This is a postgraduate module in applied statistical modelling which is designed to equip students with highly sought after employability skills in data analysis. The module will cover a range of techniques, starting with introductory statistics and statistical theory, linear regression, logistic regression, multinomial logistic regression, and ordinal logistic regression. Some theory behind the methods will be covered, although the emphasis is on the practical application of these methods using statistical software. Students will be introduced to Stata as the statistical software. This module is the pre-requisite for the module ‘Advanced Statistical Modelling’.
Educational research is a wide-ranging field that draws upon many different disciplines and methodologies. This introductory module aims to help you navigate this complex field by providing an overview of the common paradigms and methodologies that you are likely to encounter in educational research. The module enables you to find, read, and critically appraise educational research conducted by others. The module also provides you with opportunities to practice relevant skills (e.g. searching for research literature, critical reading and writing, creating an academic poster) while discussing ideas with your peers. The module has a mix of plenary lecture sessions and smaller seminar groups led by a team of tutors.
This module contributes toward your development as an evidence-informed Master's level health and social care practitioner. The module introduces the knowledge and skills necessary to critically engage with and utilise research to inform and enhance practice, education and service delivery. This module provides the skills for understanding how research is conducted, how to evaluate evidence and, ultimately, how that informs practice delivery to improve patient care and outcomes.
This is an ONLINE module. This module contributes toward your development as an evidence-informed Master's level health and social care practitioner. The module introduces the knowledge and skills necessary to critically engage with and utilise research to inform and enhance practice, education and service delivery. This module provides the skills for understanding how research is conducted, how to evaluate evidence and, ultimately, how that informs practice delivery to improve patient care and outcomes.
Working as a health psychology apprentice will improve your understanding of what it means to work in health psychology and permit you to develop subject-specific and generic professional skills. Supported by module staff, you will select a suitable psychologist to apprentice with. You will then work with them one day a week for the entire semester. Your work as an apprentice will help you to develop generic professional skills, along with skills specific to one or more core health psychology domains of research, teaching, consultancy, and interventions. For example, you might assist with intervention development and testing, collaborate on research projects with other members of a research team, and/or act as a trainee teaching assistant. These activities will be agreed between the student and apprenticeship supervisor, and approved by the module co-ordinator, prior to commencement on the module.
This core module for the MA Global Literary Industries Management introduces the critical vocabularies for understanding the literary and cultural industries. It introduces the key conceptual and creative ideas that underpin literary arts management. It explores the changing meanings of authorship, ownership, originality and intertextuality. It evaluates why the genre and forms of writing matter and looks at how the distinctions between canonical, popular and experimental texts have been developed and maintained. It also examines questions of reading, cultural consumption and reception. It asks why, how,and where people read and what meanings they give to reading. Finally, it provides you with a vocabulary for writing, researching and talking about the institutions and markets of cultural institutions, as we look at the role that pedagogies, publishers and prizes play in the literary industry.
This module provides a comprehensive introduction to the analytical frameworks at the heart of the MA Languages and Cultures programme. Through guided weekly readings, discussion-based seminars and reflective short assessments, you will develop the skills required to engage at an advanced level with the high-level texts and concepts you will come across during the taught and research components of your MA programme. Producing short reflective accounts will hone your writing and communication skills. You will be encouraged throughout to reflect on early ideas for your dissertation, which you will then develop on a more practical and concrete basis during the semester 2 Research Skills module.
This optional module for the MA English Literary Studies, taught by those contributing to the programme in a given year, will introduce you to the key critical, theoretical, historiographical and conceptual debates surrounding the study of genre. It will emphasise the issues which have been central to current scholarship on genre, and consider how literary and cultural texts have employed, combined, and subverted the formal conventions of genre.
This module approaches Shakespeare from a number of perspectives. It thinks about Shakespeare now: how his plays continue to be performed and adapted, on stage and for the screen, in the UK and abroad, and about how Shakespeare is continually being reinvented by being freshly edited, abridged, translated, reworked by novelists, or reinterpreted by new generations of critics. The module also thinks about Shakespeare in his own time – the Renaissance world in which his plays were first written and performed – and about how Shakespeare approached his own past: medieval England, ancient Britain, classical Rome. The module considers how Shakespeare’s plays lived on after his death, through the closure of the theatres during the civil war, to their revival by Restoration theatre-managers, appropriation by eighteenth-century editors and celebrated nineteenth-century productions. The module will enable you to consider how Shakespeare approached his own culture, and how he has been received and remade by different cultures at different times since. You will engage with recent critical thinking about, for example, early modern playhouses and original practice; reading the medieval past in the early modern; adaptation and appropriation; the Shakespearean cultural industry; ‘Global’ Shakespeare. The module will be taught by all those contributing to the MA in a given year.
The core course for the MA, convened on a multidisciplinary basis, and taught by all those contributing to the MA in a given year, will introduce students to the key theoretical, historiographical and conceptual debates surrounding the study of the long eighteenth century. It will emphasise the gender issues which have been central to the revision of scholarship on the period over the last quarter century.
This core module for the MA English Literary Studies (Nineteenth-Century) pathway, taught by all those contributing to the pathway in a given year, will introduce students to the key critical, theoretical, historiographical and conceptual debates surrounding the study of the long nineteenth century. It will emphasise the issues which have been central to the emergence and revision of key areas of scholarship on the period over the last quarter century, and to effective methods for archival research.
This core module for the MA English Literary Studies (Twentieth-Century) pathway, taught by all those contributing to the pathway in a given year, will introduce students to the key critical, theoretical, historiographical and conceptual debates surrounding the study of the long twentieth century. It will emphasise the issues which have been central to the emergence and revision of key areas of scholarship on the period over the last quarter century, and to effective methods for archival research.
The disparate body of literature collected together under the title 1001 Nights, more popularly known as the Arabian Nights, is set primarily in the cities of the medieval Middle East, including Baghdad and Basra in Iraq, Cairo in Egypt and Damascus in Syria. The narratives include characters from all levels of society, from caliphs, princes, princesses and viziers, to poor men and women, as well as magical beings of various sorts. They recount great adventures and supernatural happenings; but among the more marvellous events appear many details of daily life, social activity and urban landscape. This module uses the 1001 Nights as a starting point for a thematic investigation of medieval Arab (largely urban) society.
The aim of every language course at the University is to enable you to communicate in your target language (TL) at that particular level and in your particular area of interest. We use the word ‘communicate’ in its widest sense, meaning that you will not only be able to talk to people in the language but also to develop your proficiency in listening, reading, and writing. This means that the module aims for you to understand all the things which affect communication in that language, including knowledge of how the language is used, how it works and how to analyse it, and the cultural contexts in which it is spoken. This particular module is aimed at complete beginners. Successful completion of the full Stage 1, over 2 semesters, is approximately equivalent to having reached Level A1 of the Common European Framework or a good GCSE. Taking this single semester module at Stage 1 will take you part of the way to the outcomes of the full Stage. You are encouraged to take a full language Stage if you want to make significant progress in the language you are learning.
How do archaeologists find sites, gather data and proceed to make sense of archaeological traces? This module provides a detailed introduction to fieldwork methods and analysis, covering site prospection techniques (e.g., aerial photography and geophysical survey), the basics of environmental and maritime archaeology, the study of standing buildings, scientific dating techniques and excavation. The content is delivered through a combination of lectures and weekly practical sessions.
The dissertation is a key component of your degree, and the culmination of your programme of study. It provides an opportunity to demonstrate the skills of planning, research, data collation, analysis, and communication that you have learned during your prior studies, and allows you to take ownership of an individual, original piece of research. The scope for individual choice of topic is very wide (limited only by what staff are willing to supervise), and you are thus able to use the dissertation as a way to develop an area of Archaeology (cultural, chronological, methodological, theoretical, etc) that has particularly interested you during your programme of study. You will work closely with your supervisor to implement your project plan, producing research that, at its best, has the potential to represent a genuine and original contribution to archaeological knowledge.
The dissertation is a personal research project of 15,000 words, which is completed with guidance from a personal supervisor. It takes place over the summer period and should involve original research and high-quality formal written presentation of material. The 15,000 limit allows enough space for both analysis and discussion, as well providing the required detailed account of methods used. As part of this module you will give an oral presentation as opportunity to receive feedback from staff and fellow students.
The remit of Archaeology remains to understand the human past through material traces and to comprehend how the pasts we create are structured by, and structure, contemporary social values. But the way Archaeology is practised is increasingly varied, drawing upon an expanding range of methodologies and interpretive approaches, and extending its reach both temporally and thematically. Through presentations of recent research, this module offers both: an introduction to current archaeological thought for Masters students entering programmes without an archaeological background; and, for those already familiar with the discipline, an insight into contemporary research and its disciplinary context at Southampton and beyond.
The dissertation is a personal research project which is completed with guidance from a personal supervisor. It takes place primarily over the summer period and should involve original research and high-quality formal presentation of material. The word limit allows enough space for both analysis and discussion, as well providing the required detailed account of methods used. The specific format of the dissertation and the support provided in preparing it is provided in the Archaeology Dissertation Handbook.
Seafaring lies at the heart of human activity across the world and has taken place from the earliest times to the present day. Reflecting this, in recent years the study of seafaring has become an increasingly important area in our understanding of the human past. Current research within the Archaeology Department takes place across a range of areas and periods and is reflected in the module content; from the earliest human occupation of Australasia in c.60,000BP to the development and application of industrial processes for maritime technology in the globalising maritime world of the 18th and 19th century. These periods form part of the case studies, alongside archaeological examples from the ancient Mediterranean, northwest Europe and the Indian Ocean, which are central to the module. You will also be introduced to the basic ways in which seafaring is studied through the archaeological record and you will gain a thorough grounding in the understanding and interpretation of seafaring from a social, economic and environmental perspective. This, along with the case studies, will provide you with a developed appreciation of the global significance of seafaring activity and how it can greatly enhance our overall understanding of the past.
The transmission of sound within buildings plays a vital role in architectural design that should be taken account of at an early stage. The module covers two main areas: (i) building acoustics, that is the effects of the materials and overall design of buildings on the transmission of sound within the building and the acoustic suitability of the rooms for their purpose; (ii) auditorium design, that is the specific acoustic design of large rooms intended for concerts, theatre or as lecture rooms. These two areas have some commonality, particularly the reverberance, but also some aspects that are more important in one area than the other. The module has been designed in collaboration with industry leaders Arup and provides hands-on experience of advanced measurement and prediction methods.
This module builds upon the design modules within Parts 1 and 2 and places specific focus on the process of designing structures where the solutions and elements are fully integrated. It emphasises the relationship between context, user requirements, structure, material and space. Each year, a design brief is set that provides the opportunity to pursue, investigate and experiment with individual design methodologies and processes within a real world context. Students are expected to use the knowledge gained in previous years and develop designs in a manner that balances form, function and technical considerations. This module seeks to operate in similar manner to a professional design office, with rigorous and self-motivated working and communication practices. Students will use the weekly studio sessions to progress their design work alongside their peers and will receive individual as well as group tutorials. Interim and final reports and presentations to design tutors and fellow students, and possibly external critics from industry, act as milestones for students to demonstrate the design proposal throughout its development.
