Organisations are typically faced with many decision problems in the running of their operations and they strive to make better decisions by finding good, or ideally the best (optimal), solutions to such problems. This module is concerned with how decision problems can be formulated mathematically and solved optimally to support the decision making process in organisations. The module will introduce several optimisation techniques and illustrate the application of these techniques on problems from different types of industries. The techniques introduced in this module have a wide range of applicability on decision problems arising in, among others, resource and workforce planning, business investment, machine scheduling, logistics, and supply chain management. The underlying methods of optimisation studied in this module, however, are generally applicable and not restricted to prescriptive analytics.
This is a self-study module that aims to develop the skills required for researching, writing and presenting a report on some aspect of Operational Research/Data and Decision Analytics.
In this module we will examine how knowledge about the past is presented in museum exhibition and display. We will look at current practices in exhibition design and discuss the contemporary literature on communicating heritage to a range of audiences. You will then work in groups and present an oral presentation prior to completion of an exhibition proposal on a subject or theme relating to archaeology and heritage.
This module will incorporate critical observation and analysis of diverse aspects of primary and/or secondary education in England. You will develop your knowledge and understanding of the values and theories of primary and/or secondary education that underpin current practice. Your time in school might normally include lesson observations, discussions with teachers, meetings with staff, working with individual or small groups of pupils/students in classrooms alongside teachers/tutors, or examination of school policy documents. An enhanced Disclosure and Barring Service (DBS) 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 Administration and Assessment Team at: eds-studentoffice@soton.ac.uk regarding application
In this module, students will have the opportunity to apply and expand upon their learning across the programme specifically in relation to Primary Care and Community Children’s Nursing. This module is well suited to students who have an interest in this area of practice and who may wish to go on and work in Primary Care and Community Children's Nursing settings. As part of this module, students will have the opportunity to apply their knowledge of a range of health conditions that are commonly experienced in community and primary care settings and critically consider the range of different approaches that are taken to support and care for children, young people and their families. Alongside this, students will have the opportunity to consider the children’s nurses role in these settings, alongside the roles of the wider multidisciplinary team, and how effective teamwork can improve care quality and safety in these settings.
In this module, students will have the opportunity to apply and expand upon their learning across the programme specifically in relation to Primary Care and Community Nursing. This module is well suited to those who wish to go on and work in Primary Care and Community Nursing settings specifically. As part of this module, you will have the opportunity to apply your knowledge of a range of health conditions that are commonly experienced in these settings and critically consider the range of different approaches that are taken to their management. Alongside this, you will have the opportunity to consider your role in these settings, alongside the roles of the wider multidisciplinary team, and how effective teamwork can improve care quality and safety in these settings.
This module will incorporate critical observation and analysis of diverse aspects of primary education in England. You will develop your knowledge and understanding of the values and theories of primary education that underpin current practice. Your time in school might normally include lesson observations, discussions with teachers, meetings with staff, working with individual or small groups of pupils/students in classrooms alongside teachers/tutors, or examination of school policy documents. An enhanced Disclosure and Barring Service (DBS) 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 Administration and Assessment Team at: eds-studentoffice@soton.ac.uk regarding application
This module focuses on the knowledge and understanding, practitioner and professional skills required of a newly qualified doctor in Primary Care, and the assessments within this module will focus on these areas. The BM programmes are however highly contextualised and integrated programmes in which the application of knowledge and understanding, clinical skills and professional practice applicable to medicine are learned through a range of modules none of which are stand alone modules and therefore this module should be recognised by teachers and students alike as part of the whole year and programme. The module will take the format of a placement in General Practice with one week of teaching and personal study either at the beginning or end of the module. The exact placement timing will vary for different students and the teaching staff will vary for different practices and student groups. As is the nature of clinical placements, the exact learning experiences of each student will be variable however all students will receive the same broad opportunities sufficient to achieve the learning outcomes of the module and it is expected that students will take responsibility for making the most of the opportunities provided and being pro-active in securing experiences in areas in which they feel they are weak and/or they have had least learning experiences.
This module focuses on the knowledge and understanding, practitioner and professional skills required of a newly qualified doctor in Primary Care, and the assessments within this module will focus on these areas. The BM programmes are integrated programmes in which the application of knowledge and understanding, clinical skills and professional practice applicable to medicine are learned through a range of modules none of which are stand alone modules and therefore this module should be recognised by teachers and students alike as part of the whole year and programme. The module will take the format of a placement in General Practice with teaching and personal study either at the beginning or end of the module. The timing will vary for different student groups and the teaching staff will vary for different practices and student groups. As is the nature of clinical placements, the exact learning experiences of each student will be variable however all students will have access to equivalent learning opportunities to achieve the learning outcomes. Students are expected to be pro-active in securing experiences in areas in order to achieve the programme learning outcomes unique to their needs.
This module provides the students with the opportunity to gain experience of history taking and clinical examination in the primary community care environment. This module builds on earlier learning in the programme. This module focuses on the knowledge and understanding, practitioner and professional skills required of a newly qualified doctor in Primary Care, and the assessments within this module will focus on these areas. The BM programmes are integrated programmes in which the application of knowledge and understanding, clinical skills and professional practice applicable to medicine are learned through a range of modules none of which are stand alone modules and therefore this module should be recognised by teachers and students alike as part of the whole year and programme. The emphasis of the assessments for each of the modules aligns with the focus of learning for that module, however the integrated nature of the course means that there will undoubtedly be overlap and aspects of the assessment in each module will draw upon learning from modules studied in earlier years as well as modules studied in that year. In addition, the BM Year Three assessment modules have been purposely designed to assess learning outcomes covered in any of modules within the programme. Further details will be provided on Blackboard. This module will normally take the format of a placement in one or more GP Practices as well as group teaching. The timing will vary for different student groups and the teaching staff will vary for different practices and student groups. As is the nature of clinical placements, the exact learning experiences of each student will be variable however all students will have access to equivalent learning opportunities to achieve the learning outcomes. Students are expected to be pro-active in securing experiences in areas in order to achieve the programme learning outcomes unique to their needs.
This module provides the students with the opportunity to gain experience of history taking and clinical examination in the primary community care environment. The BM programmes are however highly contextualised and integrated programmes in which the application of knowledge and understanding, clinical skills and professional practice applicable to medicine are learned through a range of modules none of which are stand- alone modules, therefore this module should be recognised by students and teachers alike as part of the whole year and programme. The Primary Care and Long Term Conditions module in BM Year Three is studied along with 2 other clinical teaching modules in Surgery and Orthopaedics and General Medicine and Elderly Care and 2 Assessment Modules (Applied Knowledge and CPSA). The emphasis of the assessments for each of the modules aligns with the focus of learning for that module, however the integrated nature of the course means that there will undoubtedly be overlap and aspects of the assessment in each module will draw upon learning from modules studied in earlier years as well as modules studied in that year. In addition, the BM Year Three assessment modules have been purposely designed to assess learning outcomes covered in any of modules within the programme. Further details will be provided on Blackboard. This module will normally take the format of a placement in one or more GP Practices and group teaching on a Wednesday morning. The timing will vary for different student groups and the teaching staff will vary for different practices and student groups. As is the nature of clinical placements, the exact learning experiences of each student will be variable however all students will receive the same broad opportunities sufficient to achieve the learning outcomes of the module and it is expected that students will take responsibility for making the most of the opportunities provided and being pro-active in securing experiences in areas in which they feel they are weak and/or they have had least learning experiences.
This module provides you with a grounding in the skills needed to scope, plan, and develop innovative new medical technologies which address real-world healthcare needs and have the realistic potential to lead to a fully developed technology. The focus will be on the global health context, particularly focused on healthcare needs in low- middle-income countries (LMIC). Students will prepare for an overseas placement, spending time in the UK learning about global health systems, context, resources and challenges in relation to medical innovation. During the last 5 weeks of the module, students will be immersed in a clinical placement in an LMIC. Three days per week students will gain experience and expertise of the in-country healthcare pathway from referral and admission to discharge and follow up within a clinical facility. One day per week students will spend time exploring local environments and communities, resources, and external organisations to understand the application of medical technology in the local context. One day per week there will be time for local seminars, consolidation of learning and peer-to-peer synthesis within each group as an opportunity to generate ideas for the development of medical technology that is based on unmet need and appropriate to a low resource setting.
This module provides a grounding in the skills needed to scope, plan, and develop innovative new medical technologies which address real-world healthcare needs and have the realistic potential to lead to a fully developed technology. Students will learn about healthcare challenges from a multi-sector stakeholder perspective including those of patients/end-users, clinicians, health service managers and others through an intensive four-week immersion in clinical practice with regular touchpoints for the rest of the semester. You will engage with healthcare teams to observe techniques and processes undertaken in the diagnosis, treatment, and ongoing care of patients in a designated field of healthcare. You will work together to identify healthcare needs which have the potential to improve processes and patient outcomes through enhancing medical technology. At the outset of the module, students undergo an intensive grounding in core skills to prepare them for the clinical immersion phase. You attend clinical placements at University Hospitals Southampton for 3 days a week over 4 weeks to gain experience of a patient’s healthcare pathway from treatment to discharge in 4 different specialisms; each week will also include teaching sessions and our Friday synthesis – an opportunity to discuss your observations with the programme team and plan for the next week. The final part of the module will provide you with the opportunity to consolidate your learning, undertaking further group work and prepare your assessments. The Project Context The UK project is focused on the NHS. You will work with stakeholders, establishing needs and understanding care pathways. This includes points of access for patients through a primary care system (GPs) or emergency care (A&E) through secondary care in hospitals, and discharge into community care and integration with other support systems (social care services, voluntary sector services, etc.). You will explore the funding requirements of each part of the service in your project area, how decisions are made and how the service is reimbursed for its spending through the Department of Health & Social Care. This context is specific to the UK. The NHS is a highly complex and established service (over 70 years), where the UK population have free access to health and social care services and a certain expectation for timeliness and quality of the health service they receive.
Auditing and taxation are both essential elements of accounting. An appreciation of the two subjects is important not only for accountants but also for management. Auditing is a crucial element of financial reporting and corporate governance. Taxation implications must be considered during decision making processes.
This module covers the chemical aspects of thermodynamics, equilibria, and kinetics, with a focus on their relationship to mass and energy balances and application of the concepts of physical chemistry in chemical engineering.
This module covers the principles of English arbitration law, apart from consumer arbitrations; hence the inclusion of the word "commercial" in the title. In commerce, arbitration is often, but not always, the preferred method of resolving commercial disputes. Disputes relating to international trade, foreign investments, insurance and reinsurance, and construction are commonly resolved by arbitration, as are disputes under a charterparty, a bill of lading or a ship sale agreement. Arbitration agreements may make their own provision for applicable law and procedure, but often refer to arbitration under a specified set of arbitration rules. Some arbitration rules are of general application in the commercial field, such as the AAA, ICC, and LCIA rules. Others may apply to specific sectors, such as the various sets of ARIAS rules for insurance and reinsurance, the LMAA rules covering maritime arbitration other than salvage claims under Lloyd's open form, the GAFTA rules on trade of grain and feed, the FOSFA rules for trade of oilseeds, oils and fats and the Lloyd’s rules covering salvage claims. The module covers the main principles adopted in English arbitration law. The English law was largely, but not entirely, codified in the Arbitration Act 1996, giving effect to many fundamental principles, which are accepted internationally. The application of the main provisions of the 1996 Act therefore forms the backbone of the course. It should be remembered that standard forms providing for English law and arbitration are used widely throughout the world, and so this is a subject with global reach.
This module will present you with the principles of Communicative Language Teaching (CLT) and allow you to examine them critically across educational contexts and purposes.
Marketing is both a creative and commercial process, and contemporary marketing and branding requires highly creative and engaging consumer-centric strategies to achieve differentiation in highly competitive markets. This module will introduce you to the role and scope of contemporary, innovative, and creative marketing and branding within the business and market environment. You will acquire knowledge and understanding of the key principles, concepts, and frameworks of marketing, and be introduced to the concept of brand and branding. You will learn how to analyse and interpret the marketing environment conditions such as economic growth, industry competitors, cultural and societal trends and consumer behaviour, and how to use that analysis to successfully develop dynamic, creative, and innovative strategies, to create and maintain brand value.
The module aims to provide a bridge to the more theoretical articles in finance theory, by offering a simple framework of conceptual knowledge that enables thinking while making financial decisions. As such the module gives an appreciation of the scope of the whole disciplines' subject matter and lays the foundations for more specialized courses that have a narrower focus.
During the module students will review the architecture of the human genome, including both coding and non-coding elements, and the regulation of gene expression. Students will then explore the nature of genetic variation within the human genome, how it arises, and how it contributes to human disease. The principles and practice of medical genetics, and the management and treatment of probands and their families will be discussed and the role of genomics in a care pathway will be examined. Modes of inheritance and clinical presentation of human disorders will be introduced, along with a basic introduction to exome, genome and gene panel sequencing and their applications in clinical medicine. Students will develop skills in using genome browsers, genome variant databases and in silico tools for the assessment of the impact of genetic variants on clinical phenotype, as well as practical laboratory skills.
This module aims to explore the historical development, nature and importance of Geography as a field of study, as well engaging with recent developments around what it means to be a Geographer today. It will introduce students to the key academic skills required for success in their studies, and help students understand the various programmes in the school and pathways for specialising in certain sub-fields of Geography, such as cultural geography or quaternary environments, through module selection in subsequent years.
In this module, you will be introduced to the principles that underpin humanities data science. We will focus on how to embed a justice-oriented approach in humanities data science, with particular emphasis on climate, feminist, queer, and racial justice. We will explore principles such as minimal computing and lean code, examine histories of hetero-normative and colonial data infrastructures, and consider relationships between volume and complexity in humanistic data. This module will enable you to apply your (inter)disciplinary humanities knowledge to data science and consider how this knowledge can (re)shape data science practices.
This module aims to provide you with a foundation for international business. It covers key concepts and theories showing the unique features of doing business in the international context. It will develop your awareness of the global business environment and the skills and knowledge needed to conduct international business. From this module, you will learn how to conduct international business and what determines success and failure. The module will use case studies for you to analyse practical challenges and provide solutions.
