It is commonplace to hear people say such things as, "You should believe that the climate is changing—that's what the evidence tells us", or "You ought not to believe that the earth is flat—that's just not true". These judgements concerning what people ought (not) to believe seem to assume that there are norms governing belief in something like the way that moral norms govern action. But what are these norms? Are they moral? If not, what kind of norms are they? The judgements about what people ought (not) to believe seem also to assume that people bear responsibility for their beliefs in something like the way that they bear moral responsibility for their actions. However, people cannot control what they believe in the way they can control what they do. Moreover, beliefs are influenced by a range of external factors ranging from upbringing to peer pressure to indoctrination. So, are people really responsible for their beliefs? And, if they are, how might such external influences make a difference to whether beliefs satisfy the norms governing them? These are among the issues this module will explore.
Generic timetabling and Blackboard information module for the Year 1 simulated practice week for Occupational Therapy and Physiotherapy programmes.
This module will provide an introduction to the fundamentals of turbulent flow . The focus will be on understanding the equations of motion and the underlying physics they contain. The goal will be to provide you with the tools necessary to continue the study of turbulence. Topics covered include: what is turbulence; the Reynolds-averaged equations; the Reynolds stress equations; simple decaying turbulence; homogeneous shear flow turbulence; free turbulent shear flows; wall-bounded turbulent flows; turbulent mixing.
In this module, UK Healthcare Innovation and Design, the set of potential needs will come from the outcomes of the earlier Principles and Practice of UK healthcare for Medical Innovation module. You (and your team) will undertake a screening and prioritisation process to decide which need to take forward; this would consider the relevant contextual information, stakeholder insights, and other factors relating to the relevant UK healthcare space. You will do this following the framework outlined in the Responsible Innovation in Health Technology module. You will then undertake an ideation process to generate concepts for potential solutions. Critically applying an iterative innovation process, you will narrow these down to a single solution which you will then progress to prototype and test. Drawing upon the knowledge gained in the parallel Responsible Business Development and MedTech Commercialisation module, you will develop a business plan for the solution. At the end of the module, you will be required, as a team, to pitch your solutions to a multi-disciplinary group of stakeholders. Throughout the module, you will maintain a portfolio and reflective log which will form part of the final assessment. All students would meet on a weekly basis with their supervisors and other stakeholders. The Project Context The UK project is focused on the NHS. You will work with stakeholders, establishing needs and understanding care pathways. This includes points of access for patients through a primary care system (GPs) or emergency care (A&E) through secondary care in hospitals, and discharge into community care and integration with other support systems (social care services, voluntary sector services, etc.). You will explore the funding requirements of each part of the service in your project area, how decisions are made and how the service is reimbursed for its spending through the Department of Health & Social Care. This context is specific to the UK. The NHS is a highly complex and established service (over 70 years), where the UK population have free access to health and social care services and a certain expectation for timeliness and quality of the health service they receive. This module incorporates the UK context-dependent learning outcomes of Responsible Innovation in Health Technology and Responsible Business Design, which will be assessed together with the LOs of this module in an integrated, summative assessment.
The Undergraduate Ambassadors Scheme (UAS; PSYC3052) provides a unique opportunity for Final Year single honours students in Psychology to gain experience of teaching in local schools and colleges, and, thus, to act as ambassadors for Psychology and the University in the local community. On successful completion of the module, students will have gained wide-ranging experience of working in a challenging but rewarding learning and teaching environment. They will be able to devise and present appropriate ways of communicating difficult principles or concepts to learners and will have gained a broad understanding of many of the key aspects of teaching in schools or colleges. They will also have developed a better understanding of, and confidence, in communicating key aspects of Psychology as a discipline. Regarding general learning outcomes, the aims of the module are: To develop a range of skills in the student and to offer an early taste of teaching to those interested in pursuing teaching as a career. To help students gain confidence in communicating their subject, develop strong organisational and interpersonal skills, and understand how to address the needs of individual learners. To give students experience of devising and developing a psychology-focused project and related teaching methods appropriate to engaging the age group they are working with. To help inspire a new generation of prospective Psychology undergraduates by providing role models for school pupils. To help students convey the excitement of their own learning in Psychology to school pupils by showing them the long-term applications of research in their discipline. To help teachers by providing a teaching assistant who can work with and support pupils at various points on the ability spectrum. Regarding students’ specific knowledge and transferable skills, the learning outcomes of the module include promotion and development of students’: Communication skills, both one to one and with an audience. Understanding of the learning needs of others. Understanding of standard teaching methods. Interpersonal skills in a school or college environment. Sense of responsibility and independence in a teaching environment. Giving and receiving of feedback. Organisational, prioritising, and negotiating skills. Ability to handle classroom situations appropriately. Public speaking and team-working skills. Ability to utilise and/or develop and lesson plans and teaching materials.
This module is only open to year 3 students registered on MSci Biology and Marine Biology, BSc Biology and Marine Biology, BSc Marine Biology with Oceanography, MSci Marine Biology and Oceanography, Msci Marine Biology and BSc Marine Biology degrees.
This introductory course will give you an overview of some approaches to, and topics within, cultural and literary studies. You will spend time on close textual reading, as well as on broader cultural analysis. It aims to encourage you to experiment in choosing different critical approaches, and to learn to think consciously about which critical approach(s) might be appropriate in relation to which particular texts. It will train you in close textual reading as well as in analysis of the relationship between texts and their specific cultural contexts. You will be encouraged to take responsibility for selecting an appropriate critical method for the analysis of a specific text or texts.
The module starts with an introduction to research in education, including different purposes of research, and how to locate research within the existing evidence base. This is then followed by an exploration of the philosophical foundations that underpin education research. By the end of the module, students will have a critical understanding of the main paradigms and the relationship between paradigms and research questions. They will be familiar with the language of research and will be able to apply key concepts
This module will introduce you to studying questions of history, society and culture through the prism of Southampton in order that you can apply those approaches to the study of cities in the French, Spanish and German-speaking world.
The content of this module will typically draw on a range of research, theory and policy to consider contemporary perspectives on teaching and learning practices, such as: - Philosophical perspectives on the purpose of education and how that might influence teaching and learning practices; - Personal perceptions about learning and teaching; - Perspectives and frameworks of how children and adults learn and how that might impact teaching approaches; - Theory and research on what is a 'good' teacher; - The nature, theory and practice of teaching and learning in formal and informal learning environments.
This module is an introduction to the substantive concepts of demography, how populations change and grow or shrink, and the transitions that populations make in various stages of their development. An introduction to the past, present and future world population trends will be followed by a discussion on importance and implications of age structures, population momentum and population growth. The theoretical underpinnings of demography will be also covered, including the demographic transition, the fertility transition, proximate determinants of fertility, mortality, epidemiological and health transitions, "lowest-low" fertility, changing family structures, the second demographic transition and the mobility transition. Theories and evidence on preconditions and onset of transitions in different contexts, as well as on why and how transitions happen, will be provided.
This module will provide students with an understanding of the characteristics of the most common research designs in educational research. It will build on students’ understanding of research philosophies and provide students with a critical appreciation of the link between the aims and purposes of research and the associated research designs. The module will consider both quantitative and qualitative methodologies, and it will also highlight implications related to conducting educational research, including ethics, validity and reliability. It will encourage student to critically evaluate pieces of research, focusing on these implications as well as how the research design reflects the research aims and purposes.
This module lays down the foundations for conducting social research in any discipline within the social sciences, focused around criminology, international relations, politics, population sciences, social policy and sociology. The module will present a range of current substantive and methodological debates in order to engage with a number of fundamental social scientific ideas and approaches, while connecting disciplines together across the social science spectrum. Through the in-depth exploration of real-world and current examples, the module will examine how different disciplines and sub-disciplines typically undertake research into the social world, as explained by lecturers from each discipline. These examples will be related to how you feel the social world ‘works’. For example, do you think that social phenomenon are the same for everyone and can therefore be measured, or can the social world only be viewed and interpreted through the prism of the individual? What is your position on engaging in research people who are in poverty or vulnerable, for example? These and other questions will develop rigorous thinking across a wide range of issues. The module will cover a range of fundamental concepts, including (but not limited to) the nature and process of social research, deduction and induction, epistemology, ontology and ethics. Different research designs will be discussed, followed by an introduction to the main debates with regard to quantitative, qualitative and mixed methods research, such as their epistemological position, representativeness and how the results are used.
“On 13 December 1838, on a cold and rainy night, a man of athletic build, dressed in a shabby jacket, crossed the Pont au Change and penetrated into the Cité […]. That night the wind was blowing violently through the alleyways of this dismal neighbourhood.” The opening scene of Eugène Sue’s 1842/43 novel ‘Les Mystères de Paris’ gives an urban topographic image to the idea that beyond and below the modern and illuminated city there is a ‘dark side’, an ‘underworld’: full of danger and temptation, and in need of being penetrated by the forces of order and light. Taking this text as a starting point you will explore the various facets of the 19th century urban underworld. Using documentary sources produced by journalists, scientists, missionaries, and policemen you will investigate and analyse a secret world of mysteries, populated by gangsters and prostitutes, drunkards and runaways, and maybe by ghosts.
This module provides a comprehensive overview of fluids and separation processes, focusing on key mechanisms, principles and design of units for industrial processes with an emphasis on processes that have simultaneous heat and mass transfer.
The module will develop a detailed understanding of advanced separation processes, including processes that have simultaneous heat and mass transfer. The main objective will be to learn how to design and size processes that are used in industrial separations.
This module introduces students to the discipline of Urban Design. Students will be able to develop outline design proposals for the urban realm that integrate an understanding of contextual analysis, place making techniques and urban design theories at various scales. This module builds on knowledge and skills introduced in Design 2, and provides important requisite knowledge and skills to the design projects in the fourth year.
This module provides an introduction to the sub-discipline of urban geography and the topics and approaches it covers, including urbanisation, urban development, urban policy, current urban challenges, and current debates in urban geography.
The module covers two main themes. One looks at the types of process that are used to purify water to a standard acceptable for distribution. The subject material is taught so as to give a fundamental understanding of the physical, chemical and biological mechanisms involved in these operations. Water quality standards relevant to water use are briefly reviewed, along with the rationale for the adoption of such standards from the perspective of protection of public health. The other part of the module looks at the sources and types of wastewater that are generated by an industrialised society, with a focus on urban wastewaters. These are considered from the viewpoint of how treatment is carried out so as to prevent environmental damage upon discharge. The taught element of the course covers the various unit operations and processes concerned with the preliminary, primary and secondary treatment of municipal wastewaters. The treatment of the biosolids generated as a result of wastewater treatment is also analysed in relation to the final disposal options.
In this module, students will have the opportunity to apply and expand upon their learning across the programme specifically in relation to urgent, unscheduled and critical care. This module is well suited to those who wish to go on and work in urgent, unscheduled and critical care settings specifically. As part of this module, you will have the opportunity to apply your knowledge of a range of health conditions that are commonly experienced in these settings and critically consider the range of different approaches that are taken to their management. Alongside this, you will have the opportunity to consider your role in these settings, alongside the roles of the wider multidisciplinary team, and how effective teamwork can improve care quality and safety in these settings.
In this module, students will have the opportunity to apply and expand upon their learning across the programme specifically in relation to urgent, unscheduled and critical care. This module is well suited to students who have an interest in this area of practice or those who may wish to go on and work in urgent, unscheduled and critical care settings. As part of this module, students will have the opportunity to apply their knowledge of a range of health conditions that are commonly experienced in these settings and critically consider the range of different approaches that are taken to their management. Alongside this, students will have the opportunity to consider the children’s nurses role in these settings, alongside the roles of the wider multidisciplinary team, and how effective teamwork can improve care quality and safety in these settings.
