Learning outcomes

1. Students must have and understand knowledge of an area of study built on the basis of general secondary education, and while it relies on some advanced textbooks it also includes some aspects coming from the forefront of its field of study.
2. Students must be capable of collecting and interpreting relevant data (usually within their area of study) in order to make statements that reflect social, scientific or ethical relevant issues.
3. Students must be capable of communicating information, ideas, problems and solutions to both specialised and non-specialised audiences.
4. Students must develop the necessary learning skills to undertake further training with a high degree of autonomy.
5. Identify data sources and carry out rigorous bibliographical and documentary searches.
6. Use metatheoretical data to argue and establish plausible relation of causality and establish ways of validating or rejecting them.
7. Apply quantitative and qualitative analysis techniques in research processes.
8. Produce and prepare the presentation of intervention reports and/or proposals.
9. Outline the basic knowledge for demographic analysis, in particular the basic techniques and elements for studying population (birth and death rates, migration , natural and organic growth, etc.)
10. Use sources of data, time references and magnitudes in population analysis.
11. Carry out basic demographic studies (population pyramids, growth forecasts, age-period cohort analysis) and analyse the main current problems of the population.
12. Analyse and critically evaluate the evolution of the population of a region.
13. Analyse and show future scenarios focusing on the different basic demographic variables.
14. Critically evaluate the impacts of globalisation in different areas: security, environment, human rights, migrations and peace.
15. Evaluate the distinctive and instrumental aspects of the different trends and analytical approaches to international relations from a conceptual and methodological focus.
16. Apply theoretical and analytical knowledge of international relations in practical and professional case studies, in particular in the area of conflict and cooperation between actors.
17. Propose new experience-based methods or alternative solutions.
18. Weigh up the risks and opportunities of one's own ideas for improvement and proposals made by others.
19. Propose new ways to measure success or failure when implementing ground-breaking proposals or ideas.
20. Identify the social, economic and environmental implications of academic and professional activities within the area of your own knowledge.
21. Analyse the indicators of sustainability of academic and professional activities in the areas of knowledge, integrating social, economic and environmental dimensions.
22. Propose viable projects and actions that promote social, economic and environmental benefits.
23. Propose ways to evaluate projects and actions for improving sustainability.
24. Explain the explicit or implicit code of practice of one's own area of knowledge.
25. Critically analyse the principles, values and procedures that govern the exercise of the profession.
26. Weigh up the impact of any long- or short-term difficulty, harm or discrimination that could be caused to certain persons or groups by the actions or projects.
27. Propose projects and actions in accordance with the principles of ethical responsibility and respect for fundamental rights, diversity and democratic values.
28. Identify the principal forms of sex- or gender-based inequality and discrimination present in society.
29. Analyse the sex- or gender-based inequalities and the gender biases present in one's own area of knowledge.
30. Consider how gender stereotypes and roles impinge on the exercise of the profession.
31. Propose projects and actions that incorporate the gender perspective.
32. Communicate using language that is not sexist or discriminatory.
33. Explaining political, individual and collective attitudes and behaviours, as well as the education process and expression of political preferences.
34. Identifying and distinguishing the functioning of the electoral processes.