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The module been designed for the purpose of promoting and developing creative thinking and problem solving (CTPS) skills and addresses the need for individuals and teams who can ‘think outside the box’, and apply fresh thinking to practical, ‘real world’ problems. The module programme begins by examining the nature of creativity and the characteristics of creative people. It then proceeds to look at what blocks us creatively, and strategies for preventing or breaking through such blocks. The concept of ‘lateral thinking’ will be introduced together with processes for applying lateral thinking to problems that require creative solutions. You will be introduced to a variety of creative problem-solving techniques and approaches to use as ‘tools’ for re-interpreting problems, finding solutions and generating ideas. Practical demonstrations, exercises and task simulations will enable you to gain a deeper knowledge and understanding of these creative tools and the capacity to re-apply them or facilitate their use to generate concepts and ideas.

Are you interested in helping young people study English? This module will introduce you to teaching creative writing in secondary schools by providing training in effective classroom management and guidance on designing lesson plans for studying fiction and poetry. With a fellow student on the course, you will go on a placement in a secondary school in Southampton where you will help pupils develop their creativity and their knowledge of literary culture. Throughout the module, you will be encouraged to reflect on the critical and practical problems you encounter teaching, and to consider how the National Curriculum supports creativity in the classroom.

Are you interested in helping young people study English? This module will introduce you to teaching creative writing in secondary schools by providing training in effective classroom management and guidance on designing lesson plans for studying fiction and poetry. With a fellow student on the course, you will go on a placement in a secondary school in Southampton where you will help pupils develop their creativity and their knowledge of literary culture. Throughout the module, you will be encouraged to reflect on the critical and practical problems you encounter teaching, and to consider how the National Curriculum supports creativity in the classroom.

Are you interested in helping young people study English? This module will introduce you to teaching creative writing in secondary schools by providing training in effective classroom management and guidance on designing lesson plans for studying fiction and poetry. With a fellow student on the course, you will go on a placement in a secondary school in Southampton where you will help pupils develop their creativity and their knowledge of literary culture. Throughout the module, you will be encouraged to reflect on the critical and practical problems you encounter teaching, and to consider how the National Curriculum supports creativity in the classroom.

This module is structured in two parts: the foundations of data analytics and its applications in credit risk assessment. In the first part, students will be introduced to the core concepts and workflow of data analytics, with a focus on data pre-processing and data mining techniques. Key analytical methods covered include linear regression, classification techniques (such as logistic regression and decision trees), and clustering approaches (including K-means and hierarchical clustering). Essential modelling techniques—such as model selection, regularisation, and cross-validation—will also be explored to ensure robust and interpretable analysis. All practical work will be conducted using the Python programming language. The second part focuses on the application of these techniques to credit risk assessment, particularly in the context of retail credit scoring. It covers data preparation techniques such as cleaning, visualisation, standardisation, binning, and Weight of Evidence (WOE) transformation. Students will learn how to develop and evaluate credit scorecards, and how to measure and compare model performance using appropriate metrics. Ethical and sustainability considerations, such as fairness in model outcomes, will also be addressed. Real-world datasets and case studies will provide practical context throughout.

The module will start by defining the concept of data analytics and demonstrating the processes in three steps: data pre-processing, data mining and post-processing. Next, we will zoom into the data mining step and distinguish three types of data mining: descriptive/diagnostic data analytics (e.g. clustering, association rules), predictive data analytics (e.g. regression and classification), and prescriptive data analytics. The module will then illustrate how machine learning models can be successfully used to develop different application areas with a focus on retail credit risk. The theoretical concepts will be illustrated using real-life application cases and the relevant software.

The module will start by defining the concept of data analytics and demonstrating the processes in three steps: data pre-processing, data mining and post-processing. Next, we will zoom into the data mining step and distinguish three types of data mining: descriptive/diagnostic data analytics (e.g. clustering, association rules), predictive data analytics (e.g. regression and classification), and prescriptive data analytics. The module will then illustrate how machine learning models can be successfully used to develop different application areas with a focus on retail credit risk. The theoretical concepts will be illustrated using real-life application cases and the relevant software.

We often take it for granted that one job of the state is to catch and punish murderers, thieves, and fraudsters. But we shouldn’t take this for granted. Criminal punishment is one of the worse things the state is allowed to do to us, as it intentionally creates suffering and deprives people of their liberty. What, if anything, can justify such a practice? Many different justifications have been offered by philosophers and legal theorists. Some claim punishment justified because of its consequences, some on the grounds that criminals should get their just deserts. Others have claimed punishment is justified because of the message it communicates to the criminal or to wider society. Do any of these justifications work, or should the practice be abolished? And if the practice of criminal punishment is justified, what are the principles that determine who should get punished, and for what? Should we only punish those who cause harm, or is it justified to also punish those who merely attempt or conspire to commit crimes? Should we only punish people who harm others deliberately, or is it also legitimate to punish those who do so unawares? This module will look at questions like these, drawing on a combination of both philosophy and criminal law theory.

We often take it for granted that one job of the state is to catch and punish murderers, thieves, and fraudsters. But we shouldn’t take this for granted. Criminal punishment is one of the worse things the state is allowed to do to us, as it intentionally creates suffering and deprives people of their liberty. What, if anything, can justify such a practice? Many different justifications have been offered by philosophers and legal theorists. Some claim punishment justified because of its consequences, some on the grounds that criminals should get their just deserts. Others have claimed punishment is justified because of the message it communicates to the criminal or to wider society. Do any of these justifications work, or should the practice be abolished? And if the practice of criminal punishment is justified, what are the principles that determine who should get punished, and for what? Should we only punish those who cause harm, or is it justified to also punish those who merely attempt or conspire to commit crimes? Should we only punish people who harm others deliberately, or is it also legitimate to punish those who do so unawares? This module will look at questions like these, drawing on a combination of both philosophy and criminal law theory.

We often take it for granted that one job of the state is to catch and punish murderers, thieves, and fraudsters. But we shouldn’t take this for granted. Criminal punishment is one of the worse things the state is allowed to do to us, as it intentionally creates suffering and deprives people of their liberty. What, if anything, can justify such a practice? Many different justifications have been offered by philosophers and legal theorists. Some claim punishment justified because of its consequences, some on the grounds that criminals should get their just deserts. Others have claimed punishment is justified because of the message it communicates to the criminal or to wider society. Do any of these justifications work, or should the practice be abolished? And if the practice of criminal punishment is justified, what are the principles that determine who should get punished, and for what? Should we only punish those who cause harm, or is it justified to also punish those who merely attempt or conspire to commit crimes? Should we only punish people who harm others deliberately, or is it also legitimate to punish those who do so unawares? This module will look at questions like these, drawing on a combination of both philosophy and criminal law theory.