a) Body structure and function b) Structure of the child’s body and its function c) Child development: physical activity and the psychomotor domain d) Socialisation and physical activity e) Moral development and physical activity f) Personal performance, understanding and appraisal of performance in a range of movement forms drawn from gymnastics, multi-cultural dance, swimming, games g) Safe organisation and management of games activities for children of KS1 age.

Students should develop an understanding of the human body particularly its musculo-skeletal structure. They should be able to examine the effects of exercise on human physiology and recognise the characteristics of young people’s physical growth and sociomoral development. They should be able to investigate the possibilities that physical activities present for the sociomoral development of young people, and develop competences in preparing preparing activity sessions and resources, coaching/teaching strategies and techniques, assessment and recording personal evaluation.

Students should develop an understanding of the human body particularly its musculo-skeletal structure. They should be able to examine the effects of exercise on human physiology and recognise the characteristics of young people’s physical growth and sociomoral development. They should be able to investigate the possibilities that physical activities present for the sociomoral development of young people, and develop competences in preparing preparing activity sessions and resources, coaching/teaching strategies and techniques, assessment and recording personal evaluation.

This module explores geographical, historical, cultural and economic understandings of Europe and reviews contemporary social contexts; charts the nature and evolution of the European Union and its institutions and considers the implications for Ireland; examines the contemporary business environment of Europe; considers reflections of Europe’s cultural map in Ireland.

A student should have:

• An appreciation of competing interpretations of Europe’s identities;

• A sense of the European context of Ireland’s social and cultural landscapes;

• An understanding of the business implications of the EU and its institutions for Ireland.

A student should have:

• An appreciation of competing interpretations of Europe’s identities;

• A sense of the European context of Ireland’s social and cultural landscapes;

• An understanding of the business implications of the EU and its institutions for Ireland.

Students should be given the opportunity to develop a range of communication skills appropriate for intelligent and competent engagement at university level in Physical Education, including the conventions for good writing and presentational skills in Physical Education. Students should engage in an exploration of the practical application of Physical Education in the world of work. Students should have the opportunity to examine and reflect on the significance of their academic studies within the contemporary European cultural, political and economic environment.

A student should be able to:

• Analyse and reflect on the role of Physical Education in the world of work;

• Examine and reflect on the role of Physical Education in the contemporary European context.;

A student should be able to:

• Analyse and reflect on the role of Physical Education in the world of work;

• Examine and reflect on the role of Physical Education in the contemporary European context.;

A study of contemporary experiences and understandings of the human person in its personal and social dimensions, with particular reference to the world of work and learning. Attention will be paid to personal, social and organizational values, cultures and societies.

A student should be able to:

• Develop and apply a range of intellectual and ethical frameworks to discussions of the roles played by individuals in work and society;

• Critically evaluate organizational structures and expectations in the workplace.

A student should be able to:

• Develop and apply a range of intellectual and ethical frameworks to discussions of the roles played by individuals in work and society;

• Critically evaluate organizational structures and expectations in the workplace.

This module explores current issues and debates in the field of global justice. It draws on a range of approaches and perspectives to the study of global justice, including applied philosophy, social psychology, global ethics and development issues. Students will be introduced to key ideas and concepts in the field, and they will examine a number of relevant case studies.

On successful completion of this module, students should be able to:

• Identify, articulate and evaluate competing approaches to the study of global justice;

• Understand, apply and assess relevant key ideas and concepts;

• Understand and assess current developments pertaining to regional and national dimensions of global justice.

On successful completion of this module, students should be able to:

• Identify, articulate and evaluate competing approaches to the study of global justice;

• Understand, apply and assess relevant key ideas and concepts;

• Understand and assess current developments pertaining to regional and national dimensions of global justice.

This module focuses on cultural inter-relationships between Ireland and other parts of Europe and varieties of cultural expression are explored. Both commonalities and differences in art, literature and film are considered as cultural manifestations of regionalism and nationalism and their intellectual and political significance is assessed.

Students should be able to: recognise and understand the varieties of cultural expression in Europe; identify and appreciate the cultural and historical inter-connections between Ireland and other parts of Europe; appreciate and evaluate aspects of Europe’s artistic heritage; develop awareness of the relationship between culture and society.

Students should be able to: recognise and understand the varieties of cultural expression in Europe; identify and appreciate the cultural and historical inter-connections between Ireland and other parts of Europe; appreciate and evaluate aspects of Europe’s artistic heritage; develop awareness of the relationship between culture and society.

This module examines the development of an increasingly integrated European financial and economic space. Consideration is given to the rationale for such integration and an evaluation is made of the likely impact on European business. Political responses and the nature of cross-border institutions are examined. In particular, Ireland’s east-west and north-south economic and political relationships within these arrangements are explored and comparisons are made with European contexts elsewhere. Measures to implement policy are outlined and the background to EU regional development policy is addressed. Its impact for Ireland is reviewed and implications are discussed.

Students should be able to: recognise and describe salient aspects of current financial, political and economic arrangements within Europe; understand the policy implications of these arrangements; investigate, understand and address associated issues in the context of case studies; understand the implications for Ireland.

Students should be able to: recognise and describe salient aspects of current financial, political and economic arrangements within Europe; understand the policy implications of these arrangements; investigate, understand and address associated issues in the context of case studies; understand the implications for Ireland.

Motor Learning and Human Performance. Aesthetics in the study of physical education, sport and human movement. Planning models and measurement of performance in physical activity settings. Special Educational needs and professional practice in physical activity settings. Personal experience, understanding and appraisal of performance in a selected activity from the games curriculum.

Students should develop a holistic perspective on human movement from psychomotor, developmental and aesthetic perspectives. They should understand the principles of planning and value orientations that underpin this process in the context of sport and society.

Students should develop a holistic perspective on human movement from psychomotor, developmental and aesthetic perspectives. They should understand the principles of planning and value orientations that underpin this process in the context of sport and society.

Practical application of theoretical planning models in the construction of purposeful physical activity sessions and the coaching styles underpinning these. Measuring successful delivery of planned content and evaluating performance of participants. Personal experience, understanding and appraisal of performance in a range of movement forms selected from athletics, dance, games, gymnastics and swimming.

Students should develop an understanding of different organisational approaches to delivering purposeful physical activity sessions, as well as a range of methods of delivery appropriate to the age of participants, resources available and the context in which activity sessions will be set. Students should also develop a range of skills from across the movement forms that can be adapted to meet the demands of individual and group participation in selected sports activities.

Students should develop an understanding of different organisational approaches to delivering purposeful physical activity sessions, as well as a range of methods of delivery appropriate to the age of participants, resources available and the context in which activity sessions will be set. Students should also develop a range of skills from across the movement forms that can be adapted to meet the demands of individual and group participation in selected sports activities.

With an increasing emphasis on preparation for the world of work, this module enables students of Physical Education to enhance the relevance of their academic studies for their future careers. Students will be given the opportunity to a) improve communication skills in relation to their academic subject, b) relate that subject and associated skills to the world of work, and c) enhance their career development and employability. The course will focus on the individual as an active agent in the economic environment; report writing, negotiation skills, teamwork skills; and employability. Work placement will be an integral part of this module.

A student should be able to:

• Apply theoretical considerations about the active agent to personal practice in the workplace;

• Examine the effectiveness of oral and written communications in the world of work;

• Explore and evaluate the impact of their academic subject on the workplace and on their personal employability.

A student should be able to:

• Apply theoretical considerations about the active agent to personal practice in the workplace;

• Examine the effectiveness of oral and written communications in the world of work;

• Explore and evaluate the impact of their academic subject on the workplace and on their personal employability.

This module will normally be taken by students who are going to follow a minimum of three months study in an institution of higher education in Europe or America. During this period the students will take courses related to Liberal Education, European Studies and studies in a chosen academic subject.

Students should be able to: continue studies in line with the programme outcomes of the BA (Liberal Arts) degree; complete a Learning Agreement at a European or American partner institution of higher education; analyse, evaluate and interpret current thinking about the role of business, culture and society in a host country.

Students should be able to: continue studies in line with the programme outcomes of the BA (Liberal Arts) degree; complete a Learning Agreement at a European or American partner institution of higher education; analyse, evaluate and interpret current thinking about the role of business, culture and society in a host country.

This module explores current issues and debates in the field of global justice. It draws on a range of approaches and perspectives to the study of global justice, including applied political philosophy, international political philosophy, global ethics, and comparative politics. Students will be introduced to key ideas and concepts in the field, and they will examine a number of relevant case studies.

On successful completion of this module, students should be able to:

• Identify, articulate and evaluate competing approaches to the study of global justice;

• Understand, apply and assess relevant key ideas and concepts;

• Understand and assess current developments pertaining to regional and national dimensions of global justice.

On successful completion of this module, students should be able to:

• Identify, articulate and evaluate competing approaches to the study of global justice;

• Understand, apply and assess relevant key ideas and concepts;

• Understand and assess current developments pertaining to regional and national dimensions of global justice.

This module considers aspects of the cultural and economic inter-relationships between Ireland and other parts of Europe. Varieties of cultural expression, including film and art, are considered as cultural manifestations of regionalism and nationalism and their intellectual and political significance is assessed. Consideration is given to the rationale for the increasingly integrated European economic and financial space and an evaluation is made of the likely impact on European business. Political responses and the nature of cross-border institutions are examined, and a critical understanding of the treaties of the European Union, its institutions and its economic policies is enabled.

Students should be able to: recognise and understand varieties of European cultural expression; identify and appreciate cultural and historical inter-connections between Ireland and other parts of Europe; appreciate and evaluate aspects of Europe’s artistic heritage; develop awareness of the relationship between culture and society; recognise and understand aspects of the financial, political and economic structures within Europe; understand the policy implications of the financial, political and economic structures within Europe.

Students should be able to: recognise and understand varieties of European cultural expression; identify and appreciate cultural and historical inter-connections between Ireland and other parts of Europe; appreciate and evaluate aspects of Europe’s artistic heritage; develop awareness of the relationship between culture and society; recognise and understand aspects of the financial, political and economic structures within Europe; understand the policy implications of the financial, political and economic structures within Europe.

Analysis of factors affecting psycho-motor skill learning and movement analysis from an aesthetic perspective. The study of curriculum structures, models, concepts and rationales. The development of teaching strategies and units of work. Personal development through experience, understanding and appraisal of performance in a range of movement forms selected from athletics, dance, games, gymnastics, swimming and outdoor education.

Students should have developed an understanding of efficient and aesthetic movement and have understood the rationale and value orientations that underpin a range of curriculum approaches.

Students should have developed an understanding of efficient and aesthetic movement and have understood the rationale and value orientations that underpin a range of curriculum approaches.

With an increasing emphasis on preparation for the world of work, this module enables students of Physical Education to enhance the relevance of their academic studies for their future careers. Students will be given the opportunity to a) improve communication skills in relation to their academic subject, b) relate that subject to the world of work, and c) enhance their career development and employability. The course will focus on the individual as an active agent in the economic environment; report writing, negotiation skills, teamwork skills; and employability.

A student should be able to:

• Apply theoretical considerations about the active agent to personal practice in the workplace;

• Examine the effectiveness of oral and written communications in the world of work;

• Explore and evaluate the impact of their academic subject on the workplace and on their personal employability.

A student should be able to:

• Apply theoretical considerations about the active agent to personal practice in the workplace;

• Examine the effectiveness of oral and written communications in the world of work;

• Explore and evaluate the impact of their academic subject on the workplace and on their personal employability.

Students will study organizations and their operating context; issues relating to globalization; the complexities of the global marketing system; and the interaction between business organization and social change. There will be a focus in Relationship Marketing and its emphasis on “transaction marketing” for building long-term relationships between organizations and their stakeholders. In order to do so effectively, students will study fundamental ethics with attention to frameworks for making moral decisions.

A period of placement learning within an organization (private, public or voluntary sectors) with opportunities to observe, participate and reflect on aspects of operational and management processes in order to enhance career and personal development, employability and transferable skills. As a result, students will complete a personal reflective learning audit.

Students should be able to: evaluate a range of ethical frameworks and examine their application; understand that as a society changes, so must its organizations and their management competencies; recognise the complexities of the local and global market systems; examine the operational and strategic skills, demands and responsibilities of the modern workforce, and in particular its management; understand and critique the challenges faced by organizations to go beyond cost and profitability to manage profound issues of governance, ethics and corporate responsibility; identify, evidence and reflect on personal learning over the period of organization-based Placement Learning in the context of transferable and employability skills.

Students should be able to: evaluate a range of ethical frameworks and examine their application; understand that as a society changes, so must its organizations and their management competencies; recognise the complexities of the local and global market systems; examine the operational and strategic skills, demands and responsibilities of the modern workforce, and in particular its management; understand and critique the challenges faced by organizations to go beyond cost and profitability to manage profound issues of governance, ethics and corporate responsibility; identify, evidence and reflect on personal learning over the period of organization-based Placement Learning in the context of transferable and employability skills.

‘Green’ issues have begun to dominate political, social and economic discourse across many societies and cultures. This module introduces students to this emerging area of study, outlining current debates and offering an introduction into theories and perspectives which underpin those debates. The understanding of sustainability is very broad but it brings a number of key elements into relationship: ecological conservation, sustainable development and social justice, to name a few. The view taken in the module is that value commitments (e.g. social justice, democratisation and participation) are essential for education for sustainability both in a theoretical study and in practical activity.

At the end of the module, students should better be able to:

– explain the relationship of learning and teaching to sustainability
– link education for sustainability to relevant debates in education, politics
and economics
– place education for sustainability in the context of personal, social and
ecological change
– identify different models of sustainability and its promotion.

At the end of the module, students should better be able to:

– explain the relationship of learning and teaching to sustainability
– link education for sustainability to relevant debates in education, politics
and economics
– place education for sustainability in the context of personal, social and
ecological change
– identify different models of sustainability and its promotion.

The course will address a range of qualitative and quantitative techniques which will afford opportunities for the students to undertake applied analysis and interpretation of businesses. The concept of entrepreneurship will be developed as a key to understanding future opportunities for economic development in both parts of Ireland. There will be opportunities for students to undertake applied research and also to research case studies with particular reference to small and medium sized enterprises.

Students should be: aware of and apply concepts of entrepreneurship to the UK and Irish Economies; have a critical awareness of the role of the entrepreneur in the promotion of small business; able to undertake a small case research study or draw up a Business Plan using either quantitative or qualitative research techniques as appropriate; able to produce a report or Business Plan based on a case study of a selected company, industry or economic sector within the Irish or UK economies.

Students should be: aware of and apply concepts of entrepreneurship to the UK and Irish Economies; have a critical awareness of the role of the entrepreneur in the promotion of small business; able to undertake a small case research study or draw up a Business Plan using either quantitative or qualitative research techniques as appropriate; able to produce a report or Business Plan based on a case study of a selected company, industry or economic sector within the Irish or UK economies.

• A systematic study of the Christian understanding of the Triune God and the significance of this doctrine for the Christian life. A theological and pastoral exploration of the principles and practice behind the Christian liturgical tradition.

• An exploration of current Christian approaches to religious pluralism and inter-religious dialogue. A study of selected world religions.

Students should have an understanding of key elements of Trinitarian theology, the key theological principles which underpin Christian liturgical worship, and the key beliefs and practices of selected world religions.

Students should have an understanding of key elements of Trinitarian theology, the key theological principles which underpin Christian liturgical worship, and the key beliefs and practices of selected world religions.

Exercise studies: the psychological and physiological context of exercise. Philosophical perspectives on sport and recreation. Sociological perspectives on sport and recreation. Biomechanics and Human Performance.

Students should develop a critical understanding of human performance from physiological, biomechanical, philosophical and sociological perspectives. They should be able to engage in constructing conceptual frameworks upon which research can be conducted.

Students should develop a critical understanding of human performance from physiological, biomechanical, philosophical and sociological perspectives. They should be able to engage in constructing conceptual frameworks upon which research can be conducted.

Leadership perspectives in physical activity settings. Principles and processes of assessment. Personal experience, understanding and appraisal of performance in a range of movement forms selected from athletics, games, dance and gymnastics.

Students should develop skills associated with the observation and critical analysis of human movement. They should be able to apply theoretical understanding of physiological, philosophical and sociological perspectives to planning, delivery and evaluation of physical recreation programmes.

Students should develop skills associated with the observation and critical analysis of human movement. They should be able to apply theoretical understanding of physiological, philosophical and sociological perspectives to planning, delivery and evaluation of physical recreation programmes.

Personal experience, understanding and appraisal of performance in a range of movement forms drawn from games, dance, swimming, athletics and gymnastics. The development of programs of practical work and performance evaluation skills. Exploration and evaluation of strategies and styles of delivery. Principles and processes of assessment. Understanding of health benefits of physical activity.

Students should develop skills associated with the critical assessment of human movement in a variety of activity settings. They should be able to reflect upon practical and theoretical understanding to adapt their planning, delivery and evaluation of physical activity programmes.

Students should develop skills associated with the critical assessment of human movement in a variety of activity settings. They should be able to reflect upon practical and theoretical understanding to adapt their planning, delivery and evaluation of physical activity programmes.

To further explore the nature of the parallel diversity and unity of Europe as manifested in society and culture. This module will consider this diversity and unity apparent in European society, particularly in issues of ethnicity, identity and communication as they present themselves in recent times, in the context of historic migrations within Europe and also the various waves of more recent immigration. The resultant bilingualism and multi-lingualism which prevails will be examined as it is manifested in literature through translation and through the constant exchange of ideas and cultural influences.

Students should gain an understanding of the unity and diversity which characterises Europe; identify and gain an appreciation of the issues of ethnicity, identity and communications in Europe; develop an awareness of the importance of translation and cross-cultural exchange in European literature.

Students should gain an understanding of the unity and diversity which characterises Europe; identify and gain an appreciation of the issues of ethnicity, identity and communications in Europe; develop an awareness of the importance of translation and cross-cultural exchange in European literature.

This module will explore the socio-economic interaction that exists between Member States of the EU and ‘Third Countries’ with specific reference to the process of economic development. It will look at a series of key themes which are central to the role of EU Member States, including Ireland, within the global economic system. The module will entail two units, one covering the relevant regional economies, economic centres and businesses within the EU, and the other assessing policy relationships that exist on a global basis.

Students should gain a detailed knowledge of Member States of the EU; understand the EU economy in terms of core and peripheral drivers; examine the relationship between local and global development; define the EU as a global actor.

Students should gain a detailed knowledge of Member States of the EU; understand the EU economy in terms of core and peripheral drivers; examine the relationship between local and global development; define the EU as a global actor.

Contemporary spoken Irish in the three primary dialects. Audio resources with a range of language contexts and functions; conversation, oration, dialogue, debates etc.

Students should develop skills of: comprehension and analysis of spoken source material, oral summary of material heard, use of aural stimulus to develop personal conversational skills and oral fluency. Tasks to include responses in target language both written and spoken.

Students should develop skills of: comprehension and analysis of spoken source material, oral summary of material heard, use of aural stimulus to develop personal conversational skills and oral fluency. Tasks to include responses in target language both written and spoken.

A survey of modernist English and American literature of the twentieth century. A study of selected, major texts which will be discussed and analysed both in themselves and with an eye to their contribution to the cultural changes of the time.

Students should acquire a knowledge and understanding of the principles of modernism, the selected texts and the wider literary and cultural contexts of the period.

Students should acquire a knowledge and understanding of the principles of modernism, the selected texts and the wider literary and cultural contexts of the period.

This level 3 module addresses current issues and debates in the field of global justice. It considers the topic from three perspectives: a study of core concepts, paradigms and themes in contemporary global justice debates; the relevance of global justice issues to selected policy areas; approaches to research in the area of global justice.

Students will examine, debate, and appraise key ideas, concepts and theories in the field; they are invited to participate in and initiate inquiry-based activities, and to consider the policy-relevant aspects of the topic, which they will explore via a series of case studies.

On successful completion of this module, students should be able to:

• Identify, articulate and evaluate current debates in the field of global justice

• Understand and critically assess relevant key ideas, concepts and theories

• Apply theoretical knowledge to policy-relevant case studies

• Investigate and employ approaches to research in global justice

• Apply a series of key transferrable skills.

On successful completion of this module, students should be able to:

• Identify, articulate and evaluate current debates in the field of global justice

• Understand and critically assess relevant key ideas, concepts and theories

• Apply theoretical knowledge to policy-relevant case studies

• Investigate and employ approaches to research in global justice

• Apply a series of key transferrable skills.

The course will follow in chronological form the Northern Ireland Troubles from the Divis Street riots in 1964 to the Good Friday agreement of 1998. Students will examine the origins and causes of the outbreak of civil disturbances: the rise of Paisleyism, O’Neill reforms, the civil rights movement, street violence and the deployment of the British army, the emergence of Provisional IRA, various attempts at a settlement including the Sunningdale Agreement, the Anglo-Irish Agreement, the continuing IRA campaign, the rise of Sinn Féin, IRA ceasefires and the peace process.

Students should gain an understanding of the causes and course of the Northern Ireland Troubles, the concepts of conflicting identity and allegiance in a divided society and become aware of constitutional models such as joint authority and consociationalism.

Students should gain an understanding of the causes and course of the Northern Ireland Troubles, the concepts of conflicting identity and allegiance in a divided society and become aware of constitutional models such as joint authority and consociationalism.