Students on this module can take one of two pathways: completing a dissertation or a professional project. The dissertation is a personal research project of up to 20,000 words on a topic approved by their supervisor. It takes place over the summer period and should involve original research and high-quality formal written presentation of material. The 20,000 limit allows enough space for both analysis and discussion, as well as providing the required detailed account of methods used. The professional project can take various forms (e.g. exhibition design or catalogue, professional report, guidebook etc). It should meet the professional standards of the field in both content and presentation and be on a topic approved by your supervisor. In addition it should be accompanied by a commentary (5000-15,000 words) which highlights the background, theoretical frameworks and key issues that site the work in the broader academic and professional context. The length of the commentary will depend on the nature of the project and should be approved beforehand by your supervisor. As part of this module you will also write a research design and give an oral presentation ('pitch') as an opportunity to receive feedback from staff and fellow students.
This module forms the first part of a dissertation in Economics. You will undertake a substantive piece of independent work in composing a literature review on your chosen research topic. You will motivate the research topic, survey and review the relevant academic literature and identify gaps in our knowledge by proposing a research question and appropriate methodology for future research. This is designed to demonstrate your ability to manage your own learning, to draw together information from a variety of sources and to demonstrate your ability to understand and convey the current state of academic research on an economic topic.
This module forms the second part of an Economics dissertation in the programme BA (Hons) Economics. You will undertake a substantive piece of independent work, with written and presentation components, that is aimed at addressing a topic linked to economic policy. The module is designed to demonstrate your ability to manage your own learning, to draw together information from a variety of sources and to make use of concepts and techniques that are useful for presenting economic analysis to a wider audience.
This module forms the second part of a dissertation in Economics. You will undertake a substantive piece of independent work in form of composing a piece of economic research on your chosen topic. This is designed to demonstrate your ability to manage your own learning, to draw together information from a variety of sources and to make use of a range of concepts and techniques that are state of the art in economic research. This dissertation module is designed for students that prefer to work on a single topic, immersing themselves deeply in the methodology and furthering our knowledge using state of the art research methods. Students cannot take Dissertation: Research Project AND Dissertation: Research Topics, only one of these two modules can be selected.
This module forms the second part of a dissertation in Economics. You will undertake a substantive piece of independent work in addressing specific economic questions. This is designed to demonstrate your ability to manage your own learning, to draw together information from a variety of sources and to make use of a range of concepts and techniques that are state of the art in economic research. This dissertation module is designed for students that prefer to work on a range of set topics, composing concise pieces of work that address specific questions of interest applying state of the art economic concepts and methods to inform decision-makers. Students cannot take Dissertation: Research Project AND Dissertation: Research Topics, only one of these two modules can be selected.
This module forms the second part of a dissertation in Economics. You will undertake a substantive piece of independent work in form of composing two reports addressing specific economic questions. This is designed to demonstrate your ability to manage your own learning, to draw together information from a variety of sources and to make use of a range of concepts and techniques that are state of the art in economic research. This dissertation module is designed for students that prefer to work on a range of set topics, composing concise reports that address specific questions of interest applying state of the art economic concepts and methods to inform decision-makers. Students cannot take Dissertation: Research Project AND Dissertation: Research Topics, only one of these two modules can be selected.
As language education seeks to prepare students to communicate in a world that is ever more interconnected, diverse and unequal, teachers and institutions are urged to explore how social justice-oriented pedagogies can help address forms of inequality, oppression and discrimination that are still reproduced in our learning materials, classroom practices and didactic spaces. In this module we examine the ways in which language educators and researchers around the globe are responding to calls for more inclusive and equitable approaches in education (UN, 2016, UNESCO, 2019), and the challenges resulting from efforts to eliminate barriers to participation and disrespect for diversity from language learning environments. Drawing from research on critical language pedagogies and classroom-based interventions from different global settings, we analyse: 1) the role that the language learning curriculum, materials and teacher agency can play in dealing with diversity as either ‘a problem’ or ‘a collective strength’; 2) what kinds of diversity and inequality dimensions need to be considered in our approaches to (English) Language Teaching and why (e.g. disability, race, rural/urban divides, religion, gender, class, emotionality); and 3) what resources, strategies and critical or social-justice pedagogies may be developed in local educational contexts to dismantle different forms of inequity, as we move towards a more critical, socially just and responsible (English) language education practice.
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
This module can be taken as part of one of our awards (PG Cert, PG Diploma, MSc) or as a short course with or without completing the assessment. 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 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.
