

- HARGREAVES, D. (1997): “A road to the learning society”. In: School leadership and management, vol. 17, n. 1, pp 9-22.

- POPKEWITZ, T. S.; FRANKLIN, B. M. And PEREYRA, M. A. (Eds) (2001): Cultural history and education: critical essays on knowledge and schooling. New York: Routledge Falmer.

- TURNER, D. (2004): Theory of education. London/New York: Continuum.- UNESCO (2008): Quality education, equity and sustainable development; a holistic

vision through UNESCO’s four World Education Conferences 2008-209- USHER, R. And EDWARDS, R. (1994): Postmodernism and education. New York:

Routledge - http://www. Infed.org/biblio/b-nonfor.htm

Subjects in English 2010-11Title: SOCIAL EDUCATION- PRACTICUM ECTS: 6 Timetable: 2nd Semester, Contact Tutor: Dr. Juan Carlos González Faraco [email protected] DescriptionThe objective of the “Practicum” is to help students of Social Education acquire a theoretical and practical framework appropriate to work in various socioeducational fields, institutions and contexts (e.g., youth, women, the elderly, the disabled, drug addicts, immigrants, etc.). All activities are held in several social and educational institutions in the city of Huelva. The schedule is flexible and adapted to the possibilities of students.AimsThe principal objective of the practicum is that students gain knowledge of, and participate and intervene in professional contexts related to Social Education. In this manner, they will acquire both experience in, and a realistic vision of, their future professional practice. Learning outcomes By the end of the Practicum students should be able to: Utilize the methodological tools necessary for the professional exercise of Social Education Plan and develop programs of socio-educational intervention in real life situations Work as part of a team to resolve socio-educational problems Conceive of the professional development and practice of Social Education as an

emancipating, not merely a remedial, taskSyllabus content

Action Research Participant Observation Planning and organization of socio-educational programs Evaluation of socio-educational programs Report Preparation

AssessmentPracticum assessments will be based on the following:

Each student will write an ethnographic report for the Practicum (80%). These reports will be assessed by the supervising Professor

Other activities (readings, case study, focus groups,) (20%)Reading listBAUMAN, Ziygmunt (2000) Liquid Modernity. Cambridge (UK), Polity Press and Blackwell Publishers.BAUMAN, Zygmunt (2004) Wasted Lives. Cambridge (UK), Polity PressBAUMAN, Zygmunt (2005) Liquid Life. Cambridge (UK), Polity Press.


Subjects in English 2010-11Title: European Families and Societies in the Post-industrial Age ECTS: 6 Timetable: 1st Semester Wednesday 11:30 a 14:30 Tutor: : Angeles Escrivá and Anastasia Bermúdez [email protected] module is a suitable course for students from all disciplines and levels. The language of instruction is English although some materials in Spanish will be used when studying the Spanish context, therefore, some knowledge of Spanish is recommended. AimsThis course will seek to introduce students from any discipline to the study of the recent changes in social and demographic conditions in Europe, and especially the effect that these changes have had on the work place and on labour and social policies. More specifically, the course will focus on the interrelationship between changes in demography and family structures in Europe, and both productive and reproductive labour.Learning outcomes By the end of the module students should be able to:

Develop comprehension skills comparing the trends and situation of different European societies

Critically engage with discussion on causes and consequences of these trends Design a small research project, conduct fieldwork and organize data with supervision Identify key questions and conclusions Present a paper demonstrating good analytical and communicative skills

Syllabus content Main trends in demographic changes in Europe (birth rates, longevity, migration,

population structure) The new European families (composition; gender, inter-generational and ethnic

relationships) Work, the market and the State

o Labour and market strategies of the different cohorts and genderso New demands on the European welfare states

AssessmentAssessment will be based both on student's participation in the classes led by the teachers and their peers, as well as on their own presentations to the other students. In addition, students will have to write an essay on a selected topic, which will account for no less than 50% of the final mark. The essay will be based on a small research project that students will have to conduct during the term.Reading list * Esping-Andersen, G. (1999) Social foundations of postindustrial economies. Oxford University press.

* Lutz, Richter, Wilson (2006) The new generations of Europeans: Demography and families in the enlarged European Union. London: Earthscan.

* Scott, Treas (2003) The Blackwell companion to the Sociology of families. Blackwell publishing.

* Special issue of Social Policy and Administration on “Families stretched between the demands of work and care”, 38(6) december 2004.

Subjects in English 2010-11Title: Introduction to Latin American Politics and Society ECTS: 6 Timetable: 2nd Semester Tutor: : Angeles Escrivá and Anastasia Bermúdez [email protected] module is suitable for students from all disciplines. In the course of the module materials in Spanish and in English will be used, therefore, an intermediate level of both languages is recommended. AimsThis course will seek to introduce students from any discipline to the study of key aspects of Latin American politics and society, including relations between the region and the United States and Europe. The different sessions of the course will focus on the more contemporary issues affecting different countries in Latin America and the region as a whole.Learning outcomes By the end of the module students should be able to:

Develop comprehension skills to understand the contemporary social and political situation in Latin America, vis-à-vis Europe and the United States

Critically engage with discussion on causes and consequences of the different key issues analysed in more detail

Design a small research project with supervision Identify key questions and conclusions Present a paper demonstrating good analytical and communicative skills

Syllabus content Current situation in Latin America: historical overview and basic facts Key issues across the region (inequalities, economic relations, social movements,

migration, culture and religion, conflict and peace, political instability, transnational alliances)

Latin American relations with: the US, Europe, and the rest of the worldAssessmentAssessment will be based both on student's participation in the classes led by the teachers and their peers, as well as on their own presentations to the other students. In addition, students will have to write an essay on a selected topic, which will account for no less than 50% of the final mark. The essay will be based on a small research project that students will have to conduct during the term.Reading list * Kirby, Peadar (2003)

Introduction to Latin America [Recurso electrónico]: twenty-first century challenges /

London ; Thousand Oaks, Calif. : Sage Publications, 2003.

* Chant, S. with Craske, N. (2003) Gender in Latin America. London: LAB.

* The urban poor in Latin America [Recurso electrónico] Washington, D.C. : World Bank.

* Carpenter, Ted (2003)

Bad neighbor policy [Recurso electrónico] : Washington's futile war on drugs in Latin America / New York : Palgrave Macmillan.

Subject in English Philogy

Code Semestre ECTS Title Tutor Classroom timetable100099002 2 6 Introduction to Literature in

EnglishZenón Luis Martí[email protected] Villegas ló[email protected]

Jacobo del Barco

Mon &Tues (9’00-10’30)

100099028 2 4.5 Writing And Translation Of Texts In English

Jorge Casanova Garcí[email protected]

Jacobo del Barco

Wed (10.30-12.00), Thurs (12.00-13.30)

100099027 1 and 2 9 Text Commentary Jefferey Morse [email protected]

Jacobo del Barco

1st semester: Thurs & Fri (12.00-13.30)2nd semester:Mon (12.00-13.30) & Tues (10.30-12.00)

100099015 1 4.5 Practical Phonetics Auxiliadora pérez [email protected]

Jacobo del Barco

Wed & Thurs(13.30-15.00)

100099031 2 4.5 Introd. To Literat. In English

Beatriz Domínguez Garcíabeatriz.domí[email protected]

Jacobo del Barco

Mon (12.00-13.30), Thurs (10.30-12.00)

100099029 1 and 2 9 English Literature: Narrative

Sonia Villegas Ló[email protected]

Jacobo del Barco

1st semester: Mon &Tues (10.30-12.00) 2nd semester: Mon & Wed (10.30-12.00

100099033 1 4.5 Introduct. To English Grammar

Pilar Ron [email protected]

Jacobo del Barco

Wed (10’30-12’00) & Tours (12.00-13’20)


mailto:beatriz.dom%C3%[email protected]





100099032 1 and 2 9 English Phonetics Jefferey Morse [email protected] Gabriel Vázquez Gonzá[email protected]

Jacobo del Barco

1st semester: Thurs & Fri (10.30-12.00)2nd semester:Thurs (12.00-13.30) & Fri (10.30-12.00)

100099016 2 4.5 Other Literatures In English

Sonia Hernández [email protected]

Jacobo del Barco

Mond &Tues (9.00-10.30)

100099017 1 4.5 Literary Theory And Criticism In The English Speaking World I

Jorge Casanova Garcí[email protected]

Jacobo del Barco

Wed & Thurs (9.00-10.30)

100099018 2 4.5 Latest Tend. In Liter. In English I

Sonia Hernández [email protected] Domínguez Garcíabeatriz.domí[email protected]

Jacobo del Barco

Mon (13.30-15.00) & Wed (9.00-10.30)

100099019 2 4.5 Contrastive Grammar I Luisa González [email protected]

Jacobo del Barco

Thurs (10.30-12.00), Fri (10.30-12.00)

100099020 1 and 2 9 Translation Mercedes Guinea [email protected]

Jacobo del Barco

1st semester: Tues & Wed (13.30-15.00)2nd semester:Tues & Wed (13.30-15.00)

100099021 1 4.5 English Teaching Methodology

To be assigned Jacobo del Barco

Thurs (13.30-15.00) & Fri (12.00-13.30)

100099034 1 and 2 10 English Grammar Beatriz Rodríguez Arrizabalagaarrizaba@uhu. es

Jacobo del Barco

1st semester: Thurs & Fri 10.30-12.00)2nd semester:Thurs & Fri











(10.30-12.00) 100099035 1 and 2 9 History And Culture Of

English Speaking Countries

Pilar Cuder Domí[email protected] Domínguez Garcí[email protected]

Jacobo del Barco

1st semester: Mon & Wed (10.30-12.00)2nd semester:Tues & Wed (10.30-12.00)

100099036 1 and 2 10 History Of The English Language

Edurne Garrido [email protected]

Jacobo del Barco

1st semester: Thurs & Fri (12.00-13.00)2nd semester:Thurs & Fri (12.00-13.30)

100099037 1 and 2 9 English Literature: Theatre Jorge Casanova Garcí[email protected]

Jacobo del Barco

1st semester: Tues & Wed (12.00-13.30)2nd semester:Tues & Wed (12.00-13.30)

100099038 1 4.5 Northamerican Literature I Rocío Carrasco [email protected]

Jacobo del Barco

Mon (12.00-13.30) & Tues (10.30-12.00)

100099043 2 4.5 Contrastive Grammar II Beatriz Rodríguez [email protected] Garrido [email protected]

Jacobo del Barco

Thurs & Fri (9.00-10.30)

100099045 1 and 2 9 Anglosaxon Seminar Pilar Ron [email protected] Gabriel Vázquez Gonzá[email protected]

Jacobo del Barco

1st semester: Thurs & Fri (9.00-10.30) 2nd semester:Tues (9.00-10.30) & Thurs (13.30-15.00)

100099047 1 4.5 Monograf. Course On English Liter. I

Sonia Hernández Santanosantano@uh u.es

Jacobo del Barco

Tues & Wed (9.00-10.30)










100099048 2 4.5 Monograf. Course On English Liter. II

María Losada [email protected]

Jacobo del Barco

Mon (12.00-13.30) & Fri (13.30-15.00)

100099049 2 4.5 Monograf. Course On Northamerican Liter..

Jefferey Morse [email protected]

Jacobo del Barco

Tues & Wed (13.30-15.00)

100099053 2 4.5 Literary Theory And Criticism In The English Speaking World II

Jefferey Morse [email protected]

Jacobo del Barco

Mon (12’00-13’30) & Wed (9.00-10.30)

100099056 1 and 2 9 English Literature: Poetry Sonia Hernández [email protected]

Jacobo del Barco

1st semester: Tues & Wed (10.30-12.00) 2nd semester:Mon (12.00-13.30) & Tues (10.30-12.00)

100099057 2 4.5 Northamerican Lit. II Mar Gallego Durá[email protected] Domínguez Garcí[email protected]

Jacobo del Barco

Mon & Wed (10.30-12.00)

100099058 1 4.5 Applied Linguistics Fernando Rubio Alcalá[email protected]

Jacobo del Barco

Mon (13.00-12.00) & Tues (12.00-13.30)

100099039 1 and 2 9 Linguistic Analysis of English

Pilar Ron [email protected]

Jacobo del Barco

1st semester: Wed (9.00-10’30) & Thurs (13.30-15.00) 2nd semester:Thurs & Fri (9.00-10.30)

100099040 1 and 2 9 English Syntax Luisa González [email protected]

Jacobo del Barco

1st semester: Wed (13.30-15.00) & Thurs (12.00-13.30)








2nd semester:Thurs & Fri (13.30-15.00)

100099041 1 and 2 9 Gramatical Theories Luisa González [email protected]

Jacobo del Barco

1st semester: Wed & Fri (12.00-13.30) 2nd semester:Mon (13.30-15.00) & Thurs (12.00-13.30)

100099042 1 and 2 9 English Applied Linguistics Seminar

Carmen Fonseca Morafonseca@u hu.es

Jacobo del Barco

1st semester: Mon (13.30-15.00) & Thurs (9.00-10.30) 2nd semester:Tues & Wed (9.00-10.30)

100099043 1 4.5 English Theoretical Linguistics Seminar

Juan Gabriel Vázquez Gonzá[email protected]

Jacobo del Barco

Thurs & Fri (9.00-10.30)

100099046 1 and 2 9 Middle English Seminar Edurne Garrido [email protected]

Jacobo del Barco

1st semester: Thurs & Fri (10.30-12.00) 2nd semester:Thurs & Fri (10.30-12.00)

100099050 1 4.5 English Lit. Seminar I María Losada [email protected]

Jacobo del Barco

Mon (9’00-10’30) & Tues (13.30-15.00)

100099051 2 4.5 English Lit. Seminar II María Losada [email protected] Auxiliadora Pérez [email protected]

Jacobo del Barco

Tues & Fri (12.00-13.30)

100099052 1 4.5 Northamerican Literature Seminar

Mª del Mar Gallego Durá[email protected]

Jacobo del Barco

Mon (12.00-13.30) & Fri (13.30-15.00)





100099054 2 4.5 Latest Tend. In. Liter. In English Ii

Beatriz Domínguez Garcí[email protected]

Jacobo del Barco

Mon (9.00-10.30) & Wed (13.30-15.00)

100099055 2 4.5 Other Literatures In English Seminar

Pilar Cuder Domínguezp [email protected]

Jacobo del Barco

Tues (13.30-15.00) & Wed (12.00-13.30)

150098020 2 8 Foreign Language Learning (MLE)

Rocio Ramos [email protected]

Carmen Toscano [email protected]

Faculty of Education

Tues & Wed (11’30-13’30) & Fri (8’30-10’30) ORTues, Wed & Thurs (18’00-20’00)

150098048 2 4.5 Foreign Language Learning II (MLE)

To be assigned Faculty of Education

Wed (10.30-12.30) & Fri 10.30-12.00)

150098051 9 School Training II (MLE) Fernando Rubio Alcalá[email protected]


Professor’s Timetable

150098058 2 4.5 English Literature (MLE) Mª Dolores Pérez Rolá[email protected]


Tues (8.30-10.30) & Thurs (12.30-14.00)

150098050 2 4.5 English Literature for Children (MLE)

Mª Dolores Pérez Rolá[email protected]


Mon (11.30-13.00) & Fri (12.00-14.00)

150098044 1 4.5 Anglo-Saxon Civilization (MLE)

Mª Dolores Pérez Rolá[email protected]


Wed (8.30-10.00) & Fri (12.30-14.30)








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