Tracing the historical and political moulding forces behind the very idea Europa, this module sets out to critically evaluate the trajectory that European states have followed since the end of the 2nd World War. A number of theoretical frameworks purporting to explain European integration are critiqued including neo-functionalism and inter-governmentalism. Moving from the theoretical, an overview of the organisational structures of the institutions of the EU is undertaken.

Institutions examined include the European Parliament, European Council, Court of Justice of the European Union, Council of Ministers, European Commission, European Central Bank and the Court of Auditors. The relationships between these institutions and overall decision‑making of the EU vis-a-vis member states is analysed. This analysis is undertaken by interrogating the manner in which policy is formulated in the following spheres: Common Foreign and Security Policy (CFSP), Common Agricultural Policy (CAP), Economic and Monetary Union (EMU) and the von der Leyen Commission's policy priorities.

1. Evaluate the core theoretical perspectives of studying the European Union- Functionalism, Neofunctionalism, Federalism, Inter-governmentalism and Supranationalism.

2. Contextualise the origins and evolution of the EU post World War 2.

3. Articulate a concise overview of the seven keyEU institutions and their place in the policy-making process- European Parliament, European Council, Court of Justice of the European Union, Council of Ministers, European Commission,European Central Bank and the Court of Auditors.

4. Demonstrate a thorough and critical knowledge of four EU policy spheres- CFSP, CAP, EMU and the von der Leyen Commission’s priorities.

5. Communicate and role play the policy-making preferences and policy bargaining positions of an EU policy-making actor/stakeholder at a simulated meeting of the EU Commission.

The nature of citizens' political and civic engagement is continually evolving and closely connected to the themes of state, society, democracy and dominant cultural and technological forces. In this module, we will critically explore social change and activism in contemporary society. We will consider the different forms of political activism , to include an analysis and discussion of citizen organisations represented through formal NGOs and less organised forms of active citizenship which take the form of social movements, popular protest and direct action. Considering a range of contemporary case studies, we will explore the role of social media in social change and consider whether it has the potential to offer new possibilities for mobilisation and citizen engagement. The nebulous relationship and boundaries between the state and citizens' political, civic, and civil engagement shall also be explored. Taking a three-pronged approach the module will explore the topic of active citizenship; firstly, at the institutional or structural level, by exploring the political national and international structures and policies which facilitate or hinder active citizenship; secondly, the meso level by considering the importance of organisational/grassroots mobilisation, social media, resources and survival; and thirdly, at the individual level, how and why do people collectively mobilise, and what are the factors which influence individuals' participation.

1. Discuss key theoretical perspectives oncitizens’ political, civiland civic engagement

2. Critically assess the role of the state and public policies in facilitating or hindering political and civic engagement

3. Apply sociological and/or political theories on interest organisations and social movement to explain the evolution of political activism in a national or international context

4. Appraise the distinction between social movements and citizens representation through the NGO sector
5. Appraise and critique key readings on citizen engagement and political activism and apply relevant theoretical insights within this appraisal.

Part one of this two part module sets out to trace the development of the main theoretical approaches within the sociological tradition. During the semester, students will analyse the context in which these theories have developed, how the theories have been used, the key debates surrounding the theories, and the influences they have had on the development of later theories. Over the course of the module students will have the opportunity to examine cultural and structural explanations of empirical phenomena and understand how sociological theory is employed in empirical research.

1. Outline the development of contemporary sociological theory
2. Discuss how contemporary sociological theories have been used within the field of sociology
3. Examine the key debates surrounding the theories
4. Identify the influences they have had on the development of later theories
5. Describe how sociological theory is employed in empirical research

The aim of this module is to enable students to think critically about current constructions of gender and sexuality both in a national and international context. The module will provide students with an opportunity to examine gender and sexuality in a variety of contexts. Key issues addressed include theorisation of gender and sexuality; overview of feminism and its application in contemporary society; gender, power and politics.

1. Analyse historical and contemporary theoriesof gender and sexuality

2. Examine gendered identities as social constructions
3. Analyse gendered norms and gendered practices
4. Examine key issues in the sociology of the body

This module introduces the student to key concepts and core thinkers in the tradition of western political theory. Core themes to be explored include the relationship of the state to civil society, the rights and duties of citizens, power and authority, the strengths and weaknesses of democratic orders of power. Key thinkers to be examined and discussed may include selections from: Plato, Aristotle, Machiavelli, Thomas Hobbes, John Locke, Rousseau, Montesquieu, Edmund Burke, Tom Paine, Mary Wollstonecraft, J.S. Mill, Karl Marx, Hannah Arendt, Simone de Beauvoir, Betty Friedan, Antonio Gramsci, John Rawls, Jurgen Habermas, Michel Foucault, Robert Nozick, John Keane, Francis Fukuyama, Michael Sandel, James Lovelock, Jorgen Randers.

1. Critically evaluate core concepts in the tradition of political thought

2. Interrogate the works of at least two canonical political theorists

3. Display the ability to construct coherent arguments for and against liberal democratic orders of power

4. Present coherently structured discussions of political concepts and issues in written and/or oral form

This module introduces students to the nature of sociological research. Students will begin their studies with an in-depth review of the history of social research, enabling students to examine the approaches that contribute to the construction of sociological theories and knowledge. Through the discussion of social research concepts and approaches, this module will provide students with an understanding of the range and purpose of sociological research that is carried out and how to develop a literature review. Social scientific knowledge in Ireland, in particular, will be explored. Students will examine rationales for conducting social research and the role of social research in society taking into consideration the wider issues that impinge on this. This will also explore the linkages with policy and practice, and consider the concept of the 'hierarchy of evidence'. This module lays the foundation for students to progress on to study research methods and to develop a research project.

1. Describe the history and development of sociologicalresearch

2. Discuss the approaches of qualitative research, quantitative research and mixed methods research.

3. Establish the relationship between research, and policy and practice
4. Illustrate the role of social research in Ireland
5. Design a literature review of relevant social scientific literature

This module explores the concepts of race and ethnicity as evolving in particular social, political and historical contexts, and in intersection with other social locations such as gender, sexuality and class. It introduces critical sociological understandings of the construction of ideas such as race, ethnicity and whiteness; as well as examining nationalism, the racial state and processes of racialisation. Students will be introduced to the role of media in representing and re/producing race and ethnicity. Module content will be situated particularly in the context of debates around migration, race and belonging in contemporary Ireland and the EU. It will consider how borders and 'difference' are managed in Western states, and how these policies and structures are experienced in the lives of migrant and non-migrant people.

1. Discuss key sociological debates concerning race and ethnicity

2. Demonstrate understanding of critical race theory, intersectionality and whiteness

3. Evaluate the significance of nation and nationalism in relation to ethnicity and race

4. Assess the role of media representations of race and ethnicity
5. Analyse the social implications of contemporary immigration, citizenship and integration policies

This module will explore the principles of community development, incorporating both its economic, political, social and cultural contexts and the philosophies and practices that underpin it. On one hand community development can be described as collective engagement, a process of bringing people together to achieve a common goal, on the other hand it can be described as a force for empowerment, encouraging shared capacity building, enhancing social capital and developing structures of participative governance. This module will introduce the principles and practices and provide students with an understanding of contemporary debates in community development.

The module also addresses questions around the role of local government in Ireland today, its policy development and administrative duties and explores the dynamic between the forces of representative and participative democracy at a local level.

1. Identify and discuss the key values and theoretical perspectives that underpin community development practice.
2. Examine the historical development of community development within the Irish context and identify key contemporary topics with the community development sector.
3. Appraise the role of local government in Ireland today.
4. Critically reflect on the contribution of community development practices to local communities, the enhancement of social capital and to wider civil society.
5. Develop a community profile.

Following on from Contemporary Sociological Theory 1, this module sets out to trace the development of the main theoretical approaches within the sociological tradition. During the semester, students will analyse the context in which these theories have developed, how the theories have been used, the key debates surrounding the theories, and the influences they have had on the development of later theories. Over the course of the module students will have the opportunity to examine cultural and structural explanations of empirical phenomena and understand how sociological theory is employed in empirical research.

1. Outline the development of contemporary sociological theory

2. Discusshow contemporary sociological theories have been used within the field of sociology

3. Examinethe key debates surrounding the theories

4. Identify the influences of sociological theoryon the development of later theories

5. Describe how sociological theory is employed in empirical research

This module will present a wide range of classic case studies studying people's universes both 'at home' and 'abroad'. By attempting to explain people's diverse ways of living we may develop an empathetic understanding of what at first seems strange or bizarre to us, and additionally develop awareness and a questioning mind in relation to our own societies and beliefs. Investigating different cultures, placing them into context and comparing them, this module will challenge ideas of what is considered natural about 'human nature' and look with a fresh eye on what is being taken for granted, with a view of developing a critical perspective on the challenges currently faced by humans in contemporary societies. We will investigate systems of categorisation and kinship, explore concepts such as pollution, beauty and aesthetics, rituals and religion, law, order and social control, and also take a critical look at ideas of liminal spaces and rites of passage, witchcraft, magic and sorcery.

We will familiarise ourselves with ethnographic methods and discuss relevant theories and concepts using ethnographies and other works by Douglas, van Gennep, Maus, Leach, Evans Pritchard, Rosaldo, Cohen, Malinowski, Herzfield and others.

1. Demonstrate skills in cross-cultural understanding, translation and comparison, which will be of advantage in a broad range of professional settings.
2. Demonstrate some facility in the use of the repertoire of key concepts and approaches of cultural analysis.

3. Display the ability to question cultural assumptions.
4. Demonstrate a critical understanding of cultural relativity in relation to people’s experiences of living.
5. Display empathetic understanding of, and reflection on, the impact of ethnocentrism and provide alternative perspectives.

Reflecting the changed and changing contexts within which contemporary politics and political activism takes place, this module seeks to facilitate students in their quest to locate and test theoretical paradigms in the world of real politics . To this extent, students will be encouraged to undertake a short placement learning experience not exceeding 30 hours in duration during semester four of their studies whose main objective is to forge points of contact, voluntarily, with the ever burgeoning third sector, pressure groups, new social movements, community groups, mainstream constitutional political parties and individuals who are engaged in a myriad of political activities. In essence, students will be encouraged to be both reflective and reflexive and to synthesise their practical and active experiences in the context of wider politics theoretical discourses.

1. Be actively familiar with an organisation, political party, pressure group, new social movement or an individual group purposefully engaged in the mobilisation of politics and political activism.

2. Have a more holistic appreciation of the discipline of politics by way of a hands on experiential learning experience.

3. Critically evaluate the applicability of political science theoretical frameworks and paradigmal tools of analysis to the day to day operationalisation of active political mobilisation.

4. Creatively and innovatively consider ways in which policy making processes can be altered and/or influenced from the margins.

5. Assess the usefulness of active political organisations and their modes of operation.

6. Establish networks and points of contact necessary to the sustenance of a dissertation topic whose focus encompasses active politics or related areas of inquiry.

This module will examine theoretical and applied debates in the areas of health and illness. It is concerned with all those aspects of contemporary social life which impinge upon well‑being throughout the life‑course demonstrating that from the moment we are conceived to the time that we die, social processes impact on our health and well‑being. Most of us will carry out health work at some stage in our lives which may take the form of caring for relatives, children, partners, and parents and of course ourselves. It is the sociological analysis of topics such as these which form the core of this module. The sociology of health and illness must also be understood in terms of its relation to the dominant paradigm of Western medicine: biomedicine. This module explains how many of the central concerns of the sociology of health and illness have emerged as reactions to and critiques of this paradigm.

This module maps to the CORU standards of proficiency below:

• Domain 1: Professional Autonomy and Accountability

• Domain 2: Communication, Collaborative Practice and Team working

• Domain 3: Safety & Quality

• Domain 4: Professional Development

• Domain 5: Professional Knowledge and Skills

1. Critique the main features of biomedicine

2. Explain the main theoretical underpinnings of the sociology of health and illness (Domains 1.18, 4.1)

3. Understandlay health beliefs, lifestyles and risk (Domains 1.15, 2.6, 4.1, 4.3, 4.4, 5.5, 5.7, 5.15, 5.17).

4. Conceptualiseexperiences of chronic illness and disability (Domains 1.8, 2.6, 2.16, 3.6, 4.1, 4.3, 4.4, 5.5, 5.7, 5.15, 5.17).

5. Delineate key debates in sociology of the body (Domains 2.6, 4.1, 4.3).

The aim of this module is to undertake a sociological analysis of 'childhood' and 'family' so as to highlight the contingent nature of seemingly 'natural' phenomenon. Children and childhood are relatively recent concerns in the discipline of sociology resulting in a burgeoning of studies of how childrens' lives are constituted by structural forces and a corresponding growth in studies examining childrens agency. This development is paralleled by cultural shifts in the recognition of children as a social group with sometimes separate interests to those of adults and a claim on rights as articulated in the UN Convention on the Rights of the Child. The module places children's experiences and views as central to the analysis. Studies of the family have always featured in sociology and there is a growing interest in how people 'perform' family in the twenty-first century. We will examine some of these new directions in sociology.

1. Critically assess sociological approaches to childhood and children with reference to a range of sociological theories and their contribution to understanding childrens livesin the Irish and global context

2. Examine how structural forces constitute childhood by exploring cultural and historical accounts of childhood in the Irish and global contexrt

3. Demonstratea critical perspective on structure and agency as central tenets in sociology,howthese are manifest in studies of children’s lives, the tensions and contradictions therein and the contribution of the concept of generagency

4. Identify a range of research sources and policy instruments which highlight the voice of the child and give visibility to children’s agency and their perspectives on their lives.

5. Critically assess a range of sociological approaches to analysis of the family including functionalist, feminist and marxist perspectives with particular reference to studies in the Irish context.

In the 21 st century, the Globalisation, International Relations and Human Rights agenda has broadened and deepened significantly to include a wide range of issues and actors. Our world seems to be more and more connected in ever increasingly complex ways. However, many remain disconnected and all the more distant. The Globalisation and International Relations component of the module will look at such distances, and explore attempts to shrink them by actors such as the No Sweat Movement, Clean Clothes Campaigns etc. We will look at case studies such as the Genocide in Rwanda, its causes and the failure of the International Community to prevent it, and we will explore concepts such as responsibility. Introducing Geopolitics, we will further discuss, how political actors spatialise international politics. The HR component of the module analyses the promotion and protection of all people everywhere from political, legal, and social abuses and looks at the workings of the UN Human Rights Council.

1. To provide a critical assessment of key political thinkers and theories of Globalisation, International Relations and Human Rights in historical and contemporary contexts.

2. Integrate theoretical knowledge and evaluate some contemporary world issues in relation to trade, security, economy, society, justice, freedom and peace.

3. Evaluate the foundations, implementation, challenges and the world view of HRs today and present a comprehensive view of the origins, mission, organisational structure, processes and present day controversies about UN in respect of International Relations and HR.

4. Carry out an investigation of a major International Relations issue and present findings in seminar format with supporting research evidence.

5. Select an area of concern regarding a current Human Rights abuse and design a persuasive and authoritative evidence-based argument to contribute to recommendations and decisions on the topic through participating in round table discussions.

This module explores the concepts of pluralist democracy and the politics of diversity. This module introduces students to key theories of pluralist and multicultural democratic societies and counter poses their models of viable politics of diversity with real politics experience of multicultural European societies. Issues of race and ethnicity, gender and sexual orientation will be examined along with the contemporary issues of the times such as nationalism and immigration.

1. Evidence a comprehensive andcritical knowledge of key theories of political diversity.

2. Interrogate the coherence and practicality of theories of multicultural polity using evidence from real life scenarios and case studies.

3. Appropriately identity, present and discuss a key theory/academictext on the strengths and weakness of liberal democratic models to guarantee full equality of rights and duties to persons of differing genders, religions and ethnicities.

4. Apply relevant theoretical lenses to the criticalexamination ofspecific incidents encompassing tensions between diverse segments of populations.

This purpose of this module is to provide students with the opportunity to advance their language and understanding of research in political science and sociology disciplines. Students will undertake a critical exploration of research language, ethics, methodologies, methods of data collection and data analysis within an established research process.

1. Develop a research question/hypothesis
2. Design an appropriate research process/plan
3. Select and apply appropriate research methodologies and methods for investigating phenomena of interest in Political Sciences/Sociology disciplines
4. Demonstrate an understanding of data analysis methods appropriate to research studies irrespective of disciplines
5. Explore the ethics of research
6. Create a robust research proposal

Technology has been central to progressive, expansive and beneficial developments in human history, as well as being implicated in detrimental and pernicious events and practices. While it has been instrumental in providing good sanitation and healthcare; it is also implicated in the destruction of wars, and impacts on climate change caused by extractive and carbon-fuelled industries. Technologies also permeate our everyday lives, as components of our work, play, communication and travel for example.

While technology is sometimes thought of in terms of material objects or processes, the main premise of a sociological approach is that these things and processes are inextricably bound up in social relations, referred to as sociotechnical systems.

This module looks firstly at key philosophical questions concerning the nature of the relationship between technology and society. Secondly it looks at what is meant by the idea of 'progress', and what values may be embedded in sociotechnical systems. Three thematic areas are then explored: Climate Change & Justice, Algorithmic Societies, and Technologies of the Body. Finally, we look at potential visions of the future.

1. Synthesise major perspectives on interactions between technology and human society

2. Assess relationships between technologies, values and equality

3. Critically analyse the use of technologies in everyday lives

4. Evaluate the role of sociotechnical systems of advancedcapitalism in relation toclimate crisis and just transitions

5. Synthesise concepts from the module to generate models for potential futures

Futures of Politics and Society sensitizes students to the myriad challenges individuals, communities, societies and polities will possibly, probably and preferably grapple throughout the 21st Century. It undertakes this task by introducing futures, forecasting and foresight studies and situates these interdependent disciplines, with their particularistic methodological frameworks, within political science, sociology, social policy and political economy lenses all the while emphasising options open to societies in contending with the consequences of global climate change and concomitant global mega crises,the reconfiguration of the ideal of democracy along with attendant advances in artificial intelligence expert decision systems and how and in what ways these are anticipated to impact all facets of human wellbeing and welfare.

1. Contextually demonstrate criticalawareness of,situate and evaluate the evolution offutures, foresight and forecasting studies

2. Criticallyand independently design and apply appropriate futures, foresight and forecasting methodologies to issues of political, ideological and theoreticalsignificance anticipatorily

3. Dynamically diagnoseanachronisticideational, ideological, political, economic and societal preferences and objectivesand how these may be reconfigured, repurposed or jettisoned in the future

4. Synthesise and make sense of a range ofintersectional drivers of change cumulatively impacting notions of power, representation, political accountability, democracy, political theory, human rights, wellbeing and future political communities locally, nationally and globally

5. Demonstrate creativity and originality in thinking about and responding to political,governmental, social, economic, ecological and technological disruptions and devise alternative and sustainable futures driven responses

In this module, we will examine the complex inter-dependence between, policy, advocacy and research evidence. Examining this relationship across a range of different case studies, we will explore the economic, sociological, cultural and political landscape both nationally and internationally, to situate current challenges faced by individuals and communities which are of direct relevance to government policy.

This module will enable students to evaluate and critique the strengths and limitations of research evidence, its role in supporting advocacy campaigns, policy development and implementation, and its potential to influence improvement, or deterioration, in public policy to the population of persons which advocacy organisations seek to support. In so doing, it seeks to critically explore how research evidence is produced, disseminated and used or misused in policy development, advocacy and health and social care practice.

This is an interdisciplinary module which builds upon learning acquired across the BA programmes in the areas of research, sociology, psychology, social and policy. It will provide students with the opportunity to examine the current policy frameworks in Ireland and how these can be changed and influenced by research evidence, greater service user engagement, advocacy campaigns or professionals working with vulnerable groups in society. Students will have an opportunity to pick their own topics of interest, examine the policy, advocacy and research landscape which has informed this area and advance new ways of tackling the social problem under review.

1. Review and critically evaluate the place of research within policy.

2. Demonstrate a capacity to strategically identify appropriate research evidence and, source, evaluate, interpret and deploy quantitative andqualitative research data.

3. Develop skills to repurpose research and other data for specific audiences and situations.

4. Critically examine therole of the service-user in Irish government health and social care policy.

5. Demonstrate a critical understanding of societal structures, systems and cultures and the role of advocacy in promoting the needs and interests of individuals and communities.

This research project provides the student with an opportunity to concentrate on a specific topic of their own choosing in either Sociology or Politics. Students will research, compile, analyse, summarise, assess, argue, formulate, structure, and evaluate on a chosen topic. Students will show critical thinking, understanding of how knowledge is generated and used, follow ethical guidelines and be able to work independently. The student will be assigned a supervisor who will guide them through their research project.

1. Identify a sociological/political topic or problem and formulate appropriate research question(s) to answer it;

2. Critically discuss and synthesise relevant literature and link it with a research problem;

3. Discuss and reflect on research methodology and methods of data collection;
4. Generate data that is ethically sourced;
5. Critically review evidence and demonstrate the ability to collate, interrogate, position and evaluate research findings;
6. Analyse data and derive conclusions, juxtaposing these to existent theoretical offerings and situating these within wider discourses by providing recommendations based on research findings;

7. Produce and present a dissertation thesis adhering to best practice conventions and scholarly expectations.