In a globalised world dominated by international trade, the governance of commercial relationships and the disputes that arise from them, has become increasingly significant. The conflict of laws – also known as private international law – and civil procedure form a set of legal rules that govern three complex dimensions of international commercial disputes: the court or tribunal that has jurisdiction to hear the substance of the dispute and the avoidance of parallel proceedings, the law applicable to the resolution of that dispute on its merits and the recognition and enforcement of a court judgment or arbitral award. The conflict of laws and civil procedure are a fundamental, increasingly important dimension of the body of legal knowledge and methodological toolset of any practitioner engaged in transnational private contracting and dispute resolution. While historically, the conflict of laws has been predominantly national in its nature, in recent decades it has been subject to considerable harmonisation efforts at the European and international levels. This module will examine and compare the still-relevant English law rules and case law, the European Regulations on jurisdiction and applicable law and European Court of Justice case law, as well as relevant international conventions. This will be done in light of and in anticipation of the consequences of Brexit on international trade and commercial dispute resolution.
The purpose of the module is to provide a general overview of law relevant to students working in business and finance. The course provides an introduction to law, before focusing in more depth on areas of Contract Law and Tort Law. There is then an introduction to more advanced topics of Contract and Tort Law considering responsibility for advice, goods, property, services and the environment, both nationally and internationally.
This module will provide you with a foundational understanding of the principles of Western 'common practice' tonal music (c. 1650-1900, and beyond) that will be invaluable to your studies in later modules. The module will begin by introducing and rehearsing key terminology and concepts, before examining different methods of harmonic description and analysis, and concluding with consideration of theories of harmonic function.
EMHPs provide support and interventions in schools and colleges that acknowledge the broad range of difficulties experienced by many children and young people and which have adverse effects on their well-being. These will include common adverse experiences, traumatic events and common problems occurring in education settings. EHMWs will work within a model of the child and young person that recognizes both the effects of adversity on children and the limits of their autonomy. They will promote the well-being of children and young people by supporting their cognitive, emotional, social and physical development in the context of their family, school and other systems. The EMHP will draw on theory and research evidence about development and child and adolescent mental health to understand and to help children and young people to develop and increase support from their community of teachers, peers and family members. They will use psychological theories and models and psychoeducation to help children and young people understand and tolerate negative emotions (e.g. worry, sadness, anger, frustration). To help children and young people adapt to their unwanted or distressing behaviours and emotions, EMHPs will draw on psychological theories and research about principles of behaviour change.
EMHPs provide support and interventions, in schools and colleges, that acknowledge the broad range of difficulties experienced by many children and young people and which have adverse effects on their well-being. These will include common adverse experiences, traumatic events and common problems occurring in education settings. EHMWs will work within a model of the child and young person that recognizes both the effects of adversity on children and the limits of their autonomy. They will promote the well-being of children and young people by supporting their cognitive, emotional, social and physical development in the context of their family, school and other systems. The EMHP will draw on theory and research evidence about development and child and adolescent mental health to understand and to help children and young people to develop and increase support from their community of teachers, peers and family members. They will use psychological theories and models and psychoeducation to help children and young people understand and tolerate negative emotions (e.g. worry, sadness, anger, frustration). To help children and young people adapt to their unwanted or distressing behaviours and emotions, EMHPs will draw on psychological theories and research about principles of behaviour change.
This module covers the health protection aspects of communicable disease, including the biology, clinical features and control of such cases.
Level of study (NQF Levels 1-4) This course provides an excellent opportunity for people who wish to gain experience in teaching. Some of the aims of the scheme are: - To develop a range of students' skills and to offer an early taste of teaching to those interested in pursuing it as a career. - To help students gain confidence in communicating their subject, develop strong organisational and interpersonal skills, and understand how to address the needs of individual learners. - To give students experience of devising and developing projects and using teaching methods appropriate to engaging the relevant pupil age group and ability they are working with. - To help inspire a new generation of prospective undergraduates by providing role models for school pupils. - To help students convey the excitement of their own learning at University to pupils by showing them the long-term applications of school studies. - To help teachers by providing an assistant who can work with and support pupils at various point on the ability spectrum. For further information, and details of enrolment please contact the Public Engagement Leader for Physics & Astronomy, Pearl John (email pj@soton.ac.uk).
To develop knowledge of the analysis of communications systems. To introduce the basic analysis and design tools for communications engineering. To provide a comprehensive foundation for Level 6 and 7 communications courses.
In this module you will be exposed to the principles and practices of the four communities of learning which form one of the distinctive features of the Graphic Communication programme. These communities are: • Identity / Information; • Design for good; • Language / Narrative; • Future Environments. You will explore all communities and learn about the distinctive features of each. Although these communities correspond to an area of professional practice these are broad and open-ended. Alongside this you will continue to develop your skills in photography, motion design, graphic design and illustration. The essential theories, practices and principles of graphic communication learnt in semester one will be integrated and applied with the learning from these communities helping to nurture your understanding of the interdisciplinary nature of contemporary practice.
This module is the lab programme for all first-year students enrolled on the Computer Science or Software Engineering degree programmes. Structurally, the Part I Laboratory Programme organises all practical, professional and laboratory-based work in Part I in a single timetable that is delivered into central laboratory locations. The module is structured into a series of activities. There are a series of general sessions which all students enrolled on this module are expected to attempt: • Information lectures • Professional skills laboratories • Assignments This syllabus covers this material. In addition, there are a number of technical laboratories integrated into the Laboratory Programme which cover learning outcomes from the following technical modules in the Computer Science and Software Engineering programmes: • COMP1312 Programming I • COMP1313 Computer Systems I • COMP1314 Data Management • COMP1322 Programming II • COMP1323 Networks and Security
The aim of this module is to situate Accounting and Management students in the Company Law environment where accountants and business managers typically work. Students will consider the legal frameworks of the commercial world to gain an understanding of how and why businesses are organised in particular ways. The students will examine the different legal forms available for commercial entities, so that they understand the implications of corporate and non-corporate businesses. Students will consider the legal liabilities of business enterprises and the responsibilities of professional business accountants, auditors and managers. The aim of the module is to equip students with knowledge and understanding of various aspects of Company Law so that they are able to apply that knowledge in their work. In particular students will be posed with problem scenarios that they may encounter as financial advisors and business managers in the commercial world.
This course covers the material typically addressed in an undergraduate Company Law Course and addresses the framework of company law, the corporate entity, the corporate constitution, corporate governance issues including the directors' role, duties and responsibilities, as well as shareholder remedies, the protection of creditors and directors liabilities on insolvency.
This module introduces you to the comparative law methodology in the substantive context of ‘internet law’. As the internet has blurred jurisdictional boundaries and confronted states with their clashing legal normativities, it provides a fertile field for comparative law. Why can Europe and the US with many common cultural roots not agree on a common perspective on freedom of expression or privacy? What lies behind the First Amendment’s absolutism and how ‘absolute’ is it in fact? Equally, what are the cultural foundations of the legal insistence in Europe on privacy-in-public and online civility? Taking it a step further, how are Western foundational norms, such as free expression or privacy, received in collectivist cultures in the East? The module engages with some of the most pressing questions that the international community has faced on how the internet as a (global) public good should or should not be regulated.
