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Process intensification (PI) is the down-scaling of a process to a smaller volume whilst retaining performancerepresenting an opportunity to create processes that are more energy efficient, cleaner, and sustainable. PI has the potential to revolutionise the way chemical plants are designed and operated.

Process intensification (PI) is the down-scaling of a process to a smaller volume whilst retaining performancerepresenting an opportunity to create processes that are more energy efficient, cleaner, and sustainable. PI has the potential to revolutionise the way chemical plants are designed and operated.

The module aims to provide students with a detailed understanding of advanced modelling and simulation tools applied to chemical engineering. The module will develop concepts of process modelling, process design, and process control and will apply advanced mathematical modelling and optimisation to chemical engineering applications, with the aim of synthesising and optimising processes. The module will also further the students’ knowledge of advanced control techniques, and will cover methods such as feedforward, cascade, and model predictive control. The module will prepare students to deal with complex systems and to apply detailed process modelling, optimisation and control methods to a wide variety of process operations using different computational tools.

The module aims to provide students with a detailed understanding of advanced modelling and simulation tools applied to chemical engineering. The module will develop concepts of process modelling, process design, and process control and will apply advanced mathematical modelling and optimisation to chemical engineering applications, with the aim of synthesising and optimising processes. The module will also further the students’ knowledge of advanced control techniques, and will cover methods such as feedforward, cascade, and model predictive control. The module will prepare students to deal with complex systems and to apply detailed process modelling, optimisation and control methods to a wide variety of process operations using different computational tools.

The module aims to provide students with a detailed understanding of advanced modelling and simulation tools applied to chemical engineering. The module will develop concepts of process modelling, process design, and process control and will apply advanced mathematical modelling and optimisation to chemical engineering applications, with the aim of synthesising and optimising processes. The module will also further the students’ knowledge of advanced control techniques, and will cover methods such as feedforward, cascade, and model predictive control. The module will prepare students to deal with complex systems and to apply detailed process modelling, optimisation and control methods to a wide variety of process operations using different computational tools.

The module aims to provide students with a detailed understanding of advanced modelling and simulation tools applied to chemical engineering. The module will develop concepts of process modelling, process design, and process control and will apply advanced mathematical modelling and optimisation to chemical engineering applications, with the aim of synthesising and optimising processes. The module will also further the students’ knowledge of advanced control techniques, and will cover methods such as feedforward, cascade, and model predictive control. The module will prepare students to deal with complex systems and to apply detailed process modelling, optimisation and control methods to a wide variety of process operations using different computational tools.

The module aims to provide students with a detailed understanding of advanced modelling and simulation tools applied to chemical engineering. The module will develop concepts of process modelling, process design, and process control and will apply advanced mathematical modelling and optimisation to chemical engineering applications, with the aim of synthesising and optimising processes. The module will also further the students’ knowledge of advanced control techniques, and will cover methods such as feedforward, cascade, and model predictive control. The module will prepare students to deal with complex systems and to apply detailed process modelling, optimisation and control methods to a wide variety of process operations using different computational tools.

In this module, students gain first-hand experience of professional work in the arts. The module adopts a DIY ethos, which has been fundamental to the development of the visual arts in the UK, through artist collectives, collaborative studio provision and artist-run spaces. These spaces and projects are vital to the ecology of arts provision, especially in providing a supportive community and opportunities to early-career artists. By giving students direct experience of running their own public-facing project, they will begin to acquire the skills and build a network of contacts that will enable them to better face the challenges of sustaining their practice outside the institution, and develop their understanding of the multiplicity of roles that artists can play in society.

Students are taught through a series of seminars on various aspects of planning, funding and delivering arts projects, including questions of ethics, representation, access, inclusion and sustainability. These seminars are led by guest professionals from local, regional and national arts organisations. The development and realisation of their own projects are supported through a series of group tutorials in which aims and strategies for their individual or group projects can be compared. Students are assessed by a journal documenting the project they undertook and articulating their understanding of that project in relation to the professional creative industries.

Examples of possible projects might include:
• organising, publicising and planning the interim exhibition
• socially engaged art practice
• publishing a zine or artist book
• pop-up exhibitions, performance evenings, artist film screenings
• public artist-led workshops
• collaborations with social or community organisations

In this module, students gain first-hand experience of professional work in the arts. The module adopts a DIY ethos, which has been fundamental to the development of the visual arts in the UK, through artist collectives, collaborative studio provision and artist-run spaces. These spaces and projects are vital to the ecology of arts provision, especially in providing a supportive community and opportunities to early-career artists. By giving students direct experience of running their own public-facing project, they will begin to acquire the skills and build a network of contacts that will enable them to better face the challenges of sustaining their practice outside the institution, and develop their understanding of the multiplicity of roles that artists can play in society.

Students are taught through a series of seminars on various aspects of planning, funding and delivering arts projects, including questions of ethics, representation, access, inclusion and sustainability. These seminars are led by guest professionals from local, regional and national arts organisations. The development and realisation of their own projects are supported through a series of group tutorials in which aims and strategies for their individual or group projects can be compared. Students are assessed by a journal documenting the project they undertook and articulating their understanding of that project in relation to the professional creative industries.

Examples of possible projects might include:
• organising, publicising and planning the interim exhibition
• socially engaged art practice
• publishing a zine or artist book
• pop-up exhibitions, performance evenings, artist film screenings
• public artist-led workshops
• collaborations with social or community organisations

Fieldwork is an integral part of the archaeological process and we want all our students to experience directly the generation of primary data by means of field and related practical activities. At the core of this module, therefore, is participation in at least three weeks of fieldwork and/or related activities, by means of a field school, research projects in the UK and/or overseas, and in certain cases post-excavation or similar activities. By these means, you will master the key skills of field and practical archaeology, and understand how new insights into past societies are generated 'at the trowel's edge'. You will be asked to consider the relationship between research designs for projects, and the methods they/you employ, and to put these skills to use in the design of a project of your own.

It is a requirement of all Archaeology degrees at Southampton, both single and joint honours, that you participate in at least three weeks of archaeological fieldwork, normally on a project organised by the University of Southampton. The objective of the fieldwork requirement is to ensure that you gain direct experience of the primary archaeological record, how it is discovered and recorded. At the same time, we expect that you will gain a range of transferable skills from your participation in a fieldwork project and will develop your personal skills in areas such as problem solving, decision making, teamwork and personal responsibility.