Understanding changes in sea level is of the utmost importance, as it: (1) shapes the coastlines; (2) affects the livelihoods of hundreds of millions of people living in the world’s coastal regions, and (3) is a key indicator of climate change. Sea-level rise is one of the most certain implications of climate change, and one of the biggest challenges we face. It will cause significant and costly impacts on our coasts in the 21st century and beyond. In this course we will look at why understanding of sea level change is important and how we messure sea level. We will then examine the three drivers of sea level change, e.g., (i) mean sea level; (ii) astronomical tides; and (iii) storm surges, waves and extremes. We will look at how changes in sea level shape the coast (morphological processes). We will discuss coastal engineering and management strategies for dealing with sea level changes.
This module provides you with skills that are scientifically fascinating as well as important for employability. The offshore industry is crying-out for graduates that understand seafloor surveying. In the past few years many OES students have gone on to careers in the field based on skills and experience from this module.
In this module students work through many of the data analysis and interpretation steps to evaluate plans for an offshore windfarm, using an example site in the east Solent. With the University of Southampton’s unique access to its own research vessel the RV Callista, students get the opportunity to take part in an offshore hydrographic and geophysical survey. Using industry standard software packages such as ArcGIS Pro, Caris HIPS, Petrel, and SonarWiz, students will analyse dynamic processes on the seabed, and build a 3D ground model of the subsurface, to characterise the site. As a result, students will be equipped with the skills directly relevant to the Hydrographic and Geophysical surveying industries. There will likely be opportunities to attend talks and network with industry partners during the duration of the course, who have employed previous students as a direct result of the experience gained during this module.
This course focuses on understanding the causes and ecological consequences of seascape patterns and processes in space and time. A central theme will be the movements of marine organisms and their interaction with dynamic environments at different scales. Emphasis will be placed on learning skills to conduct spatiotemporal analyses in pelagic ecosystems. This understanding and these skills will then be applied to questions including quantifying scale and dynamics for conservation and management applications.
This module provides an insight into the cognitive processes involved in the acquisition of language. Different theories of first and second language acquisition will be examined and critically assessed in the light of empirical evidence. Various factors affecting this acquisition, such as individual linguistic experience, language exposure, cognitive mechanisms and principles and Universal Grammar, will be discussed with a view of understanding how they affect the acquisition process.
This module introduces the different theoretical approaches which have been adopted for studying the acquisition of language, and examines and assesses current theories of first and second language acquisition in the light of empirical evidence.
This module allows you to continue to develop your music performance skills. A combination of individual tuition (20 1hr lessons) and a variety workshop and public performance opportunities provide you with the chance to study new repertoire, improve your technical skills and add to your performance experience. Attending concerts and events also gives you the opportunity to see professional musicians in performance.
This module will incorporate critical observation and analysis of diverse aspects of secondary education. You will develop your knowledge and understanding of the values and theories of secondary education that underpin current practice. Your time in school might normally include lesson observations, discussions with teachers, meetings with staff, working with individual or small groups of pupils/students in classrooms alongside teachers/tutors, or examination of school policy documents. An enhanced Disclosure and Barring Service (DBS) is required for this module and must be in place before the start of the second week. PLEASE NOTE: DBS can take up to ten weeks to obtain; failure to meet this requirement will result in you having to choose an alternative module. It is your responsibility to obtain the DBS clearance at your own cost. Please contact the Education Administration and Assessment Team at: eds-studentoffice@soton.ac.uk regarding application Critical Observation Modules: Impact of Covid 19 The critical observation modules are due to run in AY21-22 following their suspension due to the Covid pandemic last AY. However, any student who is interested in taking any of the critical observation modules this AY needs to be aware that changes to these modules may be needed, perhaps at the last moment. For example, students on these modules are classified as ‘visitors’ to schools’, and Covid rules and regulations (either government-set or school-set) may mean that such visits are unable to go ahead. Should this situation arise, then the module teams will modify the course to ensure that all assessment reflects any changes that have been made to ensure no student will be disadvantaged as a result of Covid 19 preventing access to schools.
This module will incorporate critical observation and analysis of diverse aspects of secondary education. You will develop your knowledge and understanding of the values and theories of secondary education that underpin current practice. Your time in school might normally include lesson observations, discussions with teachers, meetings with staff, working with individual or small groups of pupils/students in classrooms alongside teachers/tutors, or examination of school policy documents. An enhanced Disclosure and Barring Service (DBS) is required for this module and must be in place before the start of the second week. PLEASE NOTE: DBS can take up to ten weeks to obtain; failure to meet this requirement will result in you having to choose an alternative module. It is your responsibility to obtain the DBS clearance at your own cost. Please contact the Education Administration and Assessment Team at: eds-studentoffice@soton.ac.uk regarding application
This course covers security and trust of hardware and embedded devices, with a particular focus on the emerging security challenges facing the internet of things technology. It includes the following topics: vulnerabilities in current digital system design flow, physical and invasive attacks, side-channel attacks, hardware Trojan detection, detection and prevention of counterfeit electronics, cryptographic primitives design such as physically unclonable functions, random number generators, principles of trusted computing, industry standards solutions for securing IoT devices such as ARM Platform Security Architecture.
The course requires to understand C code, assembly language, x86 architectures and memory allocation (a refresher will be provided).
This module provides an overview of theoretical perspectives on security, broadly defined. Drawing on classic and contemporary literature from International Relations and other academic disciplines, we consider the nature of security as a state-of-being or socio-political practice, and we inquire into a series of fundamental questions: security of what? Security for whom? Against what? Over what time period? By what means? At what cost? Throughout the module, attention focuses on what security means in theory and practice, what it could become, and what security should be about and why. The module is informed by ongoing research in the Department of Politics and International Relations (PAIR), and it complements other modules that explore global governance, global ethics, foreign policy, and military strategy. For students enrolled in the MSc International Security and Risk degree, the theory-driven approach in Security Theory complements the issue-based approach in Contemporary Security Challenges (PAIR6002).
This module considers sediment in the environment from small-scale to global-scale processes. At the small scale you will learn how to characterise sediments and the fluids that transport them. At the global scale you will learn about the main environmental drivers of sediment transport, including rivers, waves and tides. We will consider the importance of sediment as a habitat and how the presence of organisms and biological substances influences sediments. You will learn about the key characteristics of sedimentary environments in both modern and ancient times. We will consider sediment as a global resource and the implications for sustainable management.
This module is designed to accompany you as you resume your programme of studies in Southampton and grapple with the challenges of re-entry. We will support you as you reflect upon your experience of study abroad, enable you to articulate those experiences and work with you to incorporate them into your career planning in ways which will set you apart. Particular attention will be paid to what you have learnt about yourself, the ways in which you talk about your study abroad and how those experiences are qualitatively different from regular travel or gap year activities. You will be able to work on producing an enhanced CV and manage your online presence in order to reflect your identity and experiences in positive ways.
The development of geophysical survey methods has provided archaeologists with a wholly new approach to buried archaeological remains allowing - in some circumstances - plans of entire archaeological sites to be obtained prior to any excavation. The use of geophysical instruments for survey, and the interpretation of results that are obtained both require a detailed knowledge of how these instruments work and the scientific principles that they rely on. This module teaches the theory and method behind archaeological geophysical prospection, and also develops practical skills in the use of magnetometry, resistivity, ground penetrating radar and magnetic susceptibiity surveying for archaeological applications. The module includes a compulsory one-week field school, held during the Easter vacation.
