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鈥檙e a student considering a career in the arts you鈥檒l want to know where fresh opportunities are likely to open up and where perhaps they won鈥檛. Will things return to 鈥渘ormal鈥, 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鈥檒l discover their explanatory power and use them (cautiously!) to predict the future. You will engage with art 鈥 live where possible, now also online 鈥 and you鈥檒l review a selection of 鈥渞eal鈥 and virtual arts events. Alongside lectures you鈥檒l watch a series of specially-produced video conversations with artists and programmers who work in music, theatre and the visual arts 鈥 sharing their knowledge and passion, hopes and sometimes fears. We鈥檒l keep government policy under review and see what difference policy interventions make if and when they happen. You鈥檒l 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鈥檒l 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鈥檒l 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.
In Biomedical Engineering, it is essential to develop an in-depth understanding of human biology, anatomy and physiology, so that engineering expertise can be meaningfully applied to problems in human healthcare and disease as well as degeneration within the context of the life course. This 鈥楬uman Biology and Systems Physiology鈥 module comprises a foundation in human cellular and molecular biology and how the body functions as a whole system. Particular attention will be given to five, key biological system strands: the Immune System, the Musculoskeletal System, the Cardiovascular System, the Respiratory System and Neurosensory Systems. In these key strands you will receive a more in-depth view of the relevant biology and physiology, existing concepts and models of the systems in health and in disease. Links are made throughout the module to allied engineering themes. There will be an integrated, cross-referenced, series of lecturers, first exploring the molecular and cellular characteristics of human biology, followed by multi-lecture strands covering the key human physiological systems. The system lectures will be supplemented with lectures with a biomedical engineering focus from recognised experts in the fields of tissue repair and microfluidics. The lectures will be combined with a presentation workshop and a tutorial involving team-based thematic oral presentations. This module is primarily aimed at students with an engineering and physical sciences background, wishing to apply their skills to biomedical challenges. It is not recommended for those who already have a background in medicine or biology This postgraduate module is designed to equip you with the knowledge to appreciate and understand the organisation of human physiological systems, with perspectives spanning molecules, cells, organs and their integration into functional systems. This is coupled with a mechanistic knowledge required to understand system function and the causes of disease and degeneration that represent the focus of the pre-clinical and clinical application of biomedical engineering. The module will give you the breadth of understanding and critical thinking skills to tackle modern challenges in biomedical engineering, solutions to which will deliver real clinical impact. Through this module you will be able to comprehend the nature of dysfunction of physiological systems in disease and degeneration that informs and underpins the use of biomedical engineering strategies taught throughout the other modules. The module provides opportunities for you to develop and demonstrate scientific understanding, biomedical knowledge, communication skills, and critical thinking qualities
Medical engineering requires an understanding of the human body, its structure and function in health, disease, dysfunction and with disability. This module will provide you with a conceptual background to aspects of human biology that are key in the use of healthcare technologies. We will therefore focus on some fundamental principles, such as metabolism and signalling between cells within organs and between systems and then focus specifically on systems of primary relevance in biomedical engineering, including the musculo-skeletal, cardio-vascular, respiratory and neuro-sensory systems, as well as the skin 鈥 the interface for many healthcare technology interventions. We will consider function in health and in some common impairments due to disease or injury and highlight the patients鈥, carers and clinician鈥檚 perspective of the condition. We will also consider the use of, or potential for, healthcare technology interventions in these conditions.
This module explores human evolution in the context of expanding and contracting populations. We shall review the evolutionary landscape and the big questions that face archaeologists. We shall cover the hominin fossil record, learning about the major species and genera, and how successive expansions, contractions and extinctions of hominid species can be related to their behaviours and ecologies. To set this rich record into a broader context, we shall set out useful frameworks taken from 鈥渟mall world societies鈥 (both other primates and modern hunter-gatherers). We shall also explore how environmental and climatic conditions have been reconstructed for the period of our global deep history (focussing on 6 million to 10,000 years ago). These frameworks give us the opportunity to explore the importance of mobility and other adaptive mechanisms in coping with very different ecological conditions. Hominins (our ancestors and their relatives) start to be found outside Africa nearly two million years ago, and are found over much of the Old World by one million years ago. We became a truly global species (colonising Australia, the Americas and Pacific) long after our own species had developed its trademark big brain. Were the colonisations of early prehistory a purposive process or the result of luck, technological breakthroughs and people pushed by climate to find new territories? The answer is critical for deciding the capabilities of our ancestors and for deciding how different or similar they were to us.
This module provides an introduction to the role human factors in Engineering. It demonstrates how the characteristics and capabilities of people can be taken into account to optimise the design of things used by people, the environments in which they live and work, and the organisation of systems.
This module provides an introduction to the role of human factors in engineering. It demonstrates how the characteristics and capabilities of people can be taken into account to optimise the design of things used by people, the environments in which they live and work, and the organisation of systems.
The investigation of human origins has been described as the intellectual romance of the social sciences. This module examines the changing ideas about our earliest ancestors and the evolution of hominin culture and biology and explores the links between the two. The development of language, art and social behaviour are also considered in some detail.
