This module concerns the public sector's accounting, auditing and taxation, including government budgeting practices that under-emphasise accounting. This module aims to portray the whole of government through the eyes of accountants by concentrating on the possibilities of accounting techniques. Historically, accounting modules are taught in the context of for-profit organisations. This module assumes a basic understanding of such accounting. Moreover, this module will shed light on performance measurement in the public sector including internal audits and financial reporting. The third part will highlight the economics of taxation in areas like operating tax systems efficiently, tax incentives and other taxation tools used by the government to enhance their economic growth.
Accounting systems provide useful inputs in the decision-making processes of organisations. The overall aim of this module is to provide an understanding of how accounting processes and techniques are implicated in the management of organisations, be it at the board, strategic or tactical levels. This module will hence focus on how organizations are controlled and managed from the point of view of internal and external decision- makers, and the issues are considered in the context of business enterprises. The module builds on the fundamentals of accounting and the various management modules to develop the student’s awareness of contemporary issues emerging at the intersection of accounting and management.
This module provides an in-depth overview of core principles in both financial and management accounting, laying the groundwork for understanding how financial data is systematically recorded, analysed, and applied within organisations. The module begins with an exploration of financial statement preparation, covering foundational concepts, measurement challenges, and the assumptions that underpin financial reporting. Through this study, students gain valuable insights into how accurate financial recording supports organisational control, enhancing decision-making and ensuring financial transparency. The module then examines how financial performance and other essential information are conveyed through financial reporting, focusing on how stakeholders, including shareholders, analysts, and regulators use this information to evaluate a company’s financial stability and performance. In addition to financial accounting, the module aims to build students' theoretical and practical expertise in management accounting, equipping them with tools and techniques for informed planning, decision-making and effective organisational control. Students will explore key concepts which are crucial for making sound financial decisions across diverse business settings. The module also introduces contemporary management control techniques, offering insights into budgeting, investment appraisal and performance management, thereby preparing students to understand how management accounting supports strategic planning and operational efficiency within organisations. This well-rounded approach equips students with a solid grounding in both financial and managerial accounting practices to support managerial activities.
This module serves as a comprehensive accounting research project for students in the Accounting Department. The Final year Accounting Research Project provides you with the opportunity to conduct a significant piece of independent research work on a topic of your choice, culminating in the preparation of a 8,000-word project describing your work. You could investigate an accounting problem (academic paper), a practical business financial problem suggested by an external organisation or by your supervisor, prepare a sustainability report for an SME of your (your supervisor’s) choice, or a taxation project (Application and Professional Advanced Taxation Skills).
This module comprises two design exercises: the first examines practical vibration isolation requirements, and the second focuses on designing an acoustic exhaust or intake system to meet specified performance criteria. The investigation will be carried out in groups. Teams are expected to consult relevant literature extensively, covering the fundamental physical mechanisms of noise and vibration generation, transmission, and measurement. Each group will present its findings and demonstrate a solid understanding of the underlying theory. In addition, teams should provide justified recommendations for potential design improvements that could be considered or implemented. The presentation will be followed by a Q&A session.
This aim of this module is to build an understanding of the physics of active control. Active control is a method for realising control through the use of secondary sources or actuation, whose outputs are designed to modify the response of a system. Techniques for modelling and analysis of active control of sound, vibration and mechatronics problems will be presented. The feasibility of active control will be demonstrated in a variety of industrial applications.
This module will introduce the techniques and contemporary methods used in active remote sensing systems, focusing on LIDAR and RADAR systems. The module will cover the fundamental principles of active remote sensing (e.g. the measurement techniques of these systems). Additionally, the module will focus on practical application areas of data from these systems, specifically in terrestrial systems, such as three-dimensional (3D) topographic mapping, forests characteristics mapping and surface deformation.
This subject arises through a fusion of compound interest theory with probability theory, and provides the mathematical framework necessary for analysing such contracts, which are essentially long term financial transactions in which the various cash flows at different times are contingent on the death (life assurance) or survival (life annuities) of one or more specified human lives. Having developed this framework, we can address issues such as how to determine the premium that should be charged for a certain life assurance contract, including allowance for expenses and/or profit, and how to determine the value that should be represented in the balance sheet of a life assurance company in respect of the policies that it has sold. These examples reflect the two main traditional areas of actuarial activity within a life assurance company: pricing and reserving. The module begins with an examination of the various factors that affect mortality, and of how risk classification may be used to address the heterogeneity within a given population. Next, probabilities of survival and death are introduced, and it is shown how these may be represented within and extracted from life tables. Compound interest theory is then combined with such probabilities to analyse and evaluate both life assurance benefits and life annuity benefits. With the relevant theory fully developed, the module then becomes somewhat more applied. Premium calculation is explored in detail first, followed by the determination and application of reserves, and, in both areas, the theory is applied to quite realistic and complex problems. Finally, the alternative perspective of cash-flow analysis, or profit-testing, is introduced and applied to assess the emergence of profit from, and overall profitability of, a life contract. Pre-requisite for MATH3066
This subject arises through a fusion of compound interest theory with probability theory, and provides the mathematical framework necessary for analysing such contracts, which are essentially long term financial transactions in which the various cash flows at different times are contingent on the death (life assurance) or survival (life annuities) of one or more specified human lives. Having developed this framework, we can address issues such as how to determine the premium that should be charged for a certain life assurance contract, including allowance for expenses and/or profit, and how to determine the value that should be represented in the balance sheet of a life assurance company in respect of the policies that it has sold. These examples reflect the two main traditional areas of actuarial activity within a life assurance company: pricing and reserving. The module begins with an examination of the various factors that affect mortality, and of how risk classification may be used to address the heterogeneity within a given population. Next, probabilities of survival and death are introduced, and it is shown how these may be represented within and extracted from life tables. Compound interest theory is then combined with such probabilities to analyse and evaluate both life assurance benefits and life annuity benefits. With the relevant theory fully developed, the module then becomes somewhat more applied. Premium calculation is explored in detail first, followed by the determination and application of reserves, and, in both areas, the theory is applied to quite realistic and complex problems. Finally, the alternative perspective of cash-flow analysis, or profit-testing, is introduced and applied to assess the emergence of profit from, and overall profitability of, a life contract. This module is a pre-requisites for MATH6130
Synopsis: The module extends the mathematical framework developed in MATH3063 in order to enable modelling of long term financial transactions where the various cash flows are contingent on the death or survival of several lives, or where there are several competing sources of decrement present. Having extended this framework, we can address pricing and reserving issues for contracts on a pair of lives, such as a husband and wife. The module begins by extending the notion of a life table to several lives, as a precursor to examining assurances on a pair of lives where the benefit is paid on the first (joint life assurance) or last (last survivor assurance) of the pair to die. Assurances payable only on a specified ordering of the deaths (contingent assurances) are also covered, as are correspondingly ordered annuities (reversionary annuities). Attention then turns to a single life subject to several competing sources of decrement who may leave the population of active members by age retirement, by ill-health retirement, by death, or by leaving employment covered by the scheme. Both multiple-state and multiple-decrement models are employed in such contexts, and both are examined. The concepts of aggregate claim and cash-flow process are explained. Then Poisson process are used to model the number of claims, and the distribution of inter-arrival claims are discussed. The concept of ruin probability is covered where compound poison processes and simulation techniques are covered to calculate various type of finite and infinite horizon ruin probabilities. Next, the method of chain ladder and their application in delay trainable are studied where inflation is allowed and statistical models are applied. Finally, Bornhuetter-Ferguson method for estimating outstanding claim amounts are investigated.
Actuarial Science Case Study 1 gives MSc Actuarial Science students the opportunity to conduct and gain experience of an in-depth open-ended actuarial investigation. The main purpose is to develop students’ skills in: identifying, organising, and directing their own work; accessing and using relevant resources, such as library and software resources; applying their actuarial, statistical, and financial knowledge and understanding in an actuarial context; and communicating their work, by writing a comprehensive report on the investigation and its outcomes. Actuarial Science Case Study 1 is a primary means by which MSc Actuarial Science students demonstrate their capacity for independent learning. Students will normally undertake Actuarial Science Case Study 1 over a six-week period in the early summer (typically, mid-June until end-July). There will normally be a choice of two topics for Actuarial Science Case Study 1. Each case study topic will be partially structured, but open ended. The supervisor for a case study topic will meet regularly (usually weekly) with all students taking that case study topic, as a group, to answer questions and provide limited advice and support. Weekly office hours will also be provided, as additional support. Assessment will be by means of an Actuarial Science Case Study 1 report, of 25-30 pages in length, to be submitted at the end of the relevant six-week period.
Actuarial Science Case Study 2 gives MSc Actuarial Science students the opportunity to conduct and gain experience of an in-depth open-ended actuarial investigation. The main purpose is to develop students’ skills in: identifying, organising, and directing their own work; accessing and using relevant resources, such as library and software resources; applying their actuarial, statistical, and financial knowledge and understanding in an actuarial context; and communicating their work, by writing a comprehensive report on the investigation and its outcomes. Actuarial Science Case Study 2 is a primary means by which MSc Actuarial Science students demonstrate their capacity for independent learning. Students will normally undertake Actuarial Science Case Study 2 over a six-week period in the late summer (typically, start-August until mid-September). There will normally be a choice of two topics for Actuarial Science Case Study 2. Each case study topic will be partially structured, but open ended. The supervisor for a case study topic will meet regularly (usually weekly) with all students taking that case study topic, as a group, to answer questions and provide limited advice and support. Weekly office hours will also be provided, as additional support. Assessment will be by means of an Actuarial Science Case Study 2 report, of 25-30 pages in length, to be submitted at the end of the relevant six-week period.
This module focuses on the Acute Care knowledge and understanding, practitioner and professional skills required of an F1 doctor, and the assessments within this module will focus on these areas. The BM programmes are however highly contextualised and integrated programmes in which the application of knowledge and understanding, clinical skills and professional practice applicable to medicine are learned through a range of modules none of which are stand alone modules and therefore this module should be recognised by teachers and students alike as part of the whole year and programme. The Acute Care Module in year 4 of the BM programmes is studied along with 4 other clinical teaching modules in Psychiatry, Specialty Weeks, Obstetrics & Gynaecology/GUM and Child Health; a year long Medical Ethics & Law (MEL) module; and a Year 4 assessment module. The emphasis of the assessments for each of the modules aligns with the focus of learning for that module, however the integrated nature of the course means that there will undoubtedly be overlap and aspects of the assessment in each module will draw upon learning from modules studied in earlier years as well as modules studied in that year. In addition, the MEL module and Year 4 assessment modules have been purposely designed to assess learning outcomes covered in any of the 5 clinical modules from the year. The module will normally take the format of a 4 week placement in one or more of our University of Southampton partner trusts. The timing will vary for different student groups and the teaching staff will vary for different trusts and student groups. As is the nature of clinical placements, the exact learning experiences of each student will be variable however all students will receive the same broad opportunities sufficient to achieve the learning outcomes of the module and it is expected that students will take responsibility for making the most of the opportunities provided and being pro-active in securing experiences in areas in which they feel they have weaknesses and/or they have had fewest learning experiences.
This module focuses on the Acute Care knowledge and understanding, practitioner and professional skills required of an F1 doctor, and the assessments within this module will focus on these areas. The BM programmes are however highly contextualised and integrated programmes in which the application of knowledge and understanding, clinical skills and professional practice applicable to medicine are learned through a range of modules none of which are stand alone modules and therefore this module should be recognised by teachers and students alike as part of the whole year and programme. The Acute Care Module in year 4 of the BM programmes is studied along with 4 other clinical teaching modules in Psychiatry, Specialty Weeks, Obstetrics & Gynaecology/GUM and Child Health; a year long Medical Ethics & Law (MEL) module; and year 4 and Finals assessment modules. The emphasis of the assessments for each of the modules aligns with the focus of learning for that module, however the integrated nature of the course means that there will undoubtedly be overlap and aspects of the assessment in each module will draw upon learning from modules studied in earlier years as well as modules studied in that year. In addition, the MEL module and Year 4 assessment modules have been purposely designed to assess learning outcomes covered in any of the 5 clinical modules from the year. The module will normally take the format of a 6 week placement in one or more of our University of Southampton partner trusts. The timing will vary for different student groups and the teaching staff will vary for different trusts and student groups. As is the nature of clinical placements, the exact learning experiences of each student will be variable however all students will receive the same broad opportunities sufficient to achieve the learning outcomes of the module and it is expected that students will take responsibility for making the most of the opportunities provided and being pro-active in securing experiences in areas in which they feel they have weaknesses and/or they have had fewest learning experiences.
This module will provide an appropriate introduction to working with CYP with Autism and Learning Disability. CWPs/EMHPs will need to extend low intensity support where a child or young person has autism, ADHD or a learning disability. They will develop an understanding of the core features of Autism, Learning Disabilities and associated conditions. They will also need knowledge of relevant legislation, medical and social models of disability and practice as well as the types of reasonable adjustments required in practice to meet the needs of this group. They will learn to deliver effective low intensity interventions with this client group.
This module provides insight in various aspects of adaptive animal physiology including the regulation of circulation, respiration, body temperature, feeding and metabolism, the skeletal system and developmental transitions. The way that these systems have evolved adaptive differences across the animal kingdom is a topic of particular interest. A second major focus is concerned with the regulatory principles that allow individual animals to adjust their physiological systems to cope with changes in their environment.
