The module examines selected written texts and films in the areas of travel, cultural encounter and identity. These will cover a variety of topics and cross-cultural encounters, within the broad area of Francophone film and non-fiction writing. Critical frameworks from mobility studies, postcolonial studies, cultural semiotics, and film studies will be introduced. This will allow you to explore work which makes cultural crossings, and reflects upon them, in relation to travels in Japan, the Americas, the Middle East, and travelling 'at home' in multicultural European cityspaces such as Paris.
Tribological interactions are ubiquitous and have profound impact across all areas of engineering and everyday life. This module places emphasis on the future application of tribological engineering to address the contact mechanics, friction, wear, lubrication and moving interfaces in tribological models, coupling physical phenomena at various scales. Crucially, advances in tribology have fundamental implications in the emerging innovations for power transmission and electric-mobility, the development of low friction surfaces created for energy saving and the drive for clean/renewable energy systems, such as wind and tidal turbines, wave-powered generator and hydropower. Equally, biotribology which deals with human joint prosthetics, dental materials and skin has a fundamental bearing for our daily lives.
This module will provide first-hand experience of ecology and conservation in a tropical environment and give you a foundation in a range of topics including biodiversity, community ecology, ecosystem processes, anthropogenic impacts, in-situ and ex-situ conservation, and protected areas. Tropical forests are some of the most diverse ecosystems on Earth and play critical roles in global biogeochemical cycles and climate regulation. However, they are undergoing rapid transformation through deforestation and land-use change. Alongside developing research skills this module will provide an opportunity for students to develop an understanding of how these ecosystems function and an appreciation of conservation and management of tropical forests. The two-week field course will take place in Belize, Central America. We will visit 3 key sites, including the Belize Zoo and Tropical Education Centre and the Las Cuevas Research Station. The Las Cuevas Research Station will be the primary field site and is located within the Chiquibul forest, which is part of the largest block of intact tropical forest north of the Amazon. Throughout the course there will be a strong emphasis on practical training. Key topics will be introduced during a series of lectures and talks, and then developed through workshops and structured field activities. The first half of the course will be spent learning about ecological and conservation issues and key equipment and field techniques for monitoring and conducting biodiversity surveys. Students will then use the remaining time to design and carry out their own supervised small group research projects. Teaching sessions will be accompanied by practical work which involves animal observation, with alternatives in place if required to meet minimum learning outcomes.
During this fieldcourse you will conduct snorkeling surveys of coral reef and soft bottom habitats by boat and from the beach. You will map marine underwater habitats in one of the world’s most iconic biodiversity hotspots. You will evaluate the influence of water quality on this diversity along gradients of human impact and understand the importance of the wider reef catchment area including mangrove and rainforest habitats. Students taking this module need to be Marine Biology MSci, Biology and Marine Biology MSci or Marine Biology with Oceanography MSci students who have successfully completed their third year.
The central goals of enquiry are to discover what the world is like and how we ought to live. A simple and initially attractive picture is that there is a world independent of us that we can learn about via experience, and via reasoning. But both parts of this picture are subject to significant philosophical worries. Is the world truly independent of us, or do we somehow construct it – are truths about beauty and ethics, race and gender, dependent on our beliefs and relative to our perspectives? Does the existence of widespread disagreement in these areas show that there is no independent fact of the matter? Can we really know about a world independent of us given that we are subject to error and illusion, and that we can doubt all of our beliefs? Are there some truths that can’t be known or that can’t be known by certain groups of people?
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.
