This module seeks to provide students with the fundamentals of the chemistry that underpins the biological sciences. Educational Aims: This module provides the student with the fundamental chemical principles necessary to understand the chemistry of biological systems. The module will cover two key areas. Firstly, it will provide an introduction to thermodynamics, electrochemistry and chemical kinetics in relation to biological systems. Secondly, it will provide an introduction to atomic and molecular structure leading to a description of the reactivity of the function groups and reaction mechanisms that are found in biological systems. It will provide an introduction to the role of metal ions in biology and an to the principles and application of spectroscopy. Outline Syllabus: The topics will be taught in two parallel strands with one hour lectures in each strand each week. Strand 1 could be broadly identified as organic chemistry while strand 2 deals with physical Chemistry. Semester 1: 1) Understand the principles underlying atomic and molecular structure (Strand 1) 2) Identification of functional groups and understand their reactivity (Strand 1) 3) Understand the properties of acids and bases and their use in buffers (Strand 1) 4) Concept of oxidation and reduction reactions and relation to bioenergy (Strand 2) 5) Basic concepts underpinning the thermodynamics of biological systems (Strand 2) 6) The thermodynamic properties of gases and solutions, including the concept of chemical potential (Strand 2) 7) Ligand binding to macromolecules (Strand 2) Semester 2: 7) Ligand binding to macromolecules and allostery (Strand 2) 8) Reactions that underpin biological chemistry and reaction mechanisms (Strand 1) 9) Metal ions in Biology (Strand 1) 10) Reaction kinetics and enzyme mechanisms (Strand 2) 11) Application of spectroscopy to biomolecules (Strand 2) Teaching and Learning Methods: The module will be delivered through a combination of lectures supported by a series of weekly computer-based worksheets and a series of workshops. A help desk will support students completing the computer-based worksheets
The project involves approximately 300 hours of commitment between the beginning of week 1 and the end of the last week before the Easter vacation (the finish date is to be confirmed). This corresponds to a minimum of 150 hours in the laboratory/ research environment and an appropriate amount of private study time for literature research and preparation of the dissertation.
This module builds on the student’s core understanding of the structure of atoms and molecules to predict their behaviour using state-of-the art computational chemistry methods. This will involve learning how quantum chemistry methods can be used to study atoms and molecules and how classical mechanics methods can be used to simulate molecules and biomolecules. These two methodologies are related and we will explore their respective and mutual applications. Emphasis will be placed upon learning how to use these methods for real-life applications.
The purpose of this module is to provide an introduction to working with children/young people, families and their wider support systems in various clinical settings (child mental health teams, hospital/forensic settings, multi-agency teams). The module content is informed by BPS guidelines, HCPC requirements and clinical guidelines (e.g. NICE guidelines).
This module focuses on the Child Health 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 Child Health Module in year 4 of the BM programmes is studied along with 4 other clinical teaching modules in Acute Care, Specialty Weeks, Obstetrics & Gynaecology/GUM and Psychiatry; 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 take the format of an 6 week placement in one or more of our University of Southampton partner trusts, together with a brief introductory block of delivered teaching. 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 in which they have had fewest learning experiences.
This module focuses on the Child Health 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 Child Health Module in year 4 of the BM programmes is studied along with 4 other clinical teaching modules in Acute Care, Specialty Weeks, Obstetrics & Gynaecology/GUM and Psychiatry; 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 take the format of an 8 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 in which they have had fewest learning experiences.
Recent high-profile cases Re W (A Child) [2021], Bell v Tavistock [2020] and [2021], NHS Trust v CX [2019] and Great Ormond Street Hospital v Yates [2017], have incited an international conversation on the unique ethical and legal issues that arise from children in the medical context. From children’s consent to medical treatment to the more limited power to refuse. Assisted dying to saviour siblings. Resolving conflicts between parents and healthcare professionals caring for very unwell children to shared decision-making. This module conducts an in-depth and often critical examination of child medical law. This module will implement a psychology research methodology, IPA, as a teaching pedagogy exploring the phenomena of children in the medical context through the lived experiences of those impacted by it. Through a combination of lived experiences of patients, children and healthcare professionals, case law, legislation, academic and non-academic literature, this module will provide a fresh, unique, and exciting analysis of child medical law.
Childhood maltreatment is one of the leading causes of mental health problems in the world. This module is designed as an in-depth introduction to the mechanisms via which early adversity might lead to mental health problems. We will also discuss resilience factors that might protect maltreated children from adverse effects. Pre-requisites: PSYC2007 AND PSYC2020 (or equivalent research methods/statistics modules)
The fact that children have human rights, i.e. children’s rights, and that these rights should underpin any decision, law and policy that is relevant to children, have been enshrined in international law instruments, like the UN Convention on the Rights of the Child, and have committed national governments to protecting and upholding them. This module will examine the theoretical approaches to the study of children’s rights and child protection, the legal instruments regulating the international and national protection of child rights and the main national policies adopted to translate rights’ protection into concrete policy measures on the ground. The module will explore specific case studies where children’s rights were violated. We will examine the protection of child refugees and unaccompanied migrant children in Europe, the situation of unaccompanied minors in the US, the issue of child trafficking and its human rights implications for children, as well as the regulation of and controversies surrounding the international adoption of children.
This module is designed to introduce you to some of the key concepts and debates surrounding children and childhood. It will provide you an opportunity to develop an analytical and critical understanding of the theoretical frameworks, research, policy and practice approaches relating to children. It will explore the nature of childhood and children's lives in a variety of contexts and the impact of social, economic, political and cultural processes on children and their wellbeing.
This module is designed to introduce you to some of the key concepts and debates surrounding children and childhood. It will provide you an opportunity to develop an analytical and critical understanding of the theoretical frameworks, research, policy and practice approaches relating to children. It will explore the nature of childhood and children’s lives in a variety of contexts and the impact of social, economic, political and cultural processes on children and their wellbeing.
EMHPs will operate at all times from an inclusive values base which promotes recovery, and recognises and respects diversity. Diversity represents the range of cultural norms including personal, family, social and spiritual values held by the diverse communities served by the service within which the Practitioner is operating. Practitioners must respect and value individual differences in age, sexuality, disability, gender, spirituality, race and culture. They must be able to respond to children and young people’s needs sensitively with regard to all aspects of diversity. The EMHPs will learn to demonstrate a commitment to equal opportunities for all and encourage children and young people’s active participation in every aspect of care and treatment. They will also demonstrate an understanding and awareness of the power issues in professional / student relationships and take steps in their clinical practice to reduce any potential for negative impact this may have. This module will, therefore, expose them to the concept of diversity, inclusion and multi-culturalism and equip them with the necessary knowledge, attitudes and competencies to operate in an inclusive values driven service. They will also learn to manage caseloads, operate safely and to high standards and use supervision to aid their clinical decision-making. They will need to recognise the limitations to their competence and role and direct children, young people and families to resources appropriate to their needs, including step-up to high-intensity therapy, when beyond competence and role. This module you will develop the EMHPs knowledge in the core principles of CYP IAPT and in becoming skilled in enhancing their work with children, young people and their families/parents. This module underpins modules 2 and 3, and will provide the EMHPs with the necessary knowledge, attitude and competence to operate effectively in an inclusive, values driven service and in the wider services context.
This course seeks to examine the international relations of the Peoples’ Republic of China (PRC) addressing how and why China has reached its status within the international system today. As the world’s second largest economy, China is also a nuclear power with a huge military establishment representing about one quarter of the global population. Hence it is important for students of international relations to deepen their understanding of the way in which China has emerged as one of the rising powers at the global level. This module, aside from providing students with a detailed analysis of key issues and events pertaining to China and global politics, will also pay attention to existing scholarly debates over critical issues pertaining to China within the international system. The first half of the course is designed to provide students with a comprehensive overview of key trends and events in China’s international relations from the 19th Century to the present day. The sessions during the first part of the course will examine topics such as the role of history in China’s external relations, the PRC’s decision to enter the Korean War, and the rise and fall of Sino-Soviet alliance. The second half of the course will address thematic issues of relevance to China in global politics; these include the scholarly debate over the rise of China, Sino-U.S. relations, China and regional/global security, China’s role in regional/global economy, China and emerging technologies, issues of human rights and environment.
Modern Chinese history can arguably not be understood without considering China’s role in the Cold War. Even China’s foreign relations today – for instance its relationship to Russia and to North Korea – are shaped by it. Vice versa, in understanding the Cold War in its global dimensions, it is crucial to look at China’s role in it, since it was an important player that sought to achieve a leadership role next to the two superpowers. This module introduces China’s role in the Cold War. In part 1 (first semester), we will focus on the chronology of the Cold War. Among our themes will be the foundation of the Chinese Communist Party in 1921, the Chinese civil war that caused the tensions between mainland China and Taiwan, the Sino-Soviet friendship and its split, China’s involvement in the Korean and Vietnam Wars, as well as the end of the Cold War.
After having explored the political chronology of China’s role in the Cold War in the first semester, we will turn to central themes in the second semester. Among the topics we will talk about are China’s policies regarding the atomic bomb and the arms race; its quest for a leadership role in what Mao Zedong called the ‘Third World’ and how this affects China-Africa relations today; the impact of the Cold War on Chinese literature, on foreigners living in China and on foreign academic perceptions of China. We will also discuss theoretical frameworks that we should consider when approaching the topic of the Cold War in China.
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.
After briefly considering the relevance of the traditional Chinese world order to contemporary Chinese political life, the module then focuses on two core themes: (1) Chinese domestic politics; (2) China’s external relations. Units on Chinese politics will address a variety of issues, including the origins of the Chinese communist revolution of 1949, the evolution of the party-state from 1949 to the present, the political economy of the Reform era, the roles of the Chinese Communist Party (CCP) and the People’s Liberation Army (PLA) in the Chinese political system, and politics of Hong Kong and Taiwan. The sessions on China’s foreign relations will examine topics such as the PRC’s decision to enter the Korean War, the rise and fall of Sino-Soviet alliance, Sino-U.S. normalization, the debate over the rise of China, China’s role in the global economy, China and international security, as well as China and the environment.
After briefly considering the relevance of the traditional Chinese world order to contemporary Chinese political life, the module then focuses on two core themes: (1) Chinese domestic politics; (2) China’s external relations. Units on Chinese politics will address a variety of issues, including the origins of the Chinese communist revolution of 1949, the evolution of the party-state from 1949 to the present, the political economy of the Reform era, the roles of the Chinese Communist Party (CCP) and the People’s Liberation Army (PLA) in the Chinese political system, and politics of Hong Kong and Taiwan. The sessions on China’s foreign relations will examine topics such as the PRC’s decision to enter the Korean War, the rise and fall of Sino-Soviet alliance, Sino-U.S. normalization, the debate over the rise of China, China’s role in the global economy, China and international security, as well as China in global negotiations on climate change.
Today, chivalry is readily associated with gentle(manly) behaviour, and more specifically with sportsmanship, gallantry and courtesy. While indisputably there has always been a ‘civilising’ component to chivalry, it is fascinating to see how our modern society has shifted the focus away from what once formed its core elements: war and violence. This module investigates the roots and development of a martial ethos, which came to be fully assimilated by the aristocracy between the 11th and the 15th century, and infused its culture.
This module familiarises students with central concepts and findings in decision theory. It will explore in detail how decisions should be made, introducing normative benchmarks such as rationality and consistency, and will present how decisions are made, using both empirical and experimental findings and theoretical arguments. The module will illustrate the concepts by examining decision-making in a variety of economic contexts and environments, and discuss possibly implications for economic policies in these contexts. These contexts include decisions under risk and uncertainty and over time.
