Allergic reactions to drugs are common, complex and often misunderstood. Drug allergy is a specialist area of allergy that requires dedicated training and therefore in this module, you will explore all aspects of drug allergy in depth. The module teaches about the immunological basis for drug allergy and will explore the variety of presentations of different patterns of drug allergy across the spectrum of hypersensitivity mechanisms including IgE mediated drug allergy and non-IgE mediated drug allergy. The sessions will include detail on pathogenesis, diagnosis, investigations and management. Key drugs will be covered, including antibiotics, analgesics and anaesthetic agents and we will go into the challenges and impact of drug allergy de-labelling. This module comprehensively covers both paediatric and adult disease and throughout, you will explore topics by interpreting clinical scenarios to reinforce your learning. Our online module is delivered using a blend of live teaching sessions and pre-recorded sessions. You are expected to attend the live sessions which allows you to engage with our expert teachers and your fellow students and benefit from rich discussions. Our recorded sessions allow you to learn at your convenience within each teaching week. Most of our students continue to work while studying and benefit from this flexibility. Engaging with our blended learning each teaching week allows you to build on and synthesise your learning as you go. This module is taught once a year and typically involves approximately 10 hours of student engagement per week. The module will take place during the following weeks (exact timetable to be confirmed): •Teaching & guided learning: 10/02/26-03/03/26 •Self-directed learning: 04/03/26-25/03/26
The Natural Sciences degree programme is based on a backbone of modules that employ context-based learning (also referred to as problem-based or active learning). This approach to learning places significant responsibility on the student to identify sources of information, to retrieve technical information, to assess information critically and to apply relevant information to a specific task or problem. This module provides students with an introduction to drug design from medical, pharmaceutical and structural biology perspectives.
Hacking for MoD (H4MoD) is an interdisciplinary and entrepreneurial module that provides you with the opportunity to learn from the Ministry of Defence (MoD) and Intelligence Community (IC) to better address the nation’s emerging threats and security challenges. The delivery of the module is supported by the Common Mission Project (The Common Mission Project UK), a charity that works in partnership with the UK Government. This is a practical and applied module with students working in teams to engage directly with complex, real world problems proposed by the UK government sponsors (problem owners sourced by the Common Mission Project). H4MoD covers policy, economics, technology, national security, and any area required to address the problem posed by sponsors. You will be assigned to a team and provided with a range of relevant methodological tools and techniques to solve a problem assigned to you. As you progress through the module, you along with your team will be required to identify and validate customer needs. You will be required to continually build iterative prototypes to demonstrate that you have understood the problem and provide appropriate solutions. Teams take a hands-on approach, requiring close engagement with actual military, the Ministry of Defence and other government agency end-users, using their real-world challenges. The goal is to give you a framework to test solution hypotheses using a start-up model with all the real-world pressures and demands in an early-stage start-up, recognising that you are working within the constraints of a classroom and a limited amount of time. This module is designed to give the experience of working as a team and turn an idea into a solution for real-world problems faced by the Ministry of Defence and Intelligence Community. This module aims to simulate start-ups and entrepreneurship in the real world, which includes the need to take conceptually-sound decisions amidst uncertainty, challenging deadlines, and often conflicting input. The module is based on the Hacking for DefenceTM (H4D) programme initially developed at Stanford University (http://hacking4defense.stanford.edu) and is an education initiative sponsored by the U.S. Defence Accelerator, and National Security Innovation Network (NSIN). In the UK, Hacking for Ministry of Defence (H4MoD) is funded by the Ministry of Defence. Note for students considering taking this module: This module requires a significant time commitment which includes working with a government sponsor for your assigned problem and gathering primary data on it. In addition to classroom time and engaging in group discussions, the module’s demands include engagement with the lecture and other resources, course reading and an average of 10 interviews per week per student team. You are required to be available for a session of interview training as well as any team meetings. The aims and learning objectives of this module are focussed on developing a set of skills that you will be able to apply in a variety of professions. The problems assigned to students are curated by the Hacking for MoD module team to ensure that they provide you with the scope needed for the module, and that they match the student skills. The number of students on this module is limited. Once you sign up for the module, you are making a commitment to all stakeholders (including the government agencies that are sponsoring the problems for the module as well as your fellow team members) involved in making this module a success. Dropping out is unfair to your fellow students who did not get into the module and also appears unprofessional to the government sponsors involved.
To give the student a basic knowledge of the main geomorphological processes involved in the shaping of the landscape. Pre-requisite of GEOG3020/GGES13. One of the pre-requisites for GEOG2032/GGES2011, and GEOG3057/GGES3019.
The aims of the module are to develop a simple dynamic framework in order to: (b) give microeconomic foundation to macroeconomic analysis, (a) learn to approach macroeconomic problems from a general equilibrium perspective, (c) enable students to evaluate critically the policy debate with the methods and tools developed by economists. Pre-requisite for ECON3010
This module is designed to introduce students to central elements of applied mathematics. It assumes no prior knowledge of particular applications, but assumes a working understanding of basic vector algebra and simple differential equations. The module provides the foundation more advanced applied mathematics as well as an interesting self-contained module for students who do not wish to take other applied mathematics modules subsequently. The module focuses on Newtonian and relativistic dynamics, two of the great intellectual developments in scientific history. These provide beautiful and accurate descriptions of physical situations from the human to astronomical scales, for bodies travelling at speed up to (near) that of light. The last part of the module introduces a systematic beautiful mathematical treatment that prepares the way for the user to study the dynamics of more complicated contexts such as general relativity. Applications include fluid flow, rockets, fairground rides, Halley’s comet, spacecraft, the weather and even doing your laundry! One of the prerequisites for MATH2044, MATH3006, MATH3072 and MATH6149
In this module you will use a literature review and digital resources to investigate and reflect on the principles of good design taking account of factors such as performance, user-centered, aesthetic, ethics and sustainability. This will run parallel to manufacturing considerations such as scalability, regulatory compliance, global/local and supply chain management.
This module is an exploration of the main issues and debates that surround the study of film in the period between 1895-1929.
The module will incorporate critical observation and analysis of diverse aspects of Early Years education. You will develop your knowledge and understanding of the values and theories that underpin current practice in Early Years settings. Your time in school might normally include lesson observations, discussions with teachers, meetings with staff, working with individuals or small groups of pupils/students in classrooms alongside teachers/tutors, or examination of school policy documents. An enhanced Disclosure and Barring Service (DBS) with Child Barred List check is required for this module and must be in place before the start of the second week. PLEASE NOTE: DBS can take up to ten weeks to obtain; failure to meet this requirement will result in you having to choose an alternative module. It is your responsibility to obtain the DBS clearance at your own cost. Please contact the Education Student Office at: eds-studentoffice@soton.ac.uk regarding application.
An introduction to the fundamental processes which determine the environment of the Earth and the general functioning of the Earth as a system.
This module provides you with an overview of the formation, composition and behaviour of the rocks and minerals of the earth's crust. It includes a high level of practical work.
This module explores how we will provide the essential resources for the rapid decarbonisation and electrification of global society imperative to avoid devasting climate change. The course will introduce concepts of energy and carbon budgets, life cycle analysis, security of supply, critical materials and controversial approaches such as sea-bed mining, carbon capture and storage, and geoengineering. It introduces the geology of strategic mineral deposits and the reservoirs critical to energy production and storage. Students will examine the formation, exploration, and extraction of key mineral resources, with an emphasis on those essential for green transition. The course also covers reservoir geology in the context of geothermal energy, carbon storage, hydrocarbons and hydrogen, integrating concepts from sedimentology, geochemistry, and geophysical data interpretation. Through practical work using real industry data, students will develop practical skills in resource assessment while critically evaluating the environmental and economic challenges for sustainable resource management.
This is a skills-based module that covers applications of seismology to geological and environmental problems.
This module provides an overview of the breadth of earthquake engineering as a discipline, providing the most important knowledge and intellectual skills for students to be able to assess earthquake hazards and ground motions (shaking), and then to analyse and design structures for earthquake resistance. Particular attention is paid to performance-based seismic design and assessment of steel buildings. The module will start from the fundamental theory of structural dynamics and earthquake engineering. It will then gradually cover linear and nonlinear structural analysis methods and their application to simplified and rigorous performance-based seismic design and assessment of steel building structures. Relevant seismic design guidelines in Eurocodes will be thoroughly covered. It is emphasised that the course includes an introduction to aspects of structural dynamics relevant to earthquake engineering for students who lack this pre-requisite knowledge. The Module is based on a combination of Lectures (theory) and Computer Lab Sessions (computational implementation of the theory). It involves the use of the commercial software SAP2000 as well as MATLAB. Step-by-step tutorials for using the software and MATLAB will be provided. Computer lab sessions at the last four weeks will solely devoted to the design project carried out by the students. During all lab sessions, the Lectures will provide to students instruction and feedback on their progress towards the completion of their project. Overall the module consists of 20 lectures and 10 computer lab sessions.
This module will start by exploring the work of Johnnie To, a prominent Hong Kong crime film director, as the main example to study East Asian Noir, and to interrogate issues of genre and authorship, as well as the intersection of the local and the global. The second half of the module looks at noir examples from, South Korea and mainland China.
This course is intended as a beginner’s guide to marine ecological modelling. It is suitable for students across a broad range of academic backgrounds and does not assume a high level of prior mathematical knowledge or experience in coding. The course will give you the knowledge to better understand the strengths and limitations of published models and the skills to develop your own.
