Focus: Design of a hill-climb race car using CFD: In the Group Design Project (GDP) you will design an entire hill-climb race car by means of CFD analysis, with the primary goal of improving its performance over the baseline car provided to you in form of a CAD model. The group project is a learning experience that enables you to apply your engineering and scientific knowledge to develop specific race car designs. Working in a group you will negotiate with your 'client', in this case the coordinator, develop your team working, plan your project, present your work through meetings with your supervisor and assessors, report writing and oral presentations. At all times, you will monitor your progress as a team to ensure you are achieving the objectives set while ensuring quality of output. You should consult the coordinator for full details regarding conducting the project, meetings, forms required and important deadline dates.
This module connects the recent Black Lives Matter protests in the US and UK to histories of slavery, resistance and racism, allowing students to explore the beginnings of slavery, and the history of the institution, how enslaved people resisted slavery, and the struggles for emancipation. As the module progresses, we will focus on the racism that has persisted after slavery. We will also consider the contexts of the Black Lives Matter movement and ongoing struggles and debates about racism, equality, and inclusion. As well as looking at these major themes, there will be opportunities to explore the lives and words of some of the people who lived through these struggles: from enslaved people and freedom fighters in the nineteenth century, to the civil rights activists, writers and protestors of the twentieth century and beyond.
Between the late eighteenth and early twentieth centuries a powerful new idea emerged in the West: race. According to this ideology, human beings could be divided into biological groups - ‘races’ - determining both moral character and intellectual ability. Ideas of race were particularly powerful in the United States: white Americans constantly proclaimed their own racial superiority in order to justify racial slavery, the removal of American Indians from their homelands, and the segregation and disenfranchisement of African Americans. Whites, however, did not have a monopoly on racial thought; African American intellectuals had their own ideas about race, celebrating African history and championing black culture. This module will trace the development of racial thought in the United States between the American Revolution and World War I, examining the relationship between culture, politics, and society. Throughout the module we will also look at ideas of class and gender and consider their relationship to the concept of race. Why were working-class northerners seen as especially racist by contemporaries? And how did the lynching of black men help to subordinate white women? Part 1 will focus on the United States between the Revolution and the Civil War. We will examine the ways in which ideas of race influenced the development of racial slavery, the treatment American Indians, and the framing of the Constitution. We will discuss the use of race by both defenders of slavery and their abolitionist counterparts and look at the ways in which racial ideas were employed by working-class, “blackface” minstrels. Finally, we will consider the fascination of some whites with African American sacred music (the “spirituals”).
Between the late eighteenth and early twentieth centuries a powerful new idea emerged in the West: race. According to this ideology, human beings could be divided into biological groups - ‘races’ - determining both moral character and intellectual ability. Ideas of race were particularly powerful in the United States: white Americans constantly proclaimed their own racial superiority in order to justify racial slavery, the removal of American Indians from their homelands, and the segregation and disenfranchisement of African Americans. Whites, however, did not have a monopoly on racial thought; African American intellectuals had their own ideas about race, celebrating African history and championing black culture. This module will trace the development of racial thought in the United States between the American Revolution and World War I, examining the relationship between culture, politics, and society. Throughout the module we will also look at ideas of class and gender and consider their relationship to the concept of race. Why were working-class northerners seen as especially racist by contemporaries? And how did the lynching of black men help to subordinate white women? Part 2 will pick up the story with the Civil War, the emancipation of the enslaved, and the subsequent reconstruction of the South. We will look at the ways in which race was used to justify the segregation, disenfranchisement, and lynching of African Americans. We will also examine: the work of African American intellectuals who expressed pride in black culture; the white fascination with “voodoo”; the use of race to advocate as well as condemn American imperialism; the ways in which race figured in the early-twentieth- century eugenics movement.
This module will be first offered in the 2018/19 academic year. To present the fundamental principles and engineering techniques used in the design and operation of radar and to relate them to the current and future aerospace applications.
The seventeenth century was a time of extreme change and political instability in England. In 1649, after years of civil war, Charles I, the King of England, was beheaded on Whitehall in front of a crowd of thousands. England, overnight, became a republic and then, under Oliver Cromwell, a Protectorate. In 1660, it all changed again when Charles II came home from exile and monarchy was restored. This module explores how English men and women wrote about their world as it was turning upside down. Robert Herrick wrote poems about illicit pleasures while Katherine Philips mourned her dead king, lamenting 'this scorching age'. Andrew Marvell wrote panegyrics for Oliver Cromwell and William Davenant staged England's first ever opera, despite the government’s ban on playgoing, drinking and ‘such like wickedness and abominations’. And when John Milton saw the English republic fall apart, he sat down to write his masterpiece, Paradise Lost. Political pamphlets and newspapers flourished, radical religious sects such as the Quakers were born, and men and women prophesied about the state of the country, and their uncertain future.
For the United States, the turn of the twentieth century was a turbulent, transformative time: an age of embattled political parties and insurgent Populists, mass immigration and overseas war, millionaire capitalists and impoverished farmers, all set to the ragged rhythms of African-American popular music (otherwise known as Ragtime). If this sounds familiar, it is because it is: the late nineteenth and early twentieth centuries set the template for American life as we know it. The turn of the century witnessed the rebirth of a nation devastated by bloody civil war. In this module, we will look at some of the most important issues of the day, including the wars waged against guerrilla fighters in the Philippines and American Indians in the West, the fight for women’s rights and the campaign for prohibition, the rise of populist politics, the growth of mass consumerism, the segregation and disenfranchisement of African Americans in the South, and the emergence of black ghettoes in the North. Proceeding thematically, rather than chronologically, the module looks at the period 1877 to 1920 from a number of different angles, considering the ways in which ideas of class, gender, and race helped to shape the rebuilding of the United States. Throughout, we will examine the impact of this process of national reconstruction upon American life and thought. Americans were troubled and excited in equal measure as small towns, Victorian values, and comforting familiarity gave way to big cities, political radicalism, and the fevered squall of the jazz trumpet.
This module provides comprehensive coverage of the main features of railway engineering and operations, including topics ranging from system planning through to the impacts of noise and vibration. During the module students will develop an appreciation of the distinctive features of engineering in the railway context, while also making links with more general engineering and transport planning practice. The module will combine theoretical analysis with practical applications to allow students to understand how railway engineering and operational principles are used in the real world. The module takes advantage of the University of Southampton’s substantial experience and expertise in railway research, and will make use of case studies based on recent and ongoing research projects.
This module is about exploring English education and the changes that lead it to exist in its current form. In studying this module, you will develop your skills in identifying and discussing the impact of the different changes in English education. Within the module, you will explore policy reforms and curriculum changes, historical context, pedagogical shifts, innovative teaching practices and more.
This module explores issues at the intersection of philosophy, politics, and economics, focusing on questions about the relevance of preference and wellbeing for government decision-making. What are preferences? How might they be relevant to good government decision-making? What is wellbeing? How might it be relevant to good government decision-making, and how might it connect with, or compete with, considerations to do with our preferences? What other considerations feed into government decision making that might compete with, or even undermine, these considerations? We will explore these questions both in the abstract, but also with concrete test cases - these will vary from year to year but might include topics such as overall tax rates, inheritance tax, public health interventions, and questions about healthcare spending priorities.
This module will explore some central issues about rationality, responsibility, and ethics. Questions we shall consider may include: What is it to act? Are all actions motivated by desire? Do we act only in pursuit of what we deem good? What is involved in acting rationally, or for a good reason? Do all, some, or none of our reasons depend on our desires? Do moral considerations necessarily provide reasons for action, or is there sometimes most reason to be immoral? What is it to act for the right reasons? What makes our actions worthy of praise or blame? When does ignorance excuse?
The module will develop concepts related to reaction engineering and the design of reactors. Reaction engineering is at the heart of chemical engineering and one of the main requirements of chemical engineers is to design equipment where reactions take place in the most affordable, safe, and efficient way.
The course introduces an array of chemical reactions that facilitate carbon-to-carbon bond formation and functional group interconversions.
Chemical industries have transformed the quality of human life rapidly by the chemical and physical transformation of ecological goods and services to higher economic value products, mostly without considering if those transformation routes or methods were sustainable. Reactors Design and scale up is at the hart of chemical processing and have applications in many low carbon and sustainable technologies including energy conversion (fuel cells, metal-air batteries, fuel production, electrolysers and flow batteries), catalysis (chemical and electrochemical synthesis), carbon capture/sequestration/conversion and fermentation based chemical production.in energy conversion, pharmaceutical & cosmetics, and food& beverage processing This module provides an introduction to the chemical, biochemical and mathematical principles underpinning reactor design, scale up and operation. Students will develop a working knowledge of reactors through carbon capture, catalysis and energy conversion case studies.
The culmination of your history degree at Southampton will be the completion of your final year independent research dissertation (HIST3021 for History programmes or HIST3210 for Ancient History programmes). In this module you will learn how to apply the analytical and research expertise that you have been developing through your degree to your own individual research project and its conceptual framework. You will choose from a series of workshops according to the broad areas of historical interest that will inform your dissertation, chronological, geographical and thematic. You will work as a member of a group with a specialist workshop leader for each of the interest areas to explore the key literature and historiographical developments relevant to your field. You will be expected to engage critically with influential texts and you will be asked to review one of these texts for the first assessment. Your discussions will enable you to understand how the writing of history needs to be historicized and in particular to consider how this relates to the subject area that you intend to investigate in your dissertation. You will receive feedback on your research project through a presentation and a historiographical essay. The module is supported by a wide range of lectures and online materials; you are encouraged to engage widely with all the resources on offer to learn about the research process and how to be an historian, but you will also be able to identify and concentrate on those areas that will be most pertinent to your own research project.
