Often in mathematics, it is possible to prove the existence of a solution to a given problem, but it is not possible to "find it". For example, there are general theorems to prove the existence and uniqueness of an initial value problem for an ordinary differential equation. However, it is in general impossible to find an analytical expression for the solution. In cases like these numerical methods can provide an answer, albeit limited: for example, there are numerical procedures (called algorithms) that, given an initial value problem, will compute its solution. This module is designed to cover four key areas: linear equations, quadratures (ie the evaluation of definite integrals) and the solution of Ordinary and Partial Differential Equations. The nature of the module is eminently practical: we will cover relatively little of the mathematical background of the numerical techniques that we will study. On the other hand students will be required to do a reasonable amount of programming in eg python; part of the assessment will test their ability to code in a suitable language and to put into practice the theoretical methods studied at lectures. Seven computer laboratory sessions are associated to this module and will complement the lectures.
Modern macroeconomic research in academic, government and other institutions relies heavily on using numerical methods to simulate economic models and generate counterfactual outcome for policy analysis. This odule will familiarise the students with numerical methods that are state-of-the-art in macroeconomic research.
Mathematical models of key physical phenomena rely on nonlinear Partial Differential Equations, from industry to astrophysics to climate modelling. Detailed understanding of the solutions to these models requires, in general cases, numerical modelling. This module will introduce numerical methods for PDEs, together with analysis techniques for their stability and accuracy..
This module develops your knowledge and understanding of the causal relationship between nutrition, activity and health and the need to consider nutritional related problems in the context of global strategic ambitions, including the Sustainable Development Goals.
The module will start with an introductory session on common research techniques used in Biomedical Science. This will be followed by sessions covering the following topics: 1. Nutrition, muscle function and health (2 sessions) 2. Gut microbiota as a link between diet and health 3. Adipose tissue biology and immunometabolism (2 sessions) 4. Nutrition and immunity across the life course 5. Omega-3 for optimal health across the life course (2 sessions) The sessions will combine a seminar and general discussion in order to clarify any points and to frame any questions arising from the lecture that the students find interesting. Prior to each topic, a relevant primary research publication and supporting documentation that exemplifies research in the subject area will be provided. Students should read the paper prior to attending the session and pay particular attention to the methods section to ensure they are familiar with the basic principles of the techniques and/or any confusing abbreviations used. Methodological queries will be discussed at the session. For topics 1, 3 and 5, one or more students, depending on class numbers, will be designated to prepare an oral presentation on the selected paper for the following week. The presentation will comprise the paper and background questions arising from the article or the seminar. All students will be expected to join in the discussion of the paper during and after each presentation, although only those students who are presenting will be assessed. Presenting students will be expected to research other articles to introduce concepts in the paper. All students will be expected to research other articles to bring to the general discussion of the selected paper. For topics 2 and 4, all students will write a critical appraisal of a selected paper stating the hypothesis and summarising the background, methods used, results and conclusions with comment on strengths, weaknesses and any new questions arising as a consequence of the paper. There will be no oral presentation for these topics.
This module provides you with opportunities for the handling and presentation of cultural products, and an understanding of their capacity for value, significance and relationships with other objects and in a range of contexts. It develops your critical approach to issues of display and representation. You will examine ways in which we read and understand objects and artistic outputs, in the context of archives, collections and contemporary displays. It will develop your ability to apply sound theoretical study around Material Culture, curation and object handling to the delivery of practical projects and presentation.
This module builds upon the knowledge and skills base within the Additional care needs; Antenatal and Intrapartum to be able to engage clinically with obstetric and neonatal emergencies. This module also has a link with the Enhanced Postnatal and Neonatal care module whereby you are encouraged to consider the impact of such an emergency on the health and wellbeing of both the mother and neonate. By the end of this module you will have the knowledge and skills to be an active team member during obstetric emergencies within the clinical setting.
This module will provide the theoretical and practical knowledge and skills you need to provide clinical care during obstetric and neonatal emergencies during the antenatal, intrapartum and postpartum period. This module will build upon your existing knowledge related to universal and additional care needs during the childbirth continuum. Teaching and learning in this module will complement the Enhanced Postnatal and Neonatal Care module, where you will be encouraged to consider the impact of obstetric and neonatal emergencies on the health and wellbeing of both the mother and neonate. By the end of this module, you will be able to risk assess and anticipate obstetric and neonatal emergencies and have the knowledge and skills to be an active team member to manage emergencies within the clinical setting.
This module focuses on the Obstetrics & Gynaecology and Genitourinary Medicine ( for BM(EU) also Urology) knowledge, understanding and professional skills required of an F1 doctor, and the assessments within this module will focus on these areas. The BM programmes are however highly contextualised and integrated programmes in which the application of knowledge and understanding, clinical skills and professional practice applicable to medicine are learned through a range of modules none of which are stand alone modules and therefore this module should be recognised by teachers and students alike as part of the whole year and programme. The O&G & GUM Module in year 4 of the BM programmes is studied along with 4 other clinical teaching modules in Acute Care, Specialty Weeks, Psychiatry and Child Health; a year long medical Ethics & Law (MEL) module; and a Year 4 assessment module. The emphasis of the assessments for each of the modules aligns with the focus of learning for that module, however the integrated nature of the course means that there will undoubtedly be overlap and aspects of the assessment in each module will draw upon learning from modules studied in earlier years as well as modules studied in that year. In addition, the MEL module and Year 4 assessment modules have been purposely designed to assess learning outcomes covered in any of the 5 clinical modules from the year. The module will normally take the format of an 8 week placement in one or more of our University of Southampton partner trusts. The timing will vary for different student groups and the teaching staff will vary for different trusts and student groups. As is the nature of clinical placements, the exact learning experiences of each student will be variable however all students will receive the same broad opportunities sufficient to achieve the learning outcomes of the module and it is expected that students will take responsibility for making the most of the opportunities provided and being pro-active in securing experiences in areas in which they feel they have weaknesses and/or they have had fewest learning experiences. During the module students will see a broad range of clinical presentations, in both acute and chronic settings. Students will experience those elements of clinical practice unique to this field, such as the management of labour and birth, the investigation and management of common gynaecological conditions, the investigation of sexually transmitted infections and the provision of individualised and tailored contraception. In their clinical years we encourage students to practically apply the basic core-knowledge acquired in the earlier years of medical teaching (especially from the second year Endocrinology and Life Cycle module).
This module focuses on the Obstetrics & Gynaecology and Genitourinary Medicine ( for BM(EU) also Urology) knowledge, understanding and professional skills required of an F1 doctor, and the assessments within this module will focus on these areas. The BM programmes are however highly contextualised and integrated programmes in which the application of knowledge and understanding, clinical skills and professional practice applicable to medicine are learned through a range of modules none of which are stand alone modules and therefore this module should be recognised by teachers and students alike as part of the whole year and programme. The O&G & GUM Module in year 4 of the BM programmes is studied along with 4 other clinical teaching modules in Acute Care, Specialty Weeks, Psychiatry and Child Health; a year long medical Ethics & Law (MEL) module; and Year 4 and Finals assessment modules. The emphasis of the assessments for each of the modules aligns with the focus of learning for that module, however the integrated nature of the course means that there will undoubtedly be overlap and aspects of the assessment in each module will draw upon learning from modules studied in earlier years as well as modules studied in that year. In addition, the MEL module and Year 4 assessment modules have been purposely designed to assess learning outcomes covered in any of the 5 clinical modules from the year. The module will normally take the format of an 6 week placement in one or more of our University of Southampton partner trusts, together with a brief introductory block of delivered teaching. The timing will vary for different student groups and the teaching staff will vary for different trusts and student groups. As is the nature of clinical placements, the exact learning experiences of each student will be variable however all students will receive the same broad opportunities sufficient to achieve the learning outcomes of the module and it is expected that students will take responsibility for making the most of the opportunities provided and being pro-active in securing experiences in areas in which they feel they have weaknesses and/or they have had fewest learning experiences. During the module students will see a broad range of clinical presentations, in both acute and chronic settings. Students will experience those elements of clinical practice unique to this field, such as the management of labour and birth, the investigation and management of common gynaecological conditions, the investigation of sexually transmitted infections and the provision of individualised and tailored contraception. In their clinical years we encourage students to practically apply the basic core-knowledge acquired in the earlier years of medical teaching (especially from the second year Endocrinology and Life Cycle module).
This module will build on Foundations for Occupational Therapy Practice and introduce you to a range of theories which underpin and support occupational therapy practice. The module also introduces you to systems thinking and how information (data) is used to understand occupational participation.
This module builds on your knowledge gained from the Foundations of Occupational Therapy Practice and complements all your semester two modules. It will enable you to understand the bio- psycho-social- behavioural theories, which have an impact on occupational participation and engagement.
This module will build on the design concepts you were introduced to at level 4 and enable you to apply new knowledge to your understanding of occupational therapy practice to support and enhance occupational engagement for health and well-being. You will also take part in workshops and receive presentations from external speakers to further your knowledge of design principles and processes.
Sound is a vital tool for exploring and understanding the underwater environment, it also plays a key role in many biomedical applications. This module will describe the underlying physics of sound propagation in liquids and discusses the engineering challenges when designing and assessing underwater acoustic systems. The module will consider the underlying physical principles explaining the phenomena observed in the ocean. It will consider the basic principles underlying how sound propagates and provide an understanding of some of the basics of understanding rudimentary models of sound transmission. It will describe the different types of acoustic systems and will consider how man-made systems can be analysed to make design decisions. These design principles are then applied to understand how marine mammals echolocate in the ocean. The role of acoustic systems in the conservation of these animals is also discussed. Ultrasound is widely used in medicine not only for diagnosis, but also for therapeutic purposes and for treatments. The sound fields employed in such systems typically result in non-linear propagation. This module considers how non-linearity affects sound fields and considers use of ultrasound in a biomedical context.
This module will develop the skills necessary to become an independent researcher, and provide the underpinning skills base needed to undertake MSci level independent research. It will introduce you to a number of topics that reflect the range of research skills utilised in Ocean and Earth Science. The module will provide you with opportunities to engage with active researchers. You will gain experience in individual and group research under the direction of a topic-specific tutor, and begin to develop and plan your own research ideas.
Offshore infrastructure forms a key part of our global communication, energy generation, material transport and environment monitoring networks. This module examines the general engineering concepts and analytical techniques that are fundamental to design, operate and decommission offshore fixed, floating and seabed infrastructure in a safe, sustainable way. This includes learning about the different types of sites, platforms, and monitoring/decommissioning requirements. The module introduces analytic and numeric methods for predicting the wind, wave and current loads on offshore structures and the engineering design of different systems to ensure their safety and performance under these expected loads. The module suits a range of career pathways linked to our marine, maritime and offshore energy industries.
