Are we really alone in the Universe? That's a question that has been asked across the centuries and is always evolving. The course will discuss all the environmental circumstances that seem to encourage the start of any life form and investigate the current state of our knowledge of life outside of the earth. To investigate this exciting possibility you will first look at your own world and how life evolved; drawing on areas of biology, chemistry, geology and palaeontology. Once you have understood what is required to support life, we can begin looking at other planets, such as Mars, to search for evidence of places that could or have sustained life. The course is designed for students who do not have an A-level in physics or maths.
The course provides an introduction to modern optical physics to arm students with a basic knowledge of light-matter interactions, electro-optics and nonlinear optics. It aims to provide a fundamental base for understanding the techniques and technologies of photonics and experimental quantum optics, while also drawing together and developing many more basic and beautiful aspects of physics.
This module develops methods for conducting inference about parametric statistical models. The techniques studied are general and applicable to a wide range of statistical models, including simple models for identically distributed responses and regression models, as well as many more complex models which may be encountered in other modules.
Linear algebra is the branch of mathematics focused on linear equations, their solutions, and many topics naturally connected to these, such as matrices, vector spaces, inner products, and more. Physicists use linear algebra to describe an enormous number of phenomena, including some of the most important and fundamental, like normal mode oscillations, particle collisions, stability analysis, and more. This module covers the aspects of linear algebra used most commonly in physics, with examples from mechanics, electricity and magnetism, relativity, and more. The aim of the module is to provide students with an expanded skill set for solving problems in physics, and in the process, to reveal the deep and profound connections between different areas of physics.
Linear maps on vector spaces are the basis for a large area of mathematics, in particular linear equations and linear differential equations, which form the basic language of the physical sciences. This module restricts itself to the vector space R^n to build an intuitive understanding of the concepts of linear algebra and tools for calculations. We begin with the geometry of lines and planes in R^3 and R^n looking at the intuitive concept of vectors on the one hand, and with systems of linear equations on the other. This leads us to matrix algebra, and in particular the inversion of matrices. One of the pre-requisites for MATH1049, MATH1057, MATH1058, MATH1060, MATH2013, MATH2045, MATH3087, MATH3033 and MATH3090
Building on the intuitive understanding and calculation techniques from Linear Algebra I, this module introduces the concepts of vector spaces and linear maps in an abstract, axiomatic way. In particular, matrices are revisited as the representation of a linear map in a specific basis. We furthermore introduce the concept of bases of vector spaces and study diagonalisation of linear maps. We apply the abstract theory both in the context of Rn (as seen in Linear Algebra I) and in the context of function spaces; these are particularly important in the study of linear differential equations and hence for instance in physical sciences; for example we look at the derivative operator on the space of polynomial functions. One of the pre-requisites for MATH2003, MATH2014, MATH2045, MATH3033, MATH3076 and MATH3090
The global industries shaping contemporary literary cultures are diverse, dynamic and rapidly changing. They incorporate children’s literature, graphic novels, plays and poetry, site-specific and experimental writing, popular genre fiction, as well as the canonical works of the heritage industry. This module will give you a critical understanding of these innovative industries and the skills needed to engage and develop them. It particularly focuses on literature’s digital revolution and the ways in which new media has radically transformed the meaning and processes of writing, publishing, editing, adapting, reading and reviewing. Issues to be examined on the module include the use of interactive writing platforms, the role of literary narrative in gaming, the adaptations of fiction into film, television, hypertexts and immersive experiences, the use of locative technologies in writing and reading. The module concludes with in-depth case studies that allow students to read literary texts through their complex cultural and economic contexts. These case-studies allow you to look at specific examples of the issues involved in the marketing, selling, copyrighting, adapting, translating, reading and interpreting of influential, often ground-breaking, cultural practices.
Why have some stories gripped the imagination of writers, musicians, and artists across cultures and centuries? And what does the emergence and constant re-emergence of such stories tell us about ourselves and others, past and present? What do readers and audiences continually find compelling about these translations, adaptations and transformations? How do writers reshape the stories they retell to meet the needs of their own times. In this module, you will trace, analyse, theorise and compare the inventions and reinventions of a classic narrative across history and through genres, from poetry to novels, and from song to paintings and film.
This optional module provides an advanced introduction to the relationship between literature, culture and social change. The course focuses on key points of intersection between the arts and activism through a range of historical and contemporary social movements in the ‘Long 20th Century’. These may include, but are not limited to: feminism, migration, climate crisis, BLM, 1968, oil, Human/Animal Rights. In these contexts, you will consider how writers and artists question the status quo, give voice to marginalized perspectives and inspire others to take action. You will evaluate theoretical and creative interventions into social change contexts, drawing on multiple genres and forms, including memoir, testimony, literary essay, visual media, manifestos and declarations.
Cities are continually evolving in response to economic, social and environmental drivers. Globalisation is accelerating this process and cities which are unable to respond may quickly lose their purpose and vitality. In a UK context, many cities have areas that developed during the Industrial Revolution or post World War II to deliver activities that are no longer relevant at such a physical scale. These areas are now opportunities for regeneration or change of use, in essence ‘rezoning’. Whilst globalisation can be considered as the major disruptor to the vitality of a city it is by no means an isolated event. There are an ever increasing number of smaller, often technology-led disruptors that have emerged following the expansion of the Internet such as UBER, Airbnb, Deliveroo, Amazon and Netflix. In parallel, cities need to accommodate an ageing population and address the predicted climate change led challenges such as greater intensity and frequency of flooding and heatwaves. Civil engineering delivers the hard infrastructure such as transport which may lock a city into a defined path for decades. An important skill therefore for the modern civil engineer is the ability to understand the challenges and opportunities that exist at the city scale and use this understanding to develop contextual solutions (systems design). This sits at the core of Liveable Cities, how do we shape cities to create the places people want to live, work and play in? How do we ensure cities are inclusive for all, meeting various needs and circumstances?
The Living Well with Long-Term Conditions (MLTC-M) module explores the prevention, diagnosis, and management of MLTC-M, equipping you with the knowledge and skills to support people living with multiple long-term conditions. This module focuses on identifying and addressing the needs that matter most to those living with multiple health conditions through shared decision-making, personalised care, interdisciplinary collaboration, and evidence-based interventions.
The towns in which the Romans lived are some of the most familiar features of the Roman world. Although they seem to look and feel like modern towns, they actually worked in quite different ways, a reflection of the fact that ancient Roman society was distinct to our own. This module introduces you to archaeology of towns from across the Roman world between the 3rd century BC and the 6th century AD. You will learn of the very different ways in which the Romans thought about towns and how they were organized. In particular, you will be introduced to the vibrant political and commercial life of towns in the Roman towns and provinces, and their links with Rome itself. You will also gain an appreciation of how Roman towns actually worked from day to day and their roles within the broader empire, and will also discover why there were very marked differences between towns in different parts of the Mediterranean, northern Europe and north Africa and the Middle East. You will also venture out into the countryside surrounding the towns, and learn something of their links to villages, farms and villas. Following this module, in short, will introduce you to some breath-taking archaeological sites and provide you with a fascinating glimpse into a key part of our European cultural heritage.
Ever since Aristotle, philosophers have been interested in developing formal systems of logic to refine our ability to distinguish valid from invalid arguments and to further our understanding of the nature of logic and validity. The aim of this module is to introduce students to some advanced techniques of logic and formal systems. The first part of the module is concerned with the logic and meta-logic of First Order Logic. If it’s not snowing, does it follow that if it’s snowing then I’m a monkey’s uncle? If all unicorns are wise, does it follow that there are unicorns? The second part of the module will be devoted to more advanced logical systems, such as Modal Logic. If it is obligatory to save all innocent children, does it follow that we actually save them? Could 2+2 make 5?
This module provides a comprehensive overview of the main features of logistic system operations. During the module, students will develop an appreciation for the different ways in which goods and services are managed and handled across the different transport modes from consignor to consignee, and the range of different issues that have to be considered when planning such logistics operations. The module combines theoretical analysis with case study examination and practical field trips to ensure that students experience the logistics systems first-hand. The module takes advantage of the University of Southampton, Transportation Research Group’s’s substantial experience and expertise in logistics research, and will makes use of case studies based on recent and ongoing research projects for local authorities, industry, the EU and EPSRC.
This module is designed to provide learners with the opportunity to explore contemporary issues related to assessment, diagnosis and management of Long-Term Conditions impacting the lower limb. Learners are likely to be from multi-professional backgrounds including Podiatrists, Nurses, Physiotherapists, Occupational Therapists, Prosthetists & Orthotists. Learners will explore topics ranging from condition diagnosis to organisation of healthcare delivery across a range of settings, such as UK NHS services, other health and care organisations within and outside of the UK, charity and sports settings, and the military. This module sits within the MSc Professional Practice in Health programme and is closely linked to complementary modules ‘Clinical biomechanics’ (10ECTS), ‘Contemporary issues in Limb Loss’ (10ECTS) and ‘Amputation and rehabilitation and prosthetic use’ (20ECTS) but can be undertaken as a standalone module. Module content is closely aligned to the School of Health Sciences ‘Long Term Conditions’ and ‘Active Living’ research groups, drawing upon contemporary evidence generation and international field leaders to deliver cutting-edge education. This module is likely to attract professionals who are working in the field of lower limb healthcare, Long-Term Conditions management, or those who would like to move into a career in this field. This module has a flexible study route for working professionals and is taught in a one-week block involving weekend work.
