This module consists of 9 x 2-hour sessions covering 5 topics. Click on the timetable link for timetables and details of topics covered. Prior to each topic, the relevant journal and supporting documentation will be uploaded onto the course materials section of the blackboard. Each topic will be taught by an academic with a specialist interest in the subject area. The first session will consist of a seminar. The content of the seminar will then be discussed by the group, including the lecturer, in order to clarify any points and to frame any questions arising from the lecture that the students find interesting. A journal paper that extends or applies the knowledge in the seminar, will then be shared with the students. Students should read the methods section immediately, in order to ensure that they are familiar with the basic principles of the techniques and/or any confusing abbreviations used. Methodological queries will be discussed at the session. The paper and background questions arising from the paper or the seminar will form the basis of the work in the following session (except for topic 5). For topic 1, students will submit a written critical review of the paper stating the hypothesis and summarising the background, results and conclusion with comments on strengths, weaknesses and any new questions arising as a consequence of the paper. This will be a formative assessment and the critical analysis of the paper and feedback on the written reviews will be discussed during the session 2 of topic 1. For topics 2, 3 and 4, one or several students will make an oral presentation of the paper, and all the students will be expected to join in a discussion of the paper during and after the presentation. All students will be expected to research other articles to bring to the general discussion of the selected paper. The student(s) who give the presentation will not be assessed on their contribution to the discussion. All students will be given marks for either their oral presentation or discussion contribution for these 3 topics. For topic 5, all the students will write a critical review of the paper stating the hypothesis and summarising the background, results and conclusion with comments on strengths, weaknesses and any new questions arising as a consequence of the paper. This will be a summative assessment. There will be no session 2/oral presentation for this topic. Although there is no specific pre-requisite for this module, this is a level 7 module, and an undergraduate level knowledge of immunology is expected.
This module is designed to build upon knowledge gained from BIOL6038 Immunology module in Semester 1, providing an in-depth overview of the role of the immune system in cancer and targets for immunotherapeutic strategies. This module is taught by world leading experts in the field of Cancer Immunology and the content of the module is informed by current ongoing research and clinical trials being carried out Southampton.
The Capstone Project provides you with the opportunity to conduct a significant piece of independent research on a topic of your choice or a topic related to a specific company context. You will investigate a practical problem or issue relevant to your degree programme by collecting primary and/or secondary data with a focus on AI-enabled business solutions. You will choose from two dissertation formats, either: a traditional academic thesis related to Management and AI; or a company-specific/ applied research project investigating an AI-related business solution. The latter can be either, i) A consultancy-type project investigating and recommending a bespoke AI-related business solution, or ii) A business plan for a new AI-related business venture.
The Capstone Project provides you with the opportunity to conduct a significant piece of independent research on a topic of your choice or a topic provided by a company You will investigate a practical problem or issue relevant to your degree programme by collecting primary and/or secondary data with a focus on AI application to business You will choose from three different project formats Academic article related to Management and AI Consultancy project about developing an AI business application Business plan on an AI business venture
This module aims to increase your research-led analytical skills in the handling of sub-surface data using the digital tools routinely employed within the carbon capture and storage (CCS) and energy industries. The course is almost entirely work-station driven with emphasis on integrated group projects and deskside coaching. You will find similar software tools used globally for a range of applications that require subsurface imaging and rock property characterisation, such as energy, environment or minerals. The course will emulate work flows commonly employed in industry and it represents a valuable opportunity to enhance your employability as society moves forward with the transition to green energy and carbon reduction. The methods used are also utilised in academic research for interpreting the sub-surface environment and its development across a range of geological and geophysical projects.
Developments in international, national and local policies, government strategies and drivers and service provision are together making new demands on cardiac care delivery. Cardiology is a dynamic and rapidly changing specialty, which requires health care professionals (HCP) to be able to deliver high quality, evidence-based care to a range of service users, in a variety of clinical settings.
This module provides a space in which you can reflect on your career aspirations and develop a bespoke personal development programme.
This module aims to equip health care professionals to meet the acute care needs of patients across diverse settings such as assessment units, inpatient wards, admission areas, emergency departments, theatres recovery, rapid response and community teams. This module is aimed at health care professionals who wish to increase their knowledge and understanding of caring for acutely ill child and adult patients' such as paediatric nurses, adult nurses, paramedics, physiotherapists or practice nurses.
This module aims to equip Health Care Professionals to meet the acute care needs of patients across diverse settings such as assessment units, in-patient wards, admission areas, emergency departments, theatres recovery, rapid response, and community teams. This module is aimed at health care professionals who wish to increase their knowledge and understanding of caring for acutely ill child and adult patients' such as paediatric nurses, adult nurses, paramedics, physiotherapists, and practice nurses.
A shipowner will wish to use its ship to make as much profit as it can and will usually do so by chartering the ship either on a time charter or voyage charter basis. This course will consider the basic obligations which you would expect to find in any charterparty such as the shipowner's obligation of seaworthiness, the obligation not to deviate and the charterer's obligation to nominate a safe port, before turning to consider time charterparties and voyage charterparties, and their differences, in greater depth. The standard form contracts in common use will be studied, as will the international conventions, such as the Hague and Hague-Visby Rules, which may be incorporated voluntarily in to those contracts. The principles of general commercial contract law, such as frustration, remedies for breach, remoteness of damage, and assessment of damages have often been developed in the area of carriage of goods by sea.
Innovation is essential for Defence and Security (D&S) to ensure operational capability is maintained and enhanced in an increasingly complex and dynamic global environment. Developing world leading technological and tactical solutions will ensure threats are dealt with effectively, efficiency is enhanced, and resources are maximised. Threats and opportunities are constantly evolving so innovation is required to provide agile and resilient responses. This module will introduce students to the multifaceted components of D&S innovation. Innovation often thrives in environments where there's collaboration between government agencies, academia, industry partners, and international allies. By fostering these relationships, the UK can leverage a diverse range of expertise and resources to drive innovation forward. The module is delivered via a series of case studies covering innovation in the context of D&S, policy, intellectual property, ethics, diversity, responsible research, engagement and collaboration. In order for students to gain a foundation in both theory and practice, they will be taught by relevant academics and industrial partners. For each topic area, a high level theoretical overview will be provided, supported by a more detailed case study example of how this manifests in practice. The topics covered in this module will all be necessary considerations as the student moves into their research phase of the iPhD, where there will be further opportunities to consolidate the content of this module via their Feasibility Study and PhD progression review points.
MSc SAM/STATS Case Study 1 gives MSc SAM/STATS students the opportunity to conduct and gain experience of an in-depth open-ended statistical 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, internet and software resources; applying their statistical knowledge and understanding; and communicating their work, by writing a comprehensive report on the investigation and its outcomes. MSc SAM/STATS Case Study 1 provides a mean by which MSc SAM/STATS students demonstrate their capacity for independent learning. Students will normally undertake MSc SAM/STATS Case Study 1 over a six-week period in the early summer (typically, mid-June until end-July). The topic for MSc SAM/STATS Case Study 1will be partially structured, but open-ended. The supervisor for a case study topic will introduce the topic with a 2-hour lecture during the first week. The remaining teaching hours will be made up of drop in sessions, where students can ask questions and find limited advice and support. Assessment will be by means of a report, of 25-30 pages in length, to be submitted at the end of the relevant six-week period.
MSc SAM/STATS Case Study 2 gives MSc SAM/STATS students the opportunity to conduct and gain experience of an in-depth open-ended statistical 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, internet and software resources; applying their statistical knowledge and understanding; and communicating their work, by writing a comprehensive report on the investigation and its outcomes. MSc SAM/STATS Case Study 2 provides a mean by which MSc SAM/STATS students demonstrate their capacity for independent learning. Students will normally undertake MSc SAM/STATS Case Study 2 over a six-week period in the early summer (typically, end-July until early-September). The topic for MSc SAM/STATS Case Study 2 will be partially structured, but open-ended. The supervisor for a case study topic will introduce the topic with a 2-hour lecture during the first week. The remaining teaching hours will be made up of drop in sessions, where students can ask questions and find limited advice and support. Assessment will be by means of a report, of 25-30 pages in length, to be submitted at the end of the relevant six-week period.
The castle was one of the most characteristic creations and symbols of the middle ages. They were advanced military technology which supported a range of functions; they dominated populations and secured conquests; they were garrisons, centres of government and elite residences, among other functions. Within this module, you will examine how the castle developed in terms of functions and uses. Changing military technology formed perhaps the largest single influence on the development of the castle, and the module will include consideration of the development of siege technology, and especially of the evolution of artillery. Social change also influenced the development of the castle, for castles depended on the predominance of an aristocratic class itself subject to change. Finally, you will look at the end of the castle as a serious military asset, and how some of its functions and values survived even that.
The broad educational goal is to enhance students' ability to reason about data generating processes, and extract, interrogate and evaluate patterns in the data. The focus on methods of causal analysis overlaps with the objectives of ``explainable AI." Students will then use these methods to reason about applications and questions in the natural sciences or socio-economic domains.
The aim of this module is to extend your knowledge and understanding of CBT assessment and formulation and to examine CBT change methods in depth - as applied to depression. You will apply these skills in supervised practice.
This module aims to develop your competence in working psychologically with people with serious mental health needs (SMH).
The aim of this module is to extend your knowledge and understanding of CBT assessment and formulation and to examine CBT change methods in depth - as applied to anxiety presentations. You may take the full module (PSYC6107) covering a full range of presentations, or the short module (PSYC6106) covering a limited range of presentations.
This module builds on the skills and knowledge developed in PSYC6104 Introduction to CBT Theory and Skills. The module provides an introduction to the theoretical models and clinical skills involved in CBT for adults with anxiety disorders and depression. You will progress from a generic understanding of CBT and its use in the NHS to a more specific understanding of engagement, assessment, formulation and change techniques with patients with anxiety disorders and depression. You will cover third wave models of CBT with an introduction to Mindfulness, Dialectical Behaviour Therapy and Acceptance and Commitment Therapy.
The aim of this module is to extend your knowledge and understanding of CBT assessment and formulation and to examine CBT change methods in depth - as applied to depression.
The aim of this module is to extend your knowledge and understanding of CBT assessment and formulation and to examine CBT change methods in depth. The module focuses on generic therapeutic and basic competencies, as well as specific behavioural and cognitive therapy techniques. You will consider therapist factors in CBT, and have the opportunity to learn to reflect on your practice to become a more competent therapist.
This module comprises a portfolio evidencing your academic and clinical work completed over the course of your PG CBT training, aligned with BABCP requirements for accreditation.
