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Within this practical studio-based module you will develop further knowledge and skills relating to working with and responding to communities through illustration. With a series of project briefs that focus on ethical communication and engagement this module will champion the connection of the individual illustration student to communities. Through skills of storytelling, nuanced research and impactful communication you will be able to navigate new and existing connections to facilitate understanding and representation. This will ensure that you have the skills to work professionally across a wide range of cultures, subcultures and social groups. The module will conclude in construction of an informed portfolio of work.

This module focuses on the dermatology, neurosciences, ophthalmology and head & neck knowledge and understanding, practitioner and professional skills required of an F1 doctor, and the assessments within this module will focus on these areas.

The BM programmes are however highly contextualised and integrated programmes in which the application of knowledge and understanding, clinical skills and professional practice applicable to medicine are learned through a range of modules none of which are stand alone modules and therefore this module should be recognised by teachers and students alike as part of the whole year and programme. The Specialties Module in year 4 of the BM programmes is studied along with 4 other clinical teaching modules in Psychiatry, Acute Care, Obstetrics & Gynaecology/GUM and Child Health; a year long Medical Ethics & Law (MEL) module; and Year 4 and Finals assessment modules. The emphasis of the assessments for each of the modules aligns with the focus of learning for that module; however the integrated nature of the course means that there will undoubtedly be overlap and aspects of the assessment in each module will draw upon learning from modules studied in earlier years as well as modules studied in that year. In addition, the MEL module and Year 4 assessment modules have been purposely designed to assess learning outcomes covered in any of the 5 clinical modules from the year.

The module will normally take the format of a 6 week placement in one or more of our University of Southampton partner trusts and primary care. The timing will vary for different student groups and the teaching staff will vary for different trusts and student groups. As is the nature of clinical placements, the exact learning experiences of each student will be variable; however all students will receive the same broad opportunities sufficient to achieve the learning outcomes of the module and it is expected that students will take responsibility for making the most of the opportunities provided and being pro-active in securing experiences in areas in which they feel they have weaknesses and/or have had fewest learning experiences.

This module focuses on the dermatology, neurosciences, ophthalmology and head & neck knowledge and understanding, practitioner and professional skills required of an F1 doctor, and the assessments within this module will focus on these areas.

The BM programmes are however highly contextualised and integrated programmes in which the application of knowledge and understanding, clinical skills and professional practice applicable to medicine are learned through a range of modules none of which are stand alone modules and therefore this module should be recognised by teachers and students alike as part of the whole year and programme. The Specialties Module in year 4 of the BM programmes is studied along with 4 other clinical teaching modules in Psychiatry, Acute Care, Obstetrics & Gynaecology/GUM and Child Health; a year long Medical Ethics & Law (MEL) module; and Year 4 and Finals assessment modules. The emphasis of the assessments for each of the modules aligns with the focus of learning for that module; however the integrated nature of the course means that there will undoubtedly be overlap and aspects of the assessment in each module will draw upon learning from modules studied in earlier years as well as modules studied in that year. In addition, the MEL module and Year 4 assessment modules have been purposely designed to assess learning outcomes covered in any of the 5 clinical modules from the year.

The module will normally take the format of a 6 week placement in one or more of our University of Southampton partner trusts and primary care. The timing will vary for different student groups and the teaching staff will vary for different trusts and student groups. As is the nature of clinical placements, the exact learning experiences of each student will be variable; however all students will receive the same broad opportunities sufficient to achieve the learning outcomes of the module and it is expected that students will take responsibility for making the most of the opportunities provided and being pro-active in securing experiences in areas in which they feel they have weaknesses and/or have had fewest learning experiences.

This module focuses on the dermatology, neurosciences, ophthalmology and head & neck knowledge and understanding, practitioner and professional skills required of an F1 doctor, and the assessments within this module will focus on these areas.

The BM programmes are however highly contextualised and integrated programmes in which the application of knowledge and understanding, clinical skills and professional practice applicable to medicine are learned through a range of modules none of which are stand alone modules and therefore this module should be recognised by teachers and students alike as part of the whole year and programme. The Specialties Module in year 4 of the BM programmes is studied along with 4 other clinical teaching modules in Psychiatry, Acute Care, Obstetrics & Gynaecology/GUM and Child Health; a year long Medical Ethics & Law (MEL) module; and Year 4 and Finals assessment modules. The emphasis of the assessments for each of the modules aligns with the focus of learning for that module; however the integrated nature of the course means that there will undoubtedly be overlap and aspects of the assessment in each module will draw upon learning from modules studied in earlier years as well as modules studied in that year. In addition, the MEL module and Year 4 assessment modules have been purposely designed to assess learning outcomes covered in any of the 5 clinical modules from the year.

The module will normally take the format of a 6 week placement in one or more of our University of Southampton partner trusts and primary care. The timing will vary for different student groups and the teaching staff will vary for different trusts and student groups. As is the nature of clinical placements, the exact learning experiences of each student will be variable; however all students will receive the same broad opportunities sufficient to achieve the learning outcomes of the module and it is expected that students will take responsibility for making the most of the opportunities provided and being pro-active in securing experiences in areas in which they feel they have weaknesses and/or have had fewest learning experiences.

This module focuses on the dermatology, neurosciences, ophthalmology and head & neck knowledge and understanding, practitioner and professional skills required of an F1 doctor, and the assessments within this module will focus on these areas.

The BM programmes are however highly contextualised and integrated programmes in which the application of knowledge and understanding, clinical skills and professional practice applicable to medicine are learned through a range of modules none of which are stand alone modules and therefore this module should be recognised by teachers and students alike as part of the whole year and programme. The Specialties Module in year 4 of the BM programmes is studied along with 4 other clinical teaching modules in Psychiatry, Acute Care, Obstetrics & Gynaecology/GUM and Child Health; a year long Medical Ethics & Law (MEL) module; and Year 4 and Finals assessment modules. The emphasis of the assessments for each of the modules aligns with the focus of learning for that module; however the integrated nature of the course means that there will undoubtedly be overlap and aspects of the assessment in each module will draw upon learning from modules studied in earlier years as well as modules studied in that year. In addition, the MEL module and Year 4 assessment modules have been purposely designed to assess learning outcomes covered in any of the 5 clinical modules from the year.

The module will normally take the format of a 6 week placement in one or more of our University of Southampton partner trusts and primary care. The timing will vary for different student groups and the teaching staff will vary for different trusts and student groups. As is the nature of clinical placements, the exact learning experiences of each student will be variable; however all students will receive the same broad opportunities sufficient to achieve the learning outcomes of the module and it is expected that students will take responsibility for making the most of the opportunities provided and being pro-active in securing experiences in areas in which they feel they have weaknesses and/or have had fewest learning experiences.

How do writers activate and amplify the sonic properties of language? Why do artists use vocal performance of text in video art? How can text ‘perform’ on the page (or onscreen), and what does it mean for language to be performative? What does writing for performance require? How can audiences ‘read’ what is spoken, and how do they hear what is written? In this module, you will read a range of literary and critical material which explores the relation between writing, speaking and sounding. You will consider how contemporary artists deploy voiced text to incite political change and learn how 20th-century manifestos and 21st-century spells transform words into actions. You will analyse poetic texts as sonic artefacts and have the opportunity to write and perform innovative texts of your own. Over the course of the module, you will investigate what happens when language is lifted off the page.

How do writers activate and amplify the sonic properties of language? Why do artists use vocal performance of text in video art? How can text ‘perform’ on the page (or onscreen), and what does it mean for language to be performative? What does writing for performance require? How can audiences ‘read’ what is spoken, and how do they hear what is written? In this module, you will read a range of literary and critical material which explores the relation between writing, speaking and sounding. You will consider how contemporary artists deploy voiced text to incite political change and learn how 20th-century manifestos and 21st-century spells transform words into actions. You will analyse poetic texts as sonic artefacts and have the opportunity to write and perform innovative texts of your own. Over the course of the module, you will investigate what happens when language is lifted off the page.

How do writers activate and amplify the sonic properties of language? Why do artists use vocal performance of text in video art? How can text ‘perform’ on the page (or onscreen), and what does it mean for language to be performative? What does writing for performance require? How can audiences ‘read’ what is spoken, and how do they hear what is written? In this module, you will read a range of literary and critical material which explores the relation between writing, speaking and sounding. You will consider how contemporary artists deploy voiced text to incite political change and learn how 20th-century manifestos and 21st-century spells transform words into actions. You will analyse poetic texts as sonic artefacts and have the opportunity to write and perform innovative texts of your own. Over the course of the module, you will investigate what happens when language is lifted off the page.

Speech is humanity's most natural interface. Speech is all around us, but have you ever wondered what a voice really is, and what it takes to build one? In this module, you will develop expertise across the full speech AI pipeline: from speech signal fundamentals and data preparation to synthesis architectures that generate remarkably human voices. You will explore the theory and AI architectures that underlie state of the art speech technologies.

Building on your knowledge of machine learning, this module dives deeper into open and unsolved problems in the field, driven by cutting edge research. You will learn why speech processing is challenging and you will use creative problem solving to explore both the limitations and promises of speech AI.

Speech is humanity's most natural interface. Speech is all around us, but have you ever wondered what a voice really is, and what it takes to build one? In this module, you will develop expertise across the full speech AI pipeline: from speech signal fundamentals and data preparation to synthesis architectures that generate remarkably human voices. You will explore the theory and AI architectures that underlie state of the art speech technologies.

Building on your knowledge of machine learning, this module dives deeper into open and unsolved problems in the field, driven by cutting edge research. You will learn why speech processing is challenging and you will use creative problem solving to explore both the limitations and promises of speech AI.