An early flute sits silently behind glass in a museum, grouped with others of its type to show changes in instrument manufacture through the ages. Fans flock to the childhood house of a former Beatle, hoping to achieve a new form of intimacy with a legendary pop icon. In an exhibit about World War I, the soundtrack includes rousing patriotic songs amid the noise of bombs exploding. Music features in all these museum contexts, but how and why? When is music used to interpret objects and spaces in cultural heritage, and how does the heritage industry shape the ways we understand music? How are concepts of cultural value created or maintained through musical museums and museum music? This module explores the place of music in heritage theory and practice, investigating how heritage creates cultural value and what role music may play in the process. We will consider museums and collections specifically devoted to music: these will include musical instrument museums and collections (such as the Cité de la Musique in Paris), popular music museums and exhibitions (such as the Pink Floyd exhibition at the V&A), and composer and musician houses (such as Handel& Hendrix in London). We will also investigate the use of music to interpret objects and create narratives on topics other than music itself, including in history museums (for example, on the Holocaust), art museums, and/or science and technology museums. We will ask how sound and music figure in new understandings of the sensory museum and how music can support or enhance storytelling in museum contexts. This module is suitable for both Music students and other students from all areas of the humanities; a prior study of music is helpful but not essential for successful completion. This module explores the place of music in heritage theory and practice, investigating how heritage creates cultural value and what role music may play in the process. We will consider museums and collections specifically devoted to music: these will include musical instrument museums and collections (such as the Cité de la Musique in Paris), popular music museums and exhibitions (such as the Pink Floyd exhibition at the V&A), and composer and musician houses (such as Handel& Hendrix in London). We will also investigate the use of music to interpret objects and create narratives on topics other than music itself, including in history museums (for example, on the Holocaust), art museums, and/or science and technology museums. We will ask how sound and music figure in new understandings of the sensory museum and how music can support or enhance storytelling in museum contexts. This module is suitable for both Music students and other students from all areas of the humanities; a prior study of music is helpful but not essential for successful completion.
The aim of this course is to explore the physical processes which occur in the space environment. Theories of solar wind propagation and its interaction with the earth are developed and compared with data from satellites and ground based observatories. The course will provide a brief revision of key elements of electromagnetic theory. Magnetohydrodynamics (MHD) will be developed and applied, with application of kinetic theory to areas where MHD breaks down. The reasons why space plasma physics is important for modern day life will be discussed. The magnetospheres of other planets will be compared to Earth’s.
This module is intended for anyone interested in pursuing in more detail the space part of aerospace engineering. It looks at each of the key subsystems of a spacecraft in detail. It also introduces the overall theme of space systems engineering by emphasising the interfaces between subsystems and the iterative nature of spacecraft design and spacecraft systems engineering.
This module describes the development of spacecraft instrumentation, from the definition of the requirements to the final design and operation. You will also gain a good understanding of the interaction between the instrument and the platform and the space qualification process.
This module introduces students to the fundamental concepts of spaceflight orbital mechanics and then elaborates on trajectory design for planet centred and interplanetary missions. It covers the design and characterisation of planet-centred orbits in presence of perturbations and orbital transfer manoeuvres. The module investigates the modelling of orbital perturbation, Earth-bound and interplanetary trajectory design, gravity assist manoeuvres, and rendezvous & docking dynamics. Furthermore, techniques for analytical and numerical orbit propagation and orbit determination from observations will be considered. An introduction to concepts of modern dynamical system theory applied to missions to and around the libration points in the circular restricted three body problem will be presented. Finally, the modelling and applications of satellite attitude dynamics are introduced.
This module considers the basic theory and principles of operation of chemical and electric propulsion systems for spacecraft. Both solid and liquid propellant chemical propulsion systems are considered, as is a variety of electric propulsion systems utilising different propellant acceleration mechanisms.
This module introduces the fundamental concepts of spacecraft structural design. It leads on from the basic static analysis of structures covered in part I and II and introduces the student to the static and dynamic analysis of satellite structures along with the design methodology.
The aim of every language course at the University is to enable you to communicate in your target language (TL) at that particular level and in your particular area of interest. We use the word ‘communicate’ in its widest sense, meaning that you will not only be able to talk to people in the language but also to develop your proficiency in listening, reading, and writing. This means that the module aims for you to understand all the things which affect communication in that language, including knowledge of how the language is used, how it works and how to analyse it, and the cultural contexts in which it is spoken. This particular module is aimed at complete beginners. Successful completion of the full Stage 1, over 2 semesters, is approximately equivalent to having reached Level A1 of the Common European Framework or a good GCSE. Taking this single semester module at Stage 1 will take you part of the way to the outcomes of the full Stage. You are encouraged to take a full language Stage if you want to make significant progress in the language you are learning.
The aim of every language course at the University is to enable you to communicate in your target language (TL) at that particular level and in your particular area of interest. We use the word ‘communicate’ in its widest sense, meaning that you will not only be able to talk to people in the language but also to develop your proficiency in listening, reading, and writing. This means that the module aims for you to understand all the things which affect communication in that language, including knowledge of how the language is used, how it works and how to analyse it, and the cultural contexts in which it is spoken. Successful completion of the full Stage 2, over 2 semesters, is approximately equivalent to having reached Level A2 of the Common European Framework or a good AS level or C at A level. Taking this single semester module at Stage 2 will take you part of the way to the outcomes of the full Stage. You are encouraged to take a full language Stage if you want to make significant progress in the language you are learning.
The aim of every language course at the University is to enable you to communicate in your target language (TL) at that particular level and in your particular area of interest. We use the word ‘communicate’ in its widest sense, meaning that you will not only be able to talk to people in the language but also to develop your proficiency in listening, reading, and writing. This means that the module aims for you to understand all the things which affect communication in that language, including knowledge of how the language is used, how it works and how to analyse it, and the cultural contexts in which it is spoken. This particular module is aimed at students having already achieved A or B in their A-Level or having successfully met the learning outcomes of stage 3B.
The aim of every language course at the University is to enable you to communicate in your target language (TL) at that particular level and in your particular area of interest. We use the word ‘communicate’ in its widest sense, meaning that you will not only be able to talk to people in the language but also to develop your proficiency in listening, reading, and writing. This means that the module aims for you to understand all the things which affect communication in that language, including knowledge of how the language is used, how it works and how to analyse it, and the cultural contexts in which it is spoken. This particular module is aimed at students having already met the learning outcomes of stage 4.
The aim of every language course at the University is to enable you to communicate in your target language at that particular level and in your particular area of interest. We use the word ‘communicate’ in its widest sense, meaning that you will not only be able to talk to people in the language but also to develop your proficiency in listening, reading, and writing. This means that the course aims for you to understand all the things which affect communication in that language, including knowledge of how the language is used, how it works and how to analyse it, and the cultural contexts in which it is spoken. This particular module is aimed at students having already met the learning outcomes of stage 5.
The aim of every language course at the University is to enable you to communicate in your target language at that particular level and in your particular area of interest. We use the word ‘communicate’ in its widest sense, meaning that you will not only be able to talk to people in the language but also to develop your proficiency in listening, reading, and writing. This means that the course aims for you to understand all the things which affect communication in that language, including knowledge of how the language is used, how it works and how to analyse it, and the cultural contexts in which it is spoken. This particular module is aimed at students having already met the learning outcomes of stage 6.
In this module you will learn about a variety of Special Educational Needs and Disabilities (SENDs). You will look at the impact of various SENDs on a child's education and progress. The module focusses mainly on the following aspects of Special Educational Needs: - Developing a general understanding of various SENDs. - Different Educational settings - including Mainstream and Special Schools - Policy and provision for students with SEND - The models of disability - The views of Teachers, Students and other Professionals who work with children with SENDs. - Diversity and human rights - International perspectives on students with SEND and their inclusion
The Special Project module will allow you to produce a written assignment or equivalent on a topic of your choice, undertaking independent research with individual guidance and supervision sessions with your tutor. Meetings will be focused on readings selected in consultation with the convenor. In consultation with your supervisor, you will be encouraged to identify resources from the undergraduate curriculum which will help you to build your knowledge and understanding. This may be an entire module, individual lectures (recorded or live), or guidance provided on Blackboard from a single module or from a range of modules.
The Special Project (Text, Context, Intertext) module will allow you to write a written assignment or equivalent on a topic of your choice, undertaking independent research with individual guidance from the convenor. You will normally have three one-to-one supervisions of up to two hours over the course of the module. If two students elect to study the same topic, they may be offered four small seminars over the course of the module. Meetings will be focused on readings selected in consultation with the convenor. In addition, you will be encouraged to attend undergraduate lectures of relevance to the Special Project.
The Special Project module will allow you to produce a written assignment or equivalent on a topic of your choice, undertaking independent research with individual guidance from the convenor. The number of supervisions you have will depend on the size of the group you are in. If you are supervised alone or in a group of 2-3 you will normally have up to three supervisions of up to two hours over the course of the semester. Larger groups will have further supervisions, up to a maximum of eight meetings of up to two hours for very large groups. Meetings will be focused on readings selected in consultation with the convenor. In consultation with your supervisor, you will be encouraged to identify resources from the undergraduate curriculum which will help you to build your knowledge and understanding. This may be an entire module, individual lectures (recorded or live), or guidance provided on Blackboard from a single module or from a range of modules.
The Special Project (Text, Culture, Theory) module will allow you to produce a written assignment or equivalent on a topic of your choice, undertaking independent research with individual guidance from the convenor. The number of supervisions you have will depend on the size of the group you are in. If you are supervised alone or in a group of 2-3 you will normally have up to three supervisions of up to two hours over the course of the semester. Larger groups will have further supervisions, up to a maximum of eight meetings of up to two hours for very large groups. Meetings will be focused on readings selected in consultation with the convenor. In consultation with your supervisor, you will be encouraged to identify resources from the undergraduate curriculum which will help you to build your knowledge and understanding. This may be an entire module, individual lectures (recorded or live), or guidance provided on Blackboard from a single module or from a range of modules.
This module focuses on the dermatology, neurosciences, ophthalmology and head & neck knowledge and understanding, practitioner 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 Specialties Module in year 4 of the BM programmes is studied along with 4 other clinical teaching modules in Psychiatry, Acute Care, Obstetrics & Gynaecology/GUM 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 a 6 week placement in one or more of our University of Southampton partner trusts and primary care. 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 have had fewest learning experiences.
How do writers activate and amplify the sonic properties of language? Why do artists use vocal performance of text in video art? How can text ‘perform’ on the page (or onscreen), and what does it mean for language to be performative? What does writing for performance require? How can audiences ‘read’ what is spoken, and how do they hear what is written? In this module, you will read a range of literary and critical material which explores the relation between writing, speaking and sounding. You will consider how contemporary artists deploy voiced text to incite political change and learn how 20th-century manifestos and 21st-century spells transform words into actions. You will analyse poetic texts as sonic artefacts and have the opportunity to write and perform innovative texts of your own. Over the course of the module, you will investigate what happens when language is lifted off the page.
Speech is humanity's most natural interface. Speech is all around us, but have you ever wondered what a voice really is, and what it takes to build one? In this module, you will develop expertise across the full speech AI pipeline: from speech signal fundamentals and data preparation to synthesis architectures that generate remarkably human voices. You will explore the theory and AI architectures that underlie state of the art speech technologies. Building on your knowledge of machine learning, this module dives deeper into open and unsolved problems in the field, driven by cutting edge research. You will learn why speech processing is challenging and you will use creative problem solving to explore both the limitations and promises of speech AI.
This module begins with an assessment of the legacy of Lenin and goes on to investigate Stalin's rise to power and his methods in modernising economy and society. We will engage with historical debates concerning his role in the purges of the 1930s and the impact of the Great Patriotic War on his rule. We go on to evaluate the first effort at reforming the Stalinist system under his successor Khrushchev, whether there was a (partial) return to Stalinism under Brezhnev, and why the attempts to reform eventually failed under Gorbachev. We conclude by addressing Stalin's continuing popularity as a historical figure in post-communist Russia.
This is a first module on mechanics of solids and dynamics, which lays down the foundations of all of the aerospace structural modules that follow in subsequent years and also provides an introduction to dynamics that would be pertinent to structural vibration, control and aeroelasticity. - An introduction to mechanics of solids in one-dimension, as applicable to aerospace engineering - Preliminary extension solid mechanics to two and three dimensions. -Introduction to dynamics of rigid bodies and small oscillations.
This module consists of lecturers and associated practical sessions. The first part will focus on basic statistical programming in R. The second part will provide an introduction to some modern computational statistical methods and their implementation in R. The module includes 18 lectures and 18 computer practical sessions for students to gain hands-on experience of statistical programming and computation.
This module will provide an introduction to basic statistical programming in R. It consists of lecturers and associated practical sessions for students to gain hands-on experience of statistical programming.
