This module allows you to continue to develop your music performance skills. A combination of individual tuition (20 1hr lessons) and a variety workshop and public performance opportunities provide you with the chance to study new repertoire, improve your technical skills and add to your performance experience. Attending concerts and events also gives you the opportunity to see professional musicians in performance.
This module will incorporate critical observation and analysis of diverse aspects of secondary education. You will develop your knowledge and understanding of the values and theories of secondary education that underpin current practice. Your time in school might normally include lesson observations, discussions with teachers, meetings with staff, working with individual or small groups of pupils/students in classrooms alongside teachers/tutors, or examination of school policy documents. An enhanced Disclosure and Barring Service (DBS) is required for this module and must be in place before the start of the second week. PLEASE NOTE: DBS can take up to ten weeks to obtain; failure to meet this requirement will result in you having to choose an alternative module. It is your responsibility to obtain the DBS clearance at your own cost. Please contact the Education Administration and Assessment Team at: eds-studentoffice@soton.ac.uk regarding application
This module will incorporate critical observation and analysis of diverse aspects of secondary education. You will develop your knowledge and understanding of the values and theories of secondary education that underpin current practice. Your time in school might normally include lesson observations, discussions with teachers, meetings with staff, working with individual or small groups of pupils/students in classrooms alongside teachers/tutors, or examination of school policy documents. An enhanced Disclosure and Barring Service (DBS) is required for this module and must be in place before the start of the second week. PLEASE NOTE: DBS can take up to ten weeks to obtain; failure to meet this requirement will result in you having to choose an alternative module. It is your responsibility to obtain the DBS clearance at your own cost. Please contact the Education Administration and Assessment Team at: eds-studentoffice@soton.ac.uk regarding application Critical Observation Modules: Impact of Covid 19 The critical observation modules are due to run in AY21-22 following their suspension due to the Covid pandemic last AY. However, any student who is interested in taking any of the critical observation modules this AY needs to be aware that changes to these modules may be needed, perhaps at the last moment. For example, students on these modules are classified as ‘visitors’ to schools’, and Covid rules and regulations (either government-set or school-set) may mean that such visits are unable to go ahead. Should this situation arise, then the module teams will modify the course to ensure that all assessment reflects any changes that have been made to ensure no student will be disadvantaged as a result of Covid 19 preventing access to schools.
This course covers security and trust of hardware and embedded devices, with a particular focus on the emerging security challenges facing the internet of things technology. It includes the following topics: vulnerabilities in current digital system design flow, physical and invasive attacks, side-channel attacks, hardware Trojan detection, detection and prevention of counterfeit electronics, cryptographic primitives design such as physically unclonable functions, random number generators, principles of trusted computing, industry standards solutions for securing IoT devices such as ARM Platform Security Architecture.
The course requires to understand C code, assembly language, x86 architectures and memory allocation (a refresher will be provided).
This module provides an overview of theoretical perspectives on security, broadly defined. Drawing on classic and contemporary literature from International Relations and other academic disciplines, we consider the nature of security as a state-of-being or socio-political practice, and we inquire into a series of fundamental questions: security of what? Security for whom? Against what? Over what time period? By what means? At what cost? Throughout the module, attention focuses on what security means in theory and practice, what it could become, and what security should be about and why. The module is informed by ongoing research in the Department of Politics and International Relations (PAIR), and it complements other modules that explore global governance, global ethics, foreign policy, and military strategy. For students enrolled in the MSc International Security and Risk degree, the theory-driven approach in Security Theory complements the issue-based approach in Contemporary Security Challenges (PAIR6002).
This module considers sediment in the environment from small-scale to global-scale processes. At the small scale you will learn how to characterise sediments and the fluids that transport them. At the global scale you will learn about the main environmental drivers of sediment transport, including rivers, waves and tides. We will consider the importance of sediment as a habitat and how the presence of organisms and biological substances influences sediments. You will learn about the key characteristics of sedimentary environments in both modern and ancient times. We will consider sediment as a global resource and the implications for sustainable management.
This module is designed to accompany you as you resume your programme of studies in Southampton and grapple with the challenges of re-entry. We will support you as you reflect upon your experience of study abroad, enable you to articulate those experiences and work with you to incorporate them into your career planning in ways which will set you apart. Particular attention will be paid to what you have learnt about yourself, the ways in which you talk about your study abroad and how those experiences are qualitatively different from regular travel or gap year activities. You will be able to work on producing an enhanced CV and manage your online presence in order to reflect your identity and experiences in positive ways.
The development of geophysical survey methods has provided archaeologists with a wholly new approach to buried archaeological remains allowing - in some circumstances - plans of entire archaeological sites to be obtained prior to any excavation. The use of geophysical instruments for survey, and the interpretation of results that are obtained both require a detailed knowledge of how these instruments work and the scientific principles that they rely on. This module teaches the theory and method behind archaeological geophysical prospection, and also develops practical skills in the use of magnetometry, resistivity, ground penetrating radar and magnetic susceptibiity surveying for archaeological applications. The module includes a compulsory one-week field school, held during the Easter vacation.
This module is concerned with the mechanism of action of several chemotherapeutic agents, targeted at various organisms and disease states. Topics covered include anticancer agents, anthelmintics, insecticides, antibacterial and antiviral agents, and cellular drug efflux. The module will emphasise the molecular mechanism of action and target site of drugs in each category.
The more that modern science reveals about the nature of the world around us, the more mysterious some aspects of human beings become. How can we make sense of notions like free-will, moral responsibility, and the independent self in a world which appears to be solely governed by physical laws? Given what we know about the world, what ought we expect from ourselves and each other, and what kind of life should we pursue? These kinds of questions are not unique to our time. In fact, each generation of philosophers have struggled with these practical questions, and produced answers which were informed by their own personalities, context, and historical period. Through careful attention to selected philosophers and their historical context, this module will explore issues of perennial importance such as: What is freedom, and are we free? What is the self, and how much can we understand it? What is virtue, and what kind of life might achieve it? What, if anything, is the connection between our practical interests and the study of philosophy, and how can they inform each other?
The overarching logic behind this module is that leadership grows from the inside out: That a leader first knows, understands, and is able to lead oneself before they can lead others. The module will focus directly on personal values, character, and integrity. To this end, the module will make explicit to students their personal leadership styles and habits, patterns of communications, biases in decision making, and reflective practice. The module aims to the highlight reflective thinking and reflective practice as a means to make you more aware of your own values, and to change patterned, habitual behaviours.
Contemporary thought typically depicts human beings as profoundly shaped by their social, cultural, historical and linguistic contexts. In doing so, it rejects earlier visions of us as capable of a disengagement from such ‘embedding’—the ‘social contract’ picture of autonomous individuals opting into, or rejecting, social collaboration being a classic example. But the ‘embedded’ vision poses problems of its own: it may seem to lead to a relativism that is repugnant—perhaps even incoherent—and to render us what Harold Garfinkel called ‘cultural dopes’. This module will explore these tensions and the various ways in which they manifest themselves: for example, as tensions between self and society, nature and nurture, and our behaviour and the norms—moral, political, aesthetic, epistemic, etc.—that we demand they meet. The module will explore various forms that these tensions take across the humanities and social sciences, and the prospects for their resolution.
This module will allow you to develop key thinking and practical skills to construct and resolve your own self-initiated project brief related to one community of learning as either a specialist or interdisciplinary graphic communication practitioner. Within your brief, you will be able to define the creative boundaries and methods of concluding a creative challenge. Staff will be able to support you in advancing your brief writing knowledge by offering you a framework for brief construction. This module will allow you increasing independence to start to define your own direction as a developing practitioner. This module will provide you with some of the underlying skills and processes required to complete the self-directed module in your final year.
We seem to know our own minds - our beliefs, desires, intentions, thoughts, feelings and sensations - in a distinctively secure and immediate way, without having to rely on observation of our own behaviour. Such self-knowledge seems different from knowledge of other people or of the world around us, and is arguably part of what is special about persons. Though self-knowledge is familiar and effortless, it is puzzling. This course will examine a range of philosophical problems associated with self-knowledge, such as: How do we come to know our own minds? What (if any) are the differences between self-knowledge and knowledge in other domains (e.g. knowledge of other people's minds)? What explains these differences? Can the answers to these questions be reconciled with plausible accounts of the objects of self-knowledge, i.e. mental states and their contents? Do recent findings in empirical psychology show that we are more ignorant about our own minds than we suppose? How is self-deception possible?
