After studying this course students should be able to explain the concept of quantum mechanical wave function and its basic properties, the Schrödinger equation, the concepts of operator, eigenstates and the significance of measurements, and describe the quantum behaviour of systems of many particles.
Early modern England is a period associated with Elizabeth I and the Tudor court, the plays of Shakespeare, blood and violence on the Jacobean stage, the discovery of new worlds, and the persecution of witches and heretics. The diversity and vitality of the literature of this time is represented by the work of celebrated writers, such as Shakespeare and Marlowe, and lesser known writers such as Thomas Dekker and John Ford. You will read tragedies and comedies, sonnets and masques, mythical tales and tales of exploration. To deepen our understanding of the literature of early modern England we need to think about the culture that produced the work. We will explore some of the issues that were fiercely debated at this time – from monarchy to magic – and we will ask questions about how texts contribute to our understanding of England’s past.
In this module, we will investigate and reflect on the various entanglements between Queerness and digital technologies. Drawing from foundational concepts in Queer theory and gender studies scholarship, this module deconstructs and reconceptualises dominant narratives of the digital. Using case studies and practical work, we will learn about the histories of computing form Queer perspectives, critique discourses of inclusion using Queer theories, and reflect on the ways networked technologies have the potential to transform understandings of gender, sex, and sexuality.
MPhys with Industrial Placement (MPhys with IP) complements the existing schemes within Physics and Astronomy, by offering an opportunity to spend approximately six months working on an original, research and development project in an industrial laboratory.
This module will explore the issues of race, racism, racial conflict, and race relations in contemporary Britain and worldwide. Although we will mainly refer to Britain, global examples from Europe, the US, the Caribbean, Africa, and South America will be frequently used. Beginning with colonial discourses of the “racial other”, and focusing on the start of mass colonial mass immigration to Britain in the aftermath of World War Two, this module will examine the various historical, social, cultural, and political forces and processes through which the concept and reality of race have been constructed, shaped, and changed over time. The intellectual rationale of this module is to introduce race and ethnicity both as arbitrary labels that are pinned on people who are “different” from “us”, while also being experienced as “lived” social divisions that impact on and limit people’s welfare, opportunities, and horizons through prejudice, and direct or indirect discrimination. Some key questions and issues that we will be thinking and talking about during this module include: What is race and racism? How/When does race emerge as a concept and a lived reality? Has racism always existed? (Why) is “the other” such a threat? (How) can race be understood as a social division? How does race relate to gender, ethnicity, politics and culture? Is nationalism a bad thing? Are some civilisations/cultures better than others? Is “difference” a good or a bad thing? Do we/can we ever live in a post-racial world? (Why) has multiculturalism failed? Is cosmopolitanism a utopia?
This module will explore the issues of race, racism, racial conflict, and race relations in contemporary Britain and worldwide. Although we will mainly refer to Britain, global examples will also be used. The module will examine theoretical perspectives on race, ethnicity and difference, as well as covering the various historical, social, cultural, and political forces and processes through which the concept and reality of race have been constructed, shaped, and changed over time, and the substantive areas that are experienced as “lived” social divisions that impact on and limit people’s welfare, opportunities, and horizons through prejudice, and direct or indirect discrimination. Some key questions and issues that we will be thinking and talking about during this module include: What are the roots and origins of racism? How are the concepts of race and racism constructed? How can we understand ethnicity? What is the relationship between racial and ethnic diversities and forms of social cohesion? What do flows of migration mean for senses of belonging? What is national unity? What is ‘white privilege’ and how does it intersect with other inequalities? How do right wing movements emerge and how should we respond to them? What racial inequalities are raised and resisted in policing and criminal justice? How can we understand Islamophobia and ‘the war on terror’? What do the increasing incorporation of artificial intelligence in law enforcement and criminal justice mean for race and racism? How do race and ethnicity shape education and health services and with what implications? How do race and ethnicity shape opportunities and barriers in the labour market? What do calls to decolonise knowledge mean for the disciplines and topics that we study in universities?
The student will gain insight on major aerodynamic features associated with vehicle and race car aerodynamics, including aerodynamics of overall car, aerodynamics of major devices, test facilities and experimental methods, test setup, etc. The most important aspects of race car aerodynamics will be covered. Equivalent pre-requisites to those listed must be approved by the Module Leader. Exchange Students must consult the Module Leader before registering for this module.
Focus: Design of a hill-climb race car using CFD: In the Group Design Project (GDP) you will design an entire hill-climb race car by means of CFD analysis, with the primary goal of improving its performance over the baseline car provided to you in form of a CAD model. The group project is a learning experience that enables you to apply your engineering and scientific knowledge to develop specific race car designs. Working in a group you will negotiate with your 'client', in this case the coordinator, develop your team working, plan your project, present your work through meetings with your supervisor and assessors, report writing and oral presentations. At all times, you will monitor your progress as a team to ensure you are achieving the objectives set while ensuring quality of output. You should consult the coordinator for full details regarding conducting the project, meetings, forms required and important deadline dates.
This module connects the recent Black Lives Matter protests in the US and UK to histories of slavery, resistance and racism, allowing students to explore the beginnings of slavery, and the history of the institution, how enslaved people resisted slavery, and the struggles for emancipation. As the module progresses, we will focus on the racism that has persisted after slavery. We will also consider the contexts of the Black Lives Matter movement and ongoing struggles and debates about racism, equality, and inclusion. As well as looking at these major themes, there will be opportunities to explore the lives and words of some of the people who lived through these struggles: from enslaved people and freedom fighters in the nineteenth century, to the civil rights activists, writers and protestors of the twentieth century and beyond.
Between the late eighteenth and early twentieth centuries a powerful new idea emerged in the West: race. According to this ideology, human beings could be divided into biological groups - ‘races’ - determining both moral character and intellectual ability. Ideas of race were particularly powerful in the United States: white Americans constantly proclaimed their own racial superiority in order to justify racial slavery, the removal of American Indians from their homelands, and the segregation and disenfranchisement of African Americans. Whites, however, did not have a monopoly on racial thought; African American intellectuals had their own ideas about race, celebrating African history and championing black culture. This module will trace the development of racial thought in the United States between the American Revolution and World War I, examining the relationship between culture, politics, and society. Throughout the module we will also look at ideas of class and gender and consider their relationship to the concept of race. Why were working-class northerners seen as especially racist by contemporaries? And how did the lynching of black men help to subordinate white women? Part 1 will focus on the United States between the Revolution and the Civil War. We will examine the ways in which ideas of race influenced the development of racial slavery, the treatment American Indians, and the framing of the Constitution. We will discuss the use of race by both defenders of slavery and their abolitionist counterparts and look at the ways in which racial ideas were employed by working-class, “blackface” minstrels. Finally, we will consider the fascination of some whites with African American sacred music (the “spirituals”).
Between the late eighteenth and early twentieth centuries a powerful new idea emerged in the West: race. According to this ideology, human beings could be divided into biological groups - ‘races’ - determining both moral character and intellectual ability. Ideas of race were particularly powerful in the United States: white Americans constantly proclaimed their own racial superiority in order to justify racial slavery, the removal of American Indians from their homelands, and the segregation and disenfranchisement of African Americans. Whites, however, did not have a monopoly on racial thought; African American intellectuals had their own ideas about race, celebrating African history and championing black culture. This module will trace the development of racial thought in the United States between the American Revolution and World War I, examining the relationship between culture, politics, and society. Throughout the module we will also look at ideas of class and gender and consider their relationship to the concept of race. Why were working-class northerners seen as especially racist by contemporaries? And how did the lynching of black men help to subordinate white women? Part 2 will pick up the story with the Civil War, the emancipation of the enslaved, and the subsequent reconstruction of the South. We will look at the ways in which race was used to justify the segregation, disenfranchisement, and lynching of African Americans. We will also examine: the work of African American intellectuals who expressed pride in black culture; the white fascination with “voodoo”; the use of race to advocate as well as condemn American imperialism; the ways in which race figured in the early-twentieth- century eugenics movement.
This module will be first offered in the 2018/19 academic year. To present the fundamental principles and engineering techniques used in the design and operation of radar and to relate them to the current and future aerospace applications.
The seventeenth century was a time of extreme change and political instability in England. In 1649, after years of civil war, Charles I, the King of England, was beheaded on Whitehall in front of a crowd of thousands. England, overnight, became a republic and then, under Oliver Cromwell, a Protectorate. In 1660, it all changed again when Charles II came home from exile and monarchy was restored. This module explores how English men and women wrote about their world as it was turning upside down. Robert Herrick wrote poems about illicit pleasures while Katherine Philips mourned her dead king, lamenting 'this scorching age'. Andrew Marvell wrote panegyrics for Oliver Cromwell and William Davenant staged England's first ever opera, despite the government’s ban on playgoing, drinking and ‘such like wickedness and abominations’. And when John Milton saw the English republic fall apart, he sat down to write his masterpiece, Paradise Lost. Political pamphlets and newspapers flourished, radical religious sects such as the Quakers were born, and men and women prophesied about the state of the country, and their uncertain future.
For the United States, the turn of the twentieth century was a turbulent, transformative time: an age of embattled political parties and insurgent Populists, mass immigration and overseas war, millionaire capitalists and impoverished farmers, all set to the ragged rhythms of African-American popular music (otherwise known as Ragtime). If this sounds familiar, it is because it is: the late nineteenth and early twentieth centuries set the template for American life as we know it. The turn of the century witnessed the rebirth of a nation devastated by bloody civil war. In this module, we will look at some of the most important issues of the day, including the wars waged against guerrilla fighters in the Philippines and American Indians in the West, the fight for women’s rights and the campaign for prohibition, the rise of populist politics, the growth of mass consumerism, the segregation and disenfranchisement of African Americans in the South, and the emergence of black ghettoes in the North. Proceeding thematically, rather than chronologically, the module looks at the period 1877 to 1920 from a number of different angles, considering the ways in which ideas of class, gender, and race helped to shape the rebuilding of the United States. Throughout, we will examine the impact of this process of national reconstruction upon American life and thought. Americans were troubled and excited in equal measure as small towns, Victorian values, and comforting familiarity gave way to big cities, political radicalism, and the fevered squall of the jazz trumpet.
This module provides comprehensive coverage of the main features of railway engineering and operations, including topics ranging from system planning through to the impacts of noise and vibration. During the module students will develop an appreciation of the distinctive features of engineering in the railway context, while also making links with more general engineering and transport planning practice. The module will combine theoretical analysis with practical applications to allow students to understand how railway engineering and operational principles are used in the real world. The module takes advantage of the University of Southampton’s substantial experience and expertise in railway research, and will make use of case studies based on recent and ongoing research projects.
