The City Infrastructure Design Project module builds on what you have learned from the Liveable Cities module and focuses on developing an engineering project within the city that contributes towards a specific vision (accessibility to water, waterfront development, city gateway). Three big, bold, and high impact physical engineering intervention ideas are already pre-defined throughout the city of Southampton, an interchange station, a bridge, and a waterfront leisure hub. You will work towards the development of one of these interventions by envisioning a concept, design it and generating a deployment plan. This will integrate aspects of sustainability, structural design, and project management.
This module presents knowledge and skills specific to civil/environmental engineering, in three areas: Environmental Sustainability and Geology for Geomechanics and in Construction. It complements the more general engineering science knowledge and understanding covered in the modules FEEG1002 and FEEG1003, and the civil engineering specific skills and knowledge with focus on design in the module CENV1026 in the first year of the civil and environmental engineering degree programmes. The skills and knowledge gained in this module are applicable across many areas of the programme, in modules involving design/manufacture and in individual and group research and development projects. In construction, students are first introduced to surveying, becoming conversant with modern surveying and construction techniques and develop surveying and setting out skills based on practical tasks undertaken around the campus. These skills will then be applied as a very important element of the construction of structures during the Constructionarium, which is a week-long residential field course activity in the final teaching week of semester 2. This tests awareness and knowledge of engineering processes in solving a series of practical construction tasks using the common civil engineering materials, steel, timber and reinforced concrete. Preparing for the Constructionarium is a major activity in semester 2, in which students work in groups to develop project plans, method statements and formwork/temporary works designs. A parallel activity in Semester 2 uses knowledge gained in the Mechanics, Structures and Materials module on the theoretical behaviour of structures to undertake numerical calculations to assess the performance of the Constructionarium structures, through a structural design exercise that includes sketching of load paths and structural form and understanding of loading, structural stability and structural element behaviour.
Political and military tumult would not seem an ideal backdrop for contemplation, but out of China’s Warring States period emerged a rich variety of philosophical thought; indeed, this period became affiliated with the ‘Hundred Schools of Thought’. Some of these traditions, like the Confucian and Daoist traditions, would go on to shape China and indeed East Asia in ways that can still be felt today, not only intellectually but also culturally. Other traditions, like that of the Mohists, would not retain direct influence beyond the classical period, but can be said to have played a crucial role in shaping the overall trajectory of Chinese and East Asian thought. This module surveys some of these traditions not only to illuminate the history of the intellectual development of a large portion of the world, but also to assess to what extent these ancient traditions provide solutions to current problems.
Critical and theoretical fashions have led to waves of new approaches and methodologies, each with certain distinctive emphases and concerns. These have made Film Studies into a rich and varied discipline, particularly as they have formed an addition to concerns rather than a replacement for the concerns that have animated film theory and analysis since the birth of the medium. This module was conceived as a complement to ‘Interpreting Film: Contextual Approaches to Cinema History’. It will look at some of the tradition and essential concerns of film theory, including notions of film as art and how films ‘work’ on a micro-scale. Its focus will be on ‘Classical Film Theory’ (including Eisenstein, Bazin, etc), which set out the traditional interests and emphases of Film Studies. It will also embrace more recent film theory (such as ‘Screen theory’ and psychoanalysis, ‘Wisconsin’ formalism and cognitive psychology). The module will address questions of ontology and epistemology, as well as debates about art and cultural value Another central concern of this module is textual detail and there will be a focus on close textual analysis of films. Consequently, there is an interest in film ‘specificity’ – seeing film as film (as Victor Perkins put it), rather than seeing film as a symptom of something else (eg.social change, cultural degeneration), or as a vehicle for other concerns (such as more general social, economic or cultural history, or sociological, philosophical or psychological concerns) that reside outside of cinema.
Philosophy flourished in classical India for well over a millennium, with figures in this tradition producing works that are on a par with those of figures in ancient Greece and late antique and medieval Europe. In fact, figures in classical India contributed extensively to what what we now recognise as core areas of philosophy such as epistemology, logic, philosophy of mind, metaphysics, and ethics. This module provides an overview of this long-neglected tradition of philosophy. Texts covered may include the early texts of the Brahmanical and Śramaṇa traditions (e.g. the Upaniṣads, and Pali Canon of Buddhism), and writings in the age of sutras and commentaries (e.g. those of Brahmanical schools such as Nyāya, Pūrva-Mīmāṃsā, Sāṃkhya, and Yoga, and Śramaṇa schools such as Buddhism and Jainism). The module’s approach will not be purely historical, but will critically examine the contributions these texts make to philosophical debates that remain live today.
Beginning with a review of Newton's Laws applied to systems of particles, the course moves on to rotational motion, dynamical gravity (Kepler's Laws) and motion in non-inertial reference frames. Systems of coupled oscillators are studied.
‘It is well done, and fitting for a princess descended of so many royal kings'. Shakespeare's words on the suicide of Cleopatra VII echo rare ancient Roman admiration for the last queen of Egypt. Defeated by Rome, Cleopatra's choice of death might show a glimpse of her noble origins. But what of her life and the world that made her? Roman propaganda made a monster of Cleopatra: power-mad; sexually depraved; fanatical, animal-worshipping Egyptian; a stain on the glorious reputation of Alexander the Great who brought her ancestors to Egypt. That legacy proved powerful and enduring. Can we get behind the propaganda to the real Cleopatra and her context? We explore the world of Cleopatra's Egypt; its multicultural society and relationship with Roman power; and the fragmentary remains of Cleopatra's life and rule. And we reflect, finally, on Cleopatra's post-mortem power on the western imagination, from Shakespeare to Hollywood and beyond.
This module is designed to give a fundamental understanding of the Earth's climate and use this to examine topical issues in climate change research. A hands-on approach enables you to apply your newly learned skills to real-world problems quickly.
This module offers an in-depth overview of the financial risks and opportunities of climate change. The module is designed to explore how climate change impacts companies and their operation, the role of green instruments and specialised investors, the risks and returns associated with climate transition, as well as the role of the financial sector in facilitating sustainable projects and mitigating climate related risks.
Sustainable development is a major international challenge and relates to historical, environmental and economic changes. This module focuses on the relationships between settlements, resources, climate and energy through history. It introduces students to the basics of human evolution, from the pre-industrial world to today’s high fossil fuel society. Building on this knowledge, students will develop ideas and concepts towards sustainable lifestyles and resource and energy efficiency. Only students enrolled on programme codes 3081MSc Energy and Sustainability, Pathway 3086 Energy Resources and Climate Change and 3081 MSc Energy and Sustainability, Pathway 3087 Energy Environment and Buildings will be permitted to register on this module.
This module strives to enable students to address climatic building design and develop the sustainable urban concepts required to achieve the significant carbon reductions required in the future. Only students enrolled on programme codes: 3081 MSc Energy and Sustainability, Pathway 3087 Energy Environment and Buildings or MSc 3957 Energy & Sustainability , 3959 Energy Resources & Climate Change will be permitted to register on this module
This module will help you to understand how Finance can help to address Climate Change issues. Climate Finance is a broad discipline that scrutinises both the types of climate risks and the sources of financing of environmental projects that aim to mitigate or adapt to climate change. This module will provide with a solid understand of the types of climate risks. Climate risk modelling tools will be imparted in this module. Managing such risks is of paramount importance for institutions, governments, and investors. You will distinguish between different sources of financing that aim to mitigate the climate crisis. Beside corporate finance and regulatory perspectives, this module will further advance your knowledge in investments and portfolio management, by considering various green and ethically-cleanses assetsvehicles of investment. This module also aims to enhance and deepen your knowledge of alternative investments by considering some ethically-cleansed assetsvehicles of investment, such as green stocks, bonds, as well as other financial instruments. This module will highlight the current challenges in Climate Finance and encourage you to think critically about the solutions the economy and financial institutions can offer to tackle the climate crisis. This module provides knowledge and understanding of Climate Finance, and introduces the role main actors, stakeholders and institutions play in addressing climate change problems. This module will also encourage you to think further how FinTech can contribute to address climate change problems.
The purpose of this module is to ensure students can develop and apply clinical and Professional skills (including relevant practical procedural skills) to professional practice, using common clinical conditions and scenarios. It is also preparation for the year 5 CPSA which formulates part of the GMC defined and mandated medical licensing assessment (MLA). The assessments’ structure, format, design and content is locally set and standard set but in accordance with GMC defined requirements for the MLA which are mirrored in the year 3 CPSA. Much of the learning that underpins this module is undertaken during other modules within the programme including placement based and non-placement-based learning, however there will be some additional knowledge and skill gained through the taught elements of this module. The main focus of this module is for students to demonstrate their ability to apply existing learning to simulated clinical scenarios through live simulated scenarios. The assessment component comprises the objective structured clinical examination (OSCE) and the specific preparation for it. The assessment is synoptic which means that learning from other modules (including previous years of the programme) will also be assessed in this context. Therefore, preparation for this examination should be considered to include all the teaching and learning encountered during the programme so far, including clinical experience.
The purpose of this module is to ensure students can develop and apply clinical and Professional skills (including relevant practical procedural skills) to professional practice, using common clinical conditions and scenarios. It is also preparation for the final CPSA which formulates part of the GMC defined and mandated medical licensing assessment (MLA). The assessments’ structure, format, design and content is locally set and standard set but in accordance with GMC defined requirements for the MLA which are mirrored in the year 3 CPSA. Much of the learning that underpins this module is undertaken during other modules within the programme including placement based and non-placement-based learning, however there will be some additional knowledge and skill gained through the taught elements of this module. The main focus of this module is for students to demonstrate their ability to apply existing learning to simulated clinical scenarios through live simulated scenarios. The assessment component comprises the objective structured clinical examination (OSCE) and the specific preparation for it. The assessment is synoptic which means that learning from other modules (including previous years of the programme) will also be assessed in this context. Therefore, preparation for this examination should be considered to include all the teaching and learning encountered during the programme so far, including clinical experience.
