Relativistic wave equations with their predictions of anti-particles and fermion spin will be explored. The fundamental role of gauge symmetries in current theories of force will lead to the study of the standard model of particle physics, including the spontaneous electroweak symmetry breaking via the Higgs mechanism. Finally theories of particle physics beyond the standard model will be briefly investigated concentrating on their motivations and testable consequences.
This unit entirely consists of a research-level project Upon successful completion of the project the student will have completed the final year of their Physics with Particle Physics Year Abroad MPhys degree. The supervisor(s) at RAL and CERN will have directed completion of a significant research ideally of publishable quality.
This course introduces key theories and models in the study of political behaviour and political psychology and seeks to encourage students to develop a critical appreciation of how people develop their political beliefs and preferences, and how this affects their engagement in politics. The course is also designed to provide a practical and applied introduction to the study of political behaviour, applying theories to everyday political life and making use of the wealth of empirical data available on public opinion and political psychology. It deals with questions such as how people form their political beliefs and their attachments to political parties, how they evaluate political candidates and leaders, and why people do or don’t get involved in different forms of politics, be it voting, protest or civic action.
Equal opportunity In line with the University’s Equal Opportunities Policy, individuals are treated on their relevant merits and abilities and are given equal opportunities within the module, School and University. The aim of the policy is to ensure that no prospective student or current student should receive any less favourable treatment on any grounds which are not relevant to academic ability and attainment. Every effort is made to ensure that disabled students are aware of and assisted in making use of the support provided by the University; to ensure access to lectures, classes, learning materials; and to ensure that where necessary appropriate variations to normal examining arrangements are made.
Students will recognise and demonstrate an understanding of collaborative and community conservation issues within the context of the WHO's One Health philosophy. Based on case studies of ongoing conservation work at Marwell Wildlife, this module highlights the interconnectedness of people, animals and ecosystem health, placing emphasis on the crucial nature of a partnership based approach for real world conservation. The module includes a 10 day field trip to one of Marwell Wildlife's conservation and research sites in Kenya, with vital emphasis placed upon collaborative conservation in a real-world field setting, including Marwell’s Kenya-based partners and community-led initiatives. A combination of theoretical and practical field sessions will allow students to develop expertise in a variety of techniques and technical skills required for ecological surveying and monitoring of wildlife. Through facilitated discussion, drawing on colleagues' and classmates' knowledge and ideas and through facilitated discussions with community leaders and partners, students will plan and undertake a mini-survey and compare, contrast and critically evaluate success and limitations of data gained on the field course. Emphasis is placed upon how these approaches are crucial for informing conservation decision-making, and stakeholder engagement relating to wildlife.
The 1960s are remembered in Britain as a time of dramatic change: political reforms, economic growth, social shifts and cultural freedoms. Sex, drugs, rock and roll; tie-dye, mini skirts and the Beatles. But the 1960s weren’t swinging for everyone. Some people welcomed these changes, but some people resented them: and for some people, life didn’t get better at all. Although many people experienced the decade as one of comfortable prosperity, this masked a decline in the competitiveness of the British economy against its European rivals. Strikes were increasingly common as workers tried to fight for better conditions, and the ‘rediscovery’ of poverty led to panic about inequality, with rising levels of homelessness and unemployment. The end of the British empire led to anxiety about Britain’s place in the world, and increasing levels of immigration led to a rise in racist politics that bitterly divided communities. Women enjoyed more freedoms than before, but still felt ignored and oppressed by male-dominated politics and society. In Northern Ireland, the divided sectarian politics erupted into the Troubles by the end of the decade. And British young people might have enjoyed listening to the Rolling Stones in their university halls; but they were also anxious about the Vietnam War, the Cold War, and their future in a turbulent and uncertain world. This module will explore the complex contradictions that made up Britain in the 1960s.
Late Antiquity can be narrated as a period of powerful emperors, domineering bishops, and barbarian warlords. In this module we will be looking, instead, at the lives and agency of women during the same period. We look at women’s legal and social status and at how they exercised power, whether in their own right or indirectly as mothers, wives or sisters of powerful men. We investigate how women are portrayed in the sources, from the “good empress” Eusebia to Theodora, the actress turned empress. We discuss how and to what extent Christianity changed the lives of women and think about the effect of war on women. Our case studies will include women from a wide range of social spheres, from a Gaulish girl of humble status who eloped with her boyfriend to Justa Grata Honoria, sister of the emperor Valentinian III, who proposed to Attila the Hun in a bid to escape the control of her brother.
In this module we will examine some of the emerging and innovative practices that are occurring in schools, colleges, and Higher Education. We will explore some of the new digital technologies such as Artificial Intelligence, their impact and how they can be used in teaching. We will also focus on advances in pedagogy such as adopting online approaches to learning or assessment and explore how they are applicable to your own practice.
England and Wales now imprisons a greater proportion of its population than any other country in Western Europe, the population in custody having doubled in 12 years. Yet the prison population continues to grow. The criminal justice system more generally, including probation and policing, have been subject to dramatic change over recent decades that have raised fundamental questions including the appropriate role of the state and the private sector in criminal justice, the role of public opinion as a driver of criminal justice policy and the underlying policy factors that have led to the present situation. The importance of this policy area is illustrated by the high-profile 'crises' and 'scandals' that regularly erupt in the media, including issues relating to prisoner votes, the release of indeterminately-sentenced prisoners, and the failings of private companies to deliver criminal justice services. This module seeks to cast a spotlight on this troublesome area of law and public policy. It draws upon literature from law, criminology, history, political science and some comparative material to ask where our contemporary penal policy comes from and to speculate on possible futures.
Penology is the study of punishment, in prison and in the community. Students are encouraged to think critically about the multiple purposes and debatable effectiveness of our contemporary modes of punishment, and to understand why this 'end product' of the criminal justice system has become, in recent decades, such a politically contested issue. Questions which CRIM3001 poses include: What is it society hopes to achieve when it punishes offenders? If the answer seems obvious, why do some theorists argue punishment has 'hidden functions' and why do approaches to punishment vary between countries? Why does, for example, the United States continue to use the death penalty, while Canada, Australia, and New Zealand have pioneered an approach known as restorative justice? Is either method more successful, in deterring or rehabilitating offenders, than our reliance on prison and probation? What is it like to go to, and spend years living in, prison? Is a term of imprisonment, or should it be, primarily a painful or positive experience? Do some categories of prisoners - women, for example, or sexual offenders - experience prison differently, and if so, does it matter? How does one successfully resettle in the community after a lengthy custodial sentence?
The module is designed to introduce the main elements of individual and organisational behaviour and human resource (HR) practices in organisations, and therefore focuses on people management. In particular, the module provides a context for you to appreciate the complexities of managing people and organisations in the 21st century. The content of this module is focused on the challenges of managing individuals, teams, groups and organisations, by examining a variety of issues inherent in modern organisations and, importantly, the skills that managers require to deal with them. The module also calls for significant reflection on your own skills and career development, since a critical part of the MBA programme is to learn to manage yourself and other people in a work-based environment. During the module you will receive assessments of your personality type and team interaction style.
Historians have become interested in ‘ordinary people’ in recent years. Why? This module explores this question through looking at case-studies of women’s, men’s and children’s histories in nineteenth- and twentieth-century Britain, and at varieties of ‘ordinary sources’. We examine how a focus on ‘the ordinary’ maps onto, and complicates, other historically-shifting identities – race, ethnicity, class, gender, age, ability, region, and religious faith – and the implications. Claire Langhamer has asked, ‘Who do we mean when we refer to ordinary people and who did the people we study mean?’, and we will also consider this key question through tracing the roots of the historiographical turn to ‘the ordinary’, drawing on the wide-ranging expertise in the histories of modern Britain we have at Southampton.
The module will cover basic topics in perceptual psychology. We will discuss how the visual brain uses information from the two eyes in combination with learnt heuristics and other information sources to construct a perceptual representation of the world. We will discuss basic anatomy and physiology associated with perception, as well as introduce topics such as motion perception, colour perception, the perception of depth and size. In addition, we cover higher-level visual cognition, including attention, object recognition. We will also cover auditory perception, including pitch perception and source localisation. We will frame perception in the context of psychology in general, highlighting the role of perception in aspects of cognitive, social, clinical and health psychology. The module will be taught by lectures including classroom demonstrations whenever possible. The module is core for BSc Psychology students, and can be taken as an optional module for non-Psychology students as part of the Curriculum Innovation Project.
This module introduces music performance skills. You undertake individual tuition in your chosen performance specialism* (8 hours of lessons) along with a variety of workshops exploring topics from across the performance spectrum. With the help of your teachers, you will learn to self-critique and analyse your own performance(s) with an emphasis on self-reflection. *You elect the performance specialism you wish to be assessed; alongside instruments and singing, you can be assessed in electronic performance too. If you wish, you may wish to take two performance specialisms– e.g. flute and vocals – your individual tuition will be split equally across each specialism.
This module allows you to develop your music performance skills to a new level. A combination of individual tuition in your chosen performance specialism* (12 hours of lessons) and a variety of workshop and public performance opportunities provide you with the chance to study new repertoire, improve your technical skills and add to your performance experience. Interacting with concerts and events also gives you the opportunity to see professional musicians in performance. *You elect the performance specialism you wish to be assessed; alongside instruments and singing, you can be assessed in electronic performance too. If you wish, you may wish to take two performance specialisms– e.g. flute and vocals – your individual tuition will be split equally across each specialism.
This module introduces the student to the use of reflective practice in professional development, enhancing their experience of performance teaching and providing them with a foundation for future learning and progress. Students attend practically-oriented seminars, discuss teaching techniques and methods observed in workshops, practise teaching demonstration lessons.
The Personal and Professional (PPD1) module runs throughout year 1 and is the first of three related modules with PPD 2 and 3 running through year 2 and Final year respectively. The personal and professional development highlighted in these modules is based upon the General Medical Council (GMC) Get to know Good medical practice, 2024. https://www.gmc-uk.org/professional-standards/good-medical-practice-2024/get-to-know-good-medical-practice-2024. This includes ethical guidance and standards of practice to help students recognise health professionals' central responsibility of patient care and to demonstrate an understanding of all elements of the behaviours expected of doctors in the NHS. PPD1 requires students to consider, learn and demonstrate self-organisation, and effective and timely communication with their peers, healthcare colleagues, patients, families and all staff. The module has an additional focus on assisting students to adapt their learning approach and study skills to maximise engagement and learning from the teaching resources on the medical programme.
The Personal and professional Development 2 (PPD2) module runs throughout year 2 and is the second of three related modules with PPD1 in year 1 and PPD3 in Final year. The personal and professional development highlighted in these modules is based upon the General Medical Council (GMC) Get to know good medical practice, 2024. https://www.gmc-uk.org/professional-standards/good-medical-practice-2024/get-to-know-good-medical-practice-2024. This includes ethical guidance and standards of practice in order to help students recognise the central responsibility of patient care and to demonstrate an understanding of all the elements of the behaviours expected of doctors in the NHS. PPD2 requires students to further consider, learn and demonstrate, their professional behaviours including self-organisation, and effective and timely communication with their peers, healthcare colleagues, external families/ patients and all staff. This module incorporates two types of clinical placement: •Time for Dementia placement visits and follow up. This is continued where possible with the same family from year 1 to gain a longitudinal appreciation of the impact of dementia on a person and family living with dementia. •two full shifts working as a Healthcare Support Workers (HCSW) as part of a hospital nursing team to gain experience of interacting with patients and of multidisciplinary team-working. (Some students with similar significant evidenced prior experience in acute NHS environments may be offered the opportunity to co-facilitate and share in reflective tutorials with their peers). Details of these placements will be provided further on Blackboard Whilst PPD2 provides invaluable clinical and organisational context to help students develop their professional behaviours and reflections, the module follows on from the areas started in PPD1 and learning experiences from all year 1 & 2 modules. In year 2 students should consider how particularly but not exclusively how their learning in Clinical Practice 2 and Medical Humanities dovetails.
The module provides students with the opportunity to translate the GMC’s Good Medical Practice 2024 principles into day to day clinical practice in a variety of settings. This module focuses on the practitioner and professional skills, knowledge, understanding and behaviours required of a newly qualified doctor, and the assessments within this module will focus on these areas. Students will engage with source material, discuss real cases in tutorials with clinical staff, and reflect on their learning through creation of questions and a short piece of written work. The BM programmes are 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. Therefore this module should be recognised by teachers and students alike as part of the whole year and programme. The timing will vary for different student groups and the teaching staff will vary for different practices and student groups. As is the nature of clinical placements, the exact learning experiences of each student will be variable however all students will have access to equivalent learning opportunities to achieve the learning outcomes. Students are expected to be pro-active in securing experiences in areas in order to achieve the programme learning outcomes unique to their needs. Further details will be provided on Blackboard.
