This interdisciplinary module is concerned with the interrelationships between society, social change, and social censure. A central theme running the module is that we can only make sense of contemporary social change (and responses to it) today if we have an understanding of the past. Nevertheless, 'history' is presented throughout as contested terrain in which competing interpretations abound, especially in the study of deviance, conflict, crime and criminal justice.
This module is designed to provide you with knowledge of the historical and contextual development of graphic communication across the twentieth century. It introduces key ideas and concepts that will inform your practical work through an examination of the social, political and cultural debates within historical and critical contexts. Through a range of relevant discussions, you will be introduced to methods and approaches that will inspire you to challenge the work of others and to form critical and contextual awareness to evaluate and apply to your own practice. Alongside you will explore and create practical outcomes that are informed by and integrated with theory. As such you will obtain awareness of the inter-relationship between practice and theory and how they actively influence each other. You will also be introduced to the importance of academic integrity and to the academic conventions that you will utilise during the rest of the programme.
The dissertation is a key component of your degree; in it you have a chance to show the skills of analysis and research you have learned during the three years of your course.
History is not just about studying written documents and sources; historians examine the ‘stuff’ of history, including objects, images, and buildings which were made and used by people in the past. We can also ‘read’ these sources, if we know how to approach them. Focusing particularly on non-written sources, this module invites you to think more about visual and material sources, such as buildings, paintings, clothing, and digitised sources, as well as the impact and significance of how historians interact with these. Thinking about how the digital age has changed our approach to, and use of, sources, you will have the opportunity to engage with our Digital Humanities Hub, which provides access to ground-breaking technologies such as ArcGIS, digital scanning, and 3D imaging and printing.
Our modern world has been profoundly shaped by the availability of cheap and reliable computers, but the ubiquity of this technology has led many to overlook the rich history of its development. In this module, we will study the evolution of technologies for calculation, computation and information processing from early mechanical devices through to the present day. In addition to the technological aspects, we will also consider the commercial, political and social factors that have shaped the development and adoption of computers.
This module is designed to prepare nurses, midwives and allied healthcare practitioners with the additional skills in History Taking and Physical Examination (specifically the skills of inspection palpation and auscultation) across all major body systems. The module is appropriate for anyone who seeks to practice enhanced patient/client assessments with a higher level of autonomy. These skills are the foundation for Advanced Practitioner education for those undertaking roles such as Advanced Practitioner, Specialist Practitioner, Consultant Practitioner or Emergency Care Practitioner. They are also essential skills for anyone undertaking Non Medical Prescribing. The skills are also of value to many ward and community based nurses or allied health practitioners seeking to enhance the quality of the assessments that they undertake on patients in their care as part of their regular nursing, midwifery or allied health professional roles.
This module provides theoretical underpinning that will enable you to promote and protect health and wellbeing in individuals, communities and populations. It will also consider vulnerable groups, mental capacity, ethical considerations and psychological wellbeing at an international, national and regional level.
How has the Holocaust been represented? We will examine a range of responses to the Holocaust from the 1940s to the present day, including memoirs of camp survivors and experimental texts. Focusing on the limits of representation we will approach questions concerning memory, trauma and the aestheticization of horror through testimony, fiction, poetry and film.
Homotopy theory is the study of continuous deformations. A geometric object may be continuously deformed by pulling, stretching, pressing or compressing, but not by tearing or puncturing (which are discontinuous). Two objects can then be regarded as equivalent if one can be continuously deformed into the other and vice-versa. The goal of homotopy theory is to determine which geometric objects are equivalent in this sense, or not. To do this, methods are needed which assign algebraic information to these geometric objects which are invariant (stay the same) under continuous deformations. Examples consider in the module are homotopy groups and homology groups.
Horror films have been one of the most consistent areas of cinema throughout its history. Despite horror quickly establishing itself in films, it was not until the 1930s and Hollywood's studio system that it became standardized as a genre with a repertoire of icons, themes and production techniques. There has been a constant drive for renewal and reinvention of the horror film in the face of perennial audience popularity. This module will deal with the breadth of the horror genre, looking at subgenres and historical developments as well as dealing with distinctive approaches to the horror film across the world. Topics will include German Expressionist films and the Gothic output of Hammer studios, while issues will include gender and the 'Final Girl' so common in slasher films, as well as representing 'the monstrous'. The variations of issue and film addressed by this module will enable you to gain a deeper understanding of the horror film as a complex of varied discourses and artistic currents rather than simply seeing the film as a moment of horrifying affect.
This module familiarises students with theories and evidence of consumer/household financial decision making. The module examines optimal and actual financial decisions by households, e.g. on borrowing and saving, and the role of financial service provision by firms and the government. The module also considers normative aspects, such as financial regulation. Students are strongly advised to have background knowledge of Finance/Financial Economics.
In this module, you will explore modern statistical learning and machine learning methods underpinning the recent AI revolution. The focus is on understanding how these methods work and the concepts that they use. While the methods depend on advanced mathematics, we will provide an overview that helps you understand the ideas behind them without needing a background in mathematics or computer science.
How are the arts getting back to work again after Covid-19? This is a critically important question for everyone who cares about them, artists and audiences alike. If you’re a student considering a career in the arts you’ll want to know where fresh opportunities are likely to open up and where perhaps they won’t. Will things return to “normal”, or are we living through a revolution from which there is no going back? Key concepts in cultural economics will be introduced to you. You’ll discover their explanatory power and use them (cautiously!) to predict the future. You will engage with art – live where possible, now also online – and you’ll review a selection of “real” and virtual arts events. Alongside lectures you’ll watch a series of specially-produced video conversations with artists and programmers who work in music, theatre and the visual arts – sharing their knowledge and passion, hopes and sometimes fears. We’ll keep government policy under review and see what difference policy interventions make if and when they happen. You’ll get seminar support either face-to-face or online, and the usual opportunities to discuss your written work with the module co-ordinator before handing it in. You’ll meet colleagues from the John Hansard Gallery and Turner Sims concert hall (both venues run by the University of Southampton and supported by Arts Council England): you’ll learn how they put programmes together, how they collaborate with other promoters nationally and internationally, how they reach out to audiences, and how you can get involved with the work they do.
Scientific literacy refers to the ability of individuals to understand, evaluate, and engage with scientific information and concepts in a meaningful way. It involves not only knowing scientific facts but also understanding the processes of scientific inquiry, critical thinking, and the nature of evidence in Ocean and Earth Science.
The module teaches how to formulate hypotheses and structure an experimental proposal, ultimately leading to data dissemination in form of a presentation / report / scientific paper. The module connects to real problems, where success in own experimental work drives learning. Teaching sessions will be accompanied by practical work which involves animal observation, with alternatives in place if required to meet minimum learning outcomes.
GGES3019 is a multidisciplinary unit designed for students with an interest in how individuals and societies understand and respond to environmental shocks and stresses, and their different capacities for adaptation. The focus of the module is on climate and weather hazards. Through lectures and seminars we will explore the key concepts of vulnerability and risk relating to environmental events. We will apply these concepts in a variety of applied contexts through case studies and seminars. Applied frameworks and real world observations lie at the heart of this module, and it is on these aspects that assessment is based. The module begins with an exploration of the key concepts that underpin adaptation, followed by an understanding of what adaptation looks like in practice, and ending with some considerations of future adaptation needs and realities. The module has a global focus and will consider adaptation in the UK and the rest of the world.
