What developments led to the headscarf and the so-called ‘burka ban’ in France? Why has ‘multiculturalism’ been a taboo subject? To what extent have anti-racism associations been a success in combating racism? This module offers you the opportunity to gain a practical understanding of why and how immigration has become an issue of national debate in France.
This module consists of 9 x 2-hour sessions covering 5 topics. Click on the timetable link for timetables and details of topics covered. Prior to each topic, the relevant journal and supporting documentation will be uploaded onto the course materials section of the website. Each topic will be taught by an academic with a specialist interest in the subject area. The first session will consist of a seminar. The content of the seminar will then be discussed by the group, including the lecturer, in order to clarify any points and to frame any questions arising from the lecture that the students find interesting. A journal paper that extends or applies the knowledge in the seminar, will then be shared with the students. Students should read the methods section immediately, in order to ensure that they are familiar with the basic principles of the techniques and/or any confusing abbreviations used. Methodological queries will be discussed at the session. The paper and background questions arising from the paper or the seminar will form the basis of the work in the following session (except for topic 5). For topic 1, students will submit a written critical review of the paper stating the hypothesis and summarising the background, results and conclusion with comments on strengths, weaknesses and any new questions arising as a consequence of the paper. This will be a formative assessment and the critical analysis of the paper and feedback on the written reviews will be discussed during the session 2 of topic 1. For topics 2,3 and 4, one or several students will make an oral presentation of the paper, and all the students will be expected to join in a discussion of the paper during and after the presentation. All students will be expected to research other articles to bring to the general discussion of the selected paper. The student(s) who give the presentation will not be assessed on their contribution to the discussion. All students will be given marks for either their oral presentation or discussion contribution for these 3 topics. For topic 5, all the students will write a critical review of the paper stating the hypothesis and summarising the background, results and conclusion with comments on strengths, weaknesses and any new questions arising as a consequence of the paper. This will be a summative assessment. There will be no session 2/oral presentation for this topic. Although there is no specific pre-requisite for this module, this is a level 7 module, and an undergraduate level knowledge of immunology is expected.
This module covers the major topics in cellular and molecular immunology, including antigen recognition, antigen processing and presentation to B and T cells, the molecular events leading to the generation of antibody and T cell receptor diversity, antibody effector functions, the role of CD4 and CD8 T cell subsets and NK cells in immune responses, and the role of immunity in protection against pathogens and cancer. The module will allow core immunological principles to be utilised in developing a research proposal, forming the basis of module assessment. In addition, this module aims to increase awareness that immunology, as well as being of intrinsic interest, has a broad impact on biology and medical sciences. We will also include a profile of the impact of research in Southampton on understanding major diseases, including cancer, profiling the ‘Southampton immunology footprint in global research’.
This module covers the major topics in cellular and molecular immunology, including antigen recognition, antigen processing and presentation to B and T cells, the molecular events leading to the generation of antibody and T cell receptor diversity, antibody effector functions, the role of CD4 and CD8 T cell subsets and NK cells in immune responses, self-tolerance and autoimmunity, and the role of immunity in protection against pathogens and cancer. In addition, this module aims to increase awareness that immunology, as well as being of intrinsic interest, has a broad impact on biology and medical sciences. We will also include a profile of the impact of research in Southampton on understanding major diseases, including cancer, profiling the ‘Southampton immunology footprint in global research’.
The course will give students an introduction to basic immune mechanisms and emphasizes the basic principles of immunology, including the cells and molecules that make up the innate and adaptive immune system. This first part will show how the immune system integrates a wide variety of different mechanisms to defend against the threats of multiple pathogens. The second part of the course deals with how the immune system operates in a variety of disease situations and seeks to reinforce basic immunological principles. Many modern drugs exploit antibodies or immune cells and by examining their production we will show how the immune response can be exploited to provide valuable tools for the treatment of disease and scientific research.
This module covers: (i) research ethics; (ii) responsible research and innovation methods; (iii) Anticipating, Reflecting on, Engaging with and Acting upon potential impacts; (iv) communicating with a non-technical audience; (v) writing technology briefing papers for different audiences (policy makers, senior executives, media etc.); and (vi) case studies that are directly relevant to the focus of the SustAI CDT.
This module will discuss Chinese history from its mythical beginnings to the 19th century (the time when China encountered the West). We will encounter famous figures like the philosopher Confucius, discuss the origins of the Silk Road and the Great Wall, talk about the role of women in imperial China, explore the origins of the Chinese writing system and various other aspects of ancient and imperial China’s politics, philosophy, society, education and literature. This module will serve two purposes. First of all, it will uncover China’s ancient and imperial history. Secondly, it will help us to understand how China narrates its history in the present to create a certain image of itself as a nation. Through stories about the distant past, Chinese politicians argue why certain contested territories (such as Taiwan or Tibet) belong to China, or why China deserves a role as a global player in the present and future. In other words, in order to understand where China is going and how China sees itself in the world, we need to go back deep into China’s past.
How did less than two thousand British officials rule an Indian population of three hundred million? Why did the words gymkhana, bungalow and shampoo enter the English language? What was the significance of the British constructing clock towers in numerous Indian towns and cities? How did the diminutive and scantily clad figure of Gandhi emerge as an international symbol of resistance to the trappings and power of the British Raj? Why did the British divide the Subcontinent when they left in August 1947? This module aims to explore such questions as these in the last century or so of the British ruling presence in India.
This module is designed to explore the relationship between strategic management, digital transformation and the integration of Artificial Intelligence (AI) within business processes but also during strategizing. This course aims to equip students with a comprehensive understanding of how AI can be leveraged to enhance strategic decision-making, thereby fostering competitive advantage and operational effectiveness in today's dynamic business environments. The curriculum delves into digital transformation, strategic frameworks and analytical tools essential for evaluating industry dynamics and competitive landscapes, emphasizing the development of AI-driven strategies.
The World Health Organisation’s 1986 Ottawa Charter for Health Promotion is seen by many as a "gold standard" for Health Promotion. This module explores the principles of the Charter: that health is created in the settings of daily life; that improving health requires a comprehensive, multi-strategy approach across all five of the Charter's action areas; that improving health is a social and political process with the aim of increasing people’s control over the determinants of health and enabling health equity. The module explores the Charter’s holistic five action areas, from building healthy public policy, to developing personal skills. Students will critically examine both the theoretical frameworks that underpin these action areas and a range of interventions that can be employed by Public Health practitioners to improve population health and reduce unfair and avoidable inequalities in health.
Each student undertakes an investigation which includes both practical and theoretical components. The theory component will consist of a critical review of the literature relating to the proposed experimental/analytical component of the project. The topic of the work is related to the appropriate degree programme. Each student is assigned to an appropriate supervisor who will advise on and direct the project and the preparation of a written report. The aim of this module is to allow students to carry out an extensive biological data-based project on a special topic related to his/her main area of study, and to complete a literature survey on a topic related to this area of research
This module allows participants to explore ways of reaching out to all learners, in varied educational contexts, with the aim being to enable all learners to reach their full potential and achieve satisfactory outcomes. There will be a strong emphasis on finding ways to develop inclusive practices to meet the needs of all learners, including those defined as having special educational needs, travellers, those from low social backgrounds, from ethnic minorities etc.
The module will build on your knowledge from the first year, looking more specifically at inclusion health and meeting the needs of those who are socially excluded. The module will provide a comprehensive overview of the health and care needs of those whose inclusion health initiatives typically target. This module equips nursing students across adult, child, and mental health specialisms with the knowledge and skills to deliver effective brief interventions aimed at improving inclusive public health, safeguarding, and supporting vulnerable populations, including individuals with autism and learning disabilities. Students will explore the principles of brief interventions, focusing on how these can be applied in diverse healthcare settings. The module also emphasizes the importance of safeguarding practices, highlighting the nurse’s role in recognizing and responding to signs of abuse, neglect, and exploitation. Students will learn strategies for promoting inclusive, person-centered care that respects dignity and autonomy while addressing health disparities.
Please note that this module is core on the education practice and innovation pathway and optional on the other pathways. Educational systems and contexts today have to respond to an increasingly diverse population of learners. This module allows participants to explore ways of reaching out to all learners, in varied educational contexts, with the aim being to enable all learners to reach their full potential and achieve satisfactory outcomes. There will be a strong emphasis on finding ways to develop inclusive practices to meet the needs of all learners, including those defined as having special educational needs, travellers, those from low social backgrounds, from ethnic minorities etc.
Educational systems and contexts today have to respond to an increasingly diverse population of learners. This module allows participants to explore ways of reaching out to all learners, in varied educational contexts, with the aim being to enable all learners to reach their full potential and achieve satisfactory outcomes. There will be a strong emphasis on finding ways to develop inclusive practices to meet the needs of all learners, including those defined as having special educational needs, travellers, those from low social backgrounds, from ethnic minorities etc.
