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Masters Degrees (Arctic)

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The aims of the course are to provide an understanding of key contemporary research problems in a range of disciplines in either the humanities and social sciences or physical sciences relating to the Arctic and Antarctica, and for students to undertake original research on a topic selected in consultation with members of staff. Read more
The aims of the course are to provide an understanding of key contemporary research problems in a range of disciplines in either the humanities and social sciences or physical sciences relating to the Arctic and Antarctica, and for students to undertake original research on a topic selected in consultation with members of staff.

Taught material is presented in the Michaelmas Term, usually in the form of seminars. The material is organized in two strands, suitable for students interested in the humanities and social sciences or in the natural sciences. It is examined through the submission of three essays, which can take the form of research papers. In the Lent and Easter terms students carry out research towards their dissertations. Dissertation topics are agreed with supervisors and are closely integrated with the ongoing research activities of the Scott Polar Research Institute (SPRI). Students are expected to participate in internal and external research seminars, and a research forum.

See the website http://www.graduate.study.cam.ac.uk/courses/directory/eaggmpmps

Course detail

The outcomes of the course are achieved both through focused study of specialised aspects of research on the Arctic and Antarctic, either in terms of Arts and Humanities or the Sciences, and through the development of research skills and methods. The following outcomes of student learning are sought:

Knowledge of ideas: Students gain familiarity with an appropriate range of intellectual and methodological traditions relevant to the study of the Arctic and Antarctic. For the humanities and social science strand, students draw on material from Geography, Anthropology, Political Science and other social sciences, and understand the significance of different epistemological positions that provide the context for research. For the physical sciences strand, students will become familiar with theories and empirical work from, amongst other areas, the fields of glaciology, oceanography and atmospheric science. They will gain knowledge and understanding of the field-based, remote sensing and modelling techniques used in polar science research. The teaching is provided via lectures and seminars, research supervision via bi-weekly meetings between students and their supervisor and sessions concerning research skills. Students also attend the research seminars held in their research groups. This allows exchange of ideas and debate with more experienced academic researchers and their peers;

Critical skills: Students become skilled and critical readers of Arctic and/or Antarctic publications and data sets. This is achieved through structured reading associated with each module, as well as via supervision on the essays and dissertation;

Substantive knowledge of ideas: Students gain in-depth knowledge of substantive areas of Arctic and/or Antarctic research. This knowledge is gained in the modules on The Emerging Arctic, Northern Peoples, Polar Remote Sensing, Glacier and Ice Sheet Dynamics: Present and Past. Students gain an in-depth knowledge either of underlying patterns of development, conservation and cultural transformation in the Arctic and/or Antarctic regions, or of the physical processes at work in these regions, how these have changed in the past and are changing currently, and the methods and techniques for investigating them;

Research design skills: Students develop their capacity to frame research questions, to derive appropriate research designs, and develop awareness of different epistemological approaches. This is achieved through the ‘Research Training’ sections of course;

Practical research skills: Students gain a competence and confidence in using a range of qualitative and/or quantitative methods for gathering, analysing and interpreting data. This is achieved through the ‘Research Training’ sections of course and the dissertation;

Presentation skills: Students gain skills in the presentation of research-based evidence and argument. Students are expected to take an active role in the research seminars of the research groups to which they belong and to contribute actively to seminar discussions. They are also expected to present their dissertation aims, methods, preliminary results, and plans for future work at a student forum held part way through their dissertation research period;

Management and other transferable skills: Students gain skills in managing a research project, and its execution (including, where appropriate, elements of data management, understanding ethics and codes of good practice in cross-cultural research, understanding uncertainty, disseminating research). Several of these elements are taught in the ‘Research Training’ sections of course, and then are extended and applied via the dissertation research, which has individual supervision from an experienced researcher.

Assessment

- 20,000 word dissertation that, at the discretion of the examiners, can include an oral examination on the thesis and the essays and on the general field of knowledge.
- Three essays or other exercises of up to 4,000 words each.

Continuing

70% overall in MPhil.

How to apply: http://www.graduate.study.cam.ac.uk/applying

Funding Opportunities

AHRC for Arts and History topics approved by the AHRC DTP at University of Cambridge.

General Funding Opportunities http://www.graduate.study.cam.ac.uk/finance/funding

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You can choose between the Master's programme in Classical and Mediterranean Archaeology and the Master's programme in Prehistory and Protohistory of Northwest Europe. Read more
You can choose between the Master's programme in Classical and Mediterranean Archaeology and the Master's programme in Prehistory and Protohistory of Northwest Europe. Both Master programmes include different tracks: a track with the name og the programme, a specialized track in Bioarchaeology and Maritime Archeology, while a third track, Arctic Archaeology can be followed under the programme Prehistory and Protohistory of Northwestern Europe. All programmes and tracks will teach you to tackle archaeological problems in a scientific way.

In the first semester, you will be introduced to the archaeological practice and its multidisciplinary character. You will discuss the role of archaeology in contemporary society and explore the relation between archaeology and politics. You will strengthen your knowledge of archaeological theories that are used in collecting and interpreting data. In addition, you will carry out research in an excavation project. If you choose the programme Classical and Mediterranean Archaeology, you will work on a project in Greece, Italy, Turkey or Egypt. Does your preference go to Prehistory and Protohistory of Northwestern Europe, then you will carry out your research at a site in that region, or in the Arctic.

In the second semester, you have to do an internship. Finally, you will finish your degree with a thesis.

Job perspectives

Thanks to the Valetta Treaty on Archaeology, the job market in the Netherlands has been strong. These opportunities have now decreased, leading to a more diverse job market, within government and semi-government agencies, tourism, journalism and private enterprises. Archaeology is traditionally strong in obtaining grants for research projects, especially PhD projects.

Job examples

- Commercial archaeological firms
- Free-lance specialist
- Musea
- State archaeological service
- Research institutes
- Cultural institutes
- PhD research

The BA and MA programmes are strongly tied to the Groningen Institute of Archaeology (GIA), which comprises the archaeological research of the University of Groningen.

GIA research is focused on:
- Prehistoric, protohistoric and historical archaeology in the Netherlands, the Mediterranean and the Arctics.
- Bioarchaeology: archaeobotany and archaeozoology
- Material culture studies, including conservation
- Landscape archaeology, including GIS-based studies

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Automotive industry design is undergoing a very swift and radical change and this course prepares automotive engineers to deal with this complex and fast development. Read more
Automotive industry design is undergoing a very swift and radical change and this course prepares automotive engineers to deal with this complex and fast development. Our applied approach to design, manufacture and testing of automotive products ensures that our graduates are ready for automotive industry, with excellent employability prospects. In addition, our location is in the heart of one of Europe's biggest concentrations of high-tech businesses and the UK motorsport valley. This offers unrivalled opportunities for students to collaborate with automotive industry and their supply chain. It keeps students abreast with the current developments in automotive technologies, production methods, processes and management techniques. Our teaching is centred around our state-of-the-art laboratories in a purpose-designed engineering building.

Why choose this course?

You will be taught in a purpose-designed engineering building, by staff with exceptional knowledge and expertise in their fields. Lecturers include world-leaders in research on sustainable vehicle engineering, and those with experience of designing and working with major automotive manufacturers such as TATA, MAN and BMW. Our visiting speakers from business and industry provide professional perspective, preparing you for an exciting career; for more information see our industrial lecture series schedule. We have close links with industry including the BMW MINI plant in Oxford, Porsche, Ford, MAN, MIRA and other national and international partners. Our research incorporates the latest developments within the sector with high profile visiting speakers contributing to our invited research lectures.

In REF 2014 57% of the department's research was judged to be of world leading quality or internationally excellent with 96% being internationally recognised. Regular visits to automotive industry and their supply chain provide students with opportunities to explore technical challenges and the latest technology - to get a flavour of the activities within our department see 2015 highlights. You will have the opportunity to join our acclaimed Formula Student team (OBR), mentored by our alumni and visiting lecturers from automotive and motorsport industry. You will put theory into practice by competing with the best universities from around the world. Find out more about Formula Student at Brookes by visiting the Oxford Brookes Racing website: https://obr.brookes.ac.uk/

Professional accreditation

Accredited by the Institution of Mechanical Engineers (IMechE) and The Institute of Engineering and Technology meeting the academic requirements for full Chartered Engineer status.

This course in detail

The course is structured around three periods: Semester 1 runs from September to December, Semester 2 from January to May, and the summer period completes the year until the beginning of September.

To qualify for a master's degree you must pass the compulsory modules, one of two alternative-compulsory modules and one optional module, along with the dissertation.

Compulsory modules
-Advanced Vehicle Dynamics
-Sustainable Engineering Technology.
-Advanced Engineering Management

Alternative-compulsory modules (you must pass at least one of these):
-Noise, Vibration and Harshness
-Vehicle Crash Engineering

Optional modules (you take one of these, unless you take both alternative-compulsory modules above):
-Advanced Vehicle Aerodynamics
-Engineering Reliability and Risk Management
-CAD/CAM
-Advanced Powertrain Engineering

The Dissertation (core, triple credit) is an individual project on a topic from automotive engineering, offering an opportunity to develop a high level of expertise in a particular area of automotive engineering, including use of industry-standard software and/or experimental work, the module will also provide you with research skills, planning techniques, project management. Whilst a wide range of industry-sponsored projects are available (e.g. MAN (Germany), VUHL (Mexico), McLaren (UK), AVL (Austria), Arctic Truck (Iceland) etc.), students are also able undertake their own projects in the UK and abroad, to work in close co-operation with a research, or commercial organisation.

Please note: As our courses are reviewed regularly as part of our quality assurance framework, the choice of modules available may differ from those described above.

Teaching and learning

Teaching staff are drawn primarily from the Department of Mechanical Engineering and Mathematical Sciences. Visiting speakers from business and industry provide further input.

Careers and professional development

Our graduates enjoy the very best employment opportunities, with hundreds of engineering students having gone onto successful careers in their chosen industry. Many of our students go on to work with leading automotive or motorsport companies in the UK and worldwide.

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The Master of Environment and Management (MEM) program is a graduate degree of interdisciplinary study in either the Master of Arts (MA) or Master of Science (MSc) designed to enhance strategic decision making in the environmental field. Read more
The Master of Environment and Management (MEM) program is a graduate degree of interdisciplinary study in either the Master of Arts (MA) or Master of Science (MSc) designed to enhance strategic decision making in the environmental field. The program emphasizes teamwork and focuses on technical, policy, and system and sustainability issues to prepare students to become environmental professionals who are effective leaders and managers. This is a two year program made up of 3 three-week on-campus residencies (mandatory) combined with online learning.

The MA/MSc in Environment and Management program helps students to:
-Assess the environmental, social, cultural, political, legal, and economic elements of enhancing and sustaining environmental health and ecosystem well-being
-Develop and evaluate goals, objectives and strategies for leadership and management of environmental issues through a range of perspectives
-Identify and use appropriate research, assessment and reporting methods for the investigation and analysis of environmental issues, problems, and projects
-Present a systems perspective on the implications of scale for options, actions and decisions respecting environmental sustainability, facilitate the learning and decision-making ability of others, and develop and model personal and team visions
-Prepare, communicate and implement action plans for environmental change

Who It’s For

Those from all levels of government, business, industry, consulting and non-governmental organizations who want to gain skills and credentials as leaders and managers to advance their current career or launch a new one. Students will pursue either a Master of Arts or Master of Science based on individual academic history and work experience.

Participants in the Master of Arts/Master of Science in Environment and Management (MEM) program come from as far north as Iqaluit in the Canadian Arctic, as far south as Peru and as far east as Indonesia and China. Most participants are employed in the public, private and not-for-profit sectors, and represent a broad cross-section of the environmental sector.

Delivery Model

The Master of Arts/Master of Science in Environment and Management program consists of ten courses (seven on campus and three distance online through Internet technologies) and completion of a graduate thesis.

Distance courses are delivered through the innovative use of web-based technologies. Participants will draw upon web resources as well as more traditional print media, while using online discussion groups and drop boxes to work towards the electronic submission of assignments.

Normally, students will take one distance course at a time, for a period of 10 - 12 weeks. Each distance course will require an average time commitment of 10 - 20 hours per week.

Students should expect to work hard during the residency period. The typical classroom schedule is Monday to Friday, from 8 a.m. to 5 p.m. Homework, readings, and team meetings are done outside of these hours. There will be some activities in the evenings, as well as during the typical workday. In addition to the educational activities there are planned recreational events.

In general, the student will have secured the necessary approvals to enter the program from their employer. In most cases the employer will, therefore, be the sponsor and will provide the student with the support and mentorship necessary to complete the program. In some cases, the sponsor may not be the employer of a student, but may be an organization interested in supporting the direction and receiving the results of the thesis.

There are many variations of the sponsor-student relationship, and this can be discussed with the Program Academic Lead to find a mutually-supported solution. The sponsor should be prepared to take "ownership" of the graduate's thesis project as a credible and defensible work which will clearly reflect the student’s own values, concepts and creativity, and which will have been subject to peer review.

The thesis topic should be of specific interest to the sponsor and in general, to qualify as suitable thesis project material, the topic must fall clearly into categories such as: a scientific study of a particular environmental issue or procedure; a detailed and scientifically-based case study of the environmental issues central to a particular area or resource industry; or, an evaluation of the social, political, economic, or legal implications of particular environmental policies, regulations, and practices.

Flexible Admission

Applicants who do not meet the Standard Admission requirements will be considered for Flexible Admission and assessed as follows:
-Normally, six years of relevant work experience, or an equivalent combination of education and experience.
-All flexible admission applicants will normally be required to take "Academic Writing and Critical Thinking" and obtain a minimum final grade of B (73%).

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This is the first masters level degree course that brings academic rigour and focus to this multi-disciplinary subject. The MSc in Flow Assurance for Oil and Gas Production is suitable for engineering and applied science graduates who wish to embark on successful careers in the oil and gas industry. Read more

This is the first masters level degree course that brings academic rigour and focus to this multi-disciplinary subject. The MSc in Flow Assurance for Oil and Gas Production is suitable for engineering and applied science graduates who wish to embark on successful careers in the oil and gas industry. Our strategic links with industry ensures that all the materials taught on the course are relevant, timely and meets the needs of organisations competing within the sector. This industry-led education makes our graduates some of the most desirable the world for energy companies to recruit.

In the foreseeable future, hydrocarbon (oil and gas) will still be the major energy source irrespective of the developments in renewable and nuclear energy. The term ‘flow assurance’ was coined by Petrobras in the early 1990s meaning literally “guarantee of flow.” It covers all methods to ensure the safe and efficient delivery of hydrocarbons from the well to the collection facilities. It is a multi-disciplinary activity involving a number of engineering disciplines including mechanical, chemical, process, control, instrumentation and software engineering.

Previously uneconomical fields are now being exploited - oil and gas are produced in hostile environments from deep water to the Arctic. As conventional oil reserves decline, companies are developing unconventional oil fields with complex fluid properties. All of these factors mean that flow assurance plays an increasingly important role in the oil and gas industry.

Course overview

The MSc in Flow Assurance for Oil and Gas Production is made up of nine compulsory taught modules (eight compulsory and one optional from a selection of three), a group project and an individual research project.

In addition to management, communication, team work and research skills, each student will attain at least the following outcomes from this degree course:

- Develop a professional ability to undertake a critical appraisal of technical and/or commercial literature.

- Demonstrate an ability to manage research studies, and plan and execute projects in the area of oil and gas production technology and flow assurance.

- Use of the techniques appropriate for the management of a oil and gas production and transport systems.

- Gain an in-depth understanding of the technical, economic and environmental issues involved in the design and operation of oil and gas production and transport systems.

Group project

The group project runs between February and April and is designed to give students invaluable experience of delivering a project within an industry structured team. The project is sponsored by industrial partners who provide particular problems linked to their plant operations. Projects generally require the group to provide a solution to the operational problem. This group project is shared across the Process Systems Engineering MSc, Flow Assurance MSc and Carbon Capture and Transport MSc, giving the added benefit of gaining new insights, ways of thinking, experience and skills from students with other backgrounds.

During the project you will develop a range of skills including learning how to establish team member roles and responsibilities, project management, and delivering technical presentations. All groups submit a written report and deliver a presentation to the industry partner. Part-time students will take an additional elective module instead of the group project.

It is clear that the modern design engineer cannot be divorced from the commercial world. In order to provide practice in this matter, a poster presentation will be required from all students. This presentation provides the opportunity to develop presentation skills and effectively handle questions about complex issues in a professional manner.

Recent Group Projects include:

- Waste water treatment process design

- A new operation mode design for a gas processing plant.

Individual Project

The individual research project allows students to delve deeper into a specific area of interest. Our industrial partners often put forward practical problems or areas of development as potential research topics. For part-time students, their research project is usually undertaken in collaboration with their place of work. The individual project takes place from April/May to August.

Recent Individual Research Projects include:

- Separation – from Subsea to Topside

- Evaluation of Multiphase Flow Metering

- Multiphase Jet Pumps

- Sand Transport in Undulating Terrains.

Modules

The taught programme for the Flow Assurance masters is generally delivered from October to March and is comprised of eight compulsory modules, and one optional module to select from a choice of four. The modules are delivered over one to two weeks of intensive delivery with the later part of the module being free from structured teaching to allow time for more independent learning and reflection. Students on the part-time programme will complete all of the compulsory modules based on a flexible schedule that will be agreed with the course director.

Assessment

Taught modules: 40%; Group project: 20% (dissertation for part-time students); Individual Research Project: 40%.

Accreditation

This MSc degree is accredited by the Institution of Mechanical Engineers (IMechE).

Funding

To help students find and secure appropriate funding we have created a funding finder where you can search by filtering the results to suit your needs. Scholarships and bursaries are available to contribute towards fees, and/or living costs for graduates applying for full-time Masters courses in the themes of Water, Energy and Environment. Please see below for the specific funding that is available and the eligibility criteria. Visit the funding finder.

Cranfield Postgraduate Loan Scheme (CPLS) - https://www.cranfield.ac.uk/Study/Postgraduate-degrees/Fees-and-funding/Funding-opportunities/cpls/Cranfield-Postgraduate-Loan-Scheme

The Cranfield Postgraduate Loan Scheme (CPLS) is a funding programme providing affordable tuition fee and maintenance loans for full-time UK/EU students studying technology-based MSc courses.

Career opportuniites

There is considerable global demand in the oil and gas industry for flow assurance specialists with in-depth technical knowledge and practical skills. The industry led education makes our graduates some of the most desirable for recruitment in this sector. The depth and breadth of the course equips graduates with knowledge and skills to tackle one of the most demanding challenges to secure our energy resource. Graduates of the course can also be recruited in other upstream and downstream positions. Their knowledge can additionally be applied to the petrochemical, process and power industries.



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IN BRIEF. Work towards a fulfilling career in an exciting field with the potential for travel. Learn from respected filmmakers via a series of masterclasses. Read more

IN BRIEF:

  • Work towards a fulfilling career in an exciting field with the potential for travel
  • Learn from respected filmmakers via a series of masterclasses
  • Develop the creative and technical skills you will need to produce striking and informative wildlife documentaries
  • Skillset-accredited course
  • Based at MediaCityUK
  • Work/industrial placement opportunity
  • International students can apply

COURSE SUMMARY

On this course you will learn the research, scriptwriting and production skills that you will need to produce polished, professional wildlife documentaries.

As well as lectures and seminars, you will attend masterclasses given by expert practitioners with links to the television industry. Plus you will take field trips to a range of animal habitats, where you will work on individual and group projects.

During your time with us, you will learn specialist wildlife-production techniques, including long-lens and time-lapse photography and close-up sound recording. There is a strong emphasis on professional practice, and your projects will be expected to measure up to scientific scrutiny, as well as exhibition and broadcast standards.

Graduates’ final films have won many awards at national and international festivals.

TEACHING

The course will employ a range of teaching and learning strategies in order to meet learning outcomes. These will include:

  • Lectures
  • Seminars
  • Camera, sound and editing skills practice and assessment
  • Analysis of case studies
  • Student-led independent research
  • Student-led project work and field trips.

This strategy will be integrated with an assessment strategy based on outcomes, students' reflective self-assessments and learning plans. Assessment methods will include production exercises and portfolios, projects, critical essays and a dissertation project.

ASSESSMENT

Each module within the course uses and combines a number of different assessment criteria. The following styles are used within the course modules:

  • Reports
  • Presentations
  • Essay
  • Practical project
  • Research Portfolio

EMPLOYABILITY

The course is ideal for those wishing to pursue careers in all aspects of wildlife documentary production, including directing, producing, script-writing, photography, sound recording and editing. A number of graduates are now working within the TV industry both in the UK and abroad, including several independent companies and ITV, all within wildlife documentary.

The majority of past students have found jobs in the television industry. Examples include:

  • Graduates who are now producer/directors and making long-form documentaries for broadcast
  • Ex-students are working for the BBC Natural History Unit as researchers and assistant producers and editors
  • Ex-students are working for independent Wildlife Documentary Production Companies as cameramen and assistant producers
  • Ex-students are working for ITV, producing short films from their wildlife images catalogue
  • A student is working as an assistant cameraman for a leading wildlife independent company
  • One student is working as a producer for Portuguese TV
  • Other graduates have jobs as field assistants (currently working in the arctic on a major wildlife film), runners and film librarians
  • A student is making web-based programmes for Cornwall TV
  • All are connected with wildlife and nature film-making

LINKS WITH INDUSTRY

This course has a number of links with media companies throughout the UK including the BBC Natural History Unit in Bristol. The current external examiner for the course is the head of the BBC Natural History Unit, Andrew Jackson. Students have undertaken work experience both at the BBC, Warehouse51 Wildlife Production Company and Films@59, the post production company that works on a range of wildlife programmes for the BBC and Disney Nature. Both the course leader and the visiting fellow keep close links with companies within the TV sector, including Panasonic, Sony, Canon and Arriflex to ensure students are aware of latest technologies.



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Oceanographers investigate both fundamental and applied problems relating to the physics, mathematics, biology, chemistry, and geology of the sea, often working across traditional academic disciplines. Read more

Program Overview

Oceanographers investigate both fundamental and applied problems relating to the physics, mathematics, biology, chemistry, and geology of the sea, often working across traditional academic disciplines. Research carried out both independently and in collaboration with federal government laboratories occurs in many different oceanographic regimes, including coastal BC fjords, the inland sea of the Strait of Georgia, open ocean regions of the Subarctic Pacific, and many other locations, including the Arctic and Antarctic Oceans. The types of problems that can be studied include fundamental questions about the flow of stratified fluids at scales ranging from tens of meters to thousands of kilometers, applied research in estuaries, coastal, and deep-ocean processes, general ocean circulation and climate change issues, marine chemistry, geochemistry, and biogeochemistry, natural product chemistry, marine viruses, fisheries oceanography, plankton ecology and physiology, and primary production of the sea. The Department is well equipped to carry out research in the field (using either its own boat or larger vessels in the oceanographic fleet), at the laboratory bench, and in the numerical heart of a computer. Most problems involve aspects of all three.

Students in Oceanography may select courses, depending on their interest, from the following areas of specialization:
- biological oceanography
- marine chemistry and geochemistry
- physical oceanography and atmospheric sciences

Students are encouraged to broaden their knowledge by taking courses outside their area of specialization. Courses related to Oceanography are also offered in the Departments of Botany, Chemistry, Civil Engineering, Geography, Physics and Astronomy, and Zoology.

Oceanography students normally begin their studies in September but may sometimes arrange to start their thesis/dissertation work in the summer before their first Winter Session. A student wishing to do graduate work in Oceanography should first discuss the proposed program with appropriate faculty in the Department of Earth, Ocean and Atmospheric Sciences.

Quick Facts

- Degree: Master of Science
- Specialization: Oceanography
- Subject: Science
- Mode of delivery: On campus
- Program components: Coursework + Options
- Faculty: Faculty of Science

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Students in this programme are trained to research these type of questions. This programme is part of the Master programme of Archaeology and builds on the knowledge and skills obtained in a BA programme of Archaeology. Read more
Students in this programme are trained to research these type of questions.

This programme is part of the Master programme of Archaeology and builds on the knowledge and skills obtained in a BA programme of Archaeology.

Within the programme four different tracks are available. These tracks have their specific core modules, but also share courses with the other tracks within our MA programme.

The track are:
- Prehistory and Protohistory in northwest Europe, with core modules Prehistoric Cultural Landscapes and Terp-mound Archaeology
- Bioarchaeology, with a core module of the same name
- Maritime Archaeology with a core module of the same name
- Arctic Archaeology, with the core module Sustainability at the Polar Regions

The first semester comprises one compulsory module, Archaeology Today, and two of the other modules named here. In the second semester there is the opportunity to do an internship or an advances GIS course. The final stage of the MA programme is a thesis.

Why in Groningen?

- flexible structure
- unique archaeobotanical and archaeozoological reference collections
- GIS and Material Culture laboratories
- all courses are taught in English
- close connections with Centre for Isotopes Research and Biology
- very low tuition fees
- a student friendly city

Job perspectives

Thanks to the Valetta Treaty on Archaeology, the job market in the Netherlands has been strong. These opportunities have now decreased, leading to a more diverse job market, within government and semi-government agencies, tourism, journalism and private enterprises. Archaeology is traditionally strong in obtaining grants for research projects, especially PhD projects.

The BA and MA programmes are strongly tied to the Groningen Institute of Archaeology (GIA), which comprises the archaeological research of the University of Groningen.

GIA research is focused on:
- Prehistoric, protohistoric and historical archaeology in the Netherlands, the Mediterranean and the Arctics.
- Bioarchaeology: archaeobotany and archaeozoology
- Material culture studies, including conservation
- Landscape archaeology, including GIS-based studies

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Summary. The Erasmus Mundus MSc Coastal and Marine Engineering and Management (CoMEM) is a two-year, English-taught international masters programme offered by a consortium of five European universities. Read more

Summary

The Erasmus Mundus MSc Coastal and Marine Engineering and Management (CoMEM) is a two-year, English-taught international masters programme offered by a consortium of five European universities: Norwegian University of Science and Technology, Trondheim, Norway; Polytechnic University of Catalunya, Barcelona, Spain; Technical University of Delft, Netherlands; City University London, UK; and University of Southampton, UK. Students study in two or three different countries depending on their individual track of study. The programme covers how to prepare coastal areas in the event of sea-level rise and the study of how marine tides can contribute to renewable energy..

Modules

There are five specialist tracks:

1) Arctic Marine Coastal Engineering;

2) Marine Operations and Management;

3) Environment and Management;

4) Coastal Engineering;

5) Engineering and Environment.

Students on tracks 3, 4 and 5 attend the University of Southampton

Visit our website for further information.



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The MSc in Sustainable Development and Energy is a full-time taught postgraduate programme run by the School of Geography and Sustainable Development. Read more

The MSc in Sustainable Development and Energy is a full-time taught postgraduate programme run by the School of Geography and Sustainable Development.

The course is part of a double Masters degree in which students spend one year at St Andrews and the second year studying abroad at the MGIMO in Moscow. The MSc at St Andrews is awarded independently of the second year at Moscow.

Highlights

  • Students benefit from studying abroad at MGIMO in Moscow, taking a wide range of energy modules, and being a part of the Arctic Research Centre.
  • Interdisciplinary teaching provides multiple perspectives. Students are taught by experts from disciplines across the University and beyond. 
  • Practical experience supplements leading theory. Many lecturers and visiting speakers have practical experience of advising government, business and communities on aspects of sustainable development, and are all leaders in their academic fields. 
  • Students are placed in internships at an energy company in Moscow during their second year.
  • Field trips, such as to a Scottish highland estate, bring the subject alive by exploring practical applications of sustainable development. (Field trips are run at no additional cost.)

Teaching format

During the first year at St Andrews, students complete seven taught modules. Teaching methods include lectures, tutorials, seminar presentations, student-led workshops, as well as field trips and away days. Over the course of the year, but with particular focus during the summer months, students research a project area and produce an academic literature review, a professional policy brief and a reflective essay.

During the second year at MGIMO, students complete six modules. Teaching is conducted by leading CEOs in energy companies. Students are placed in an internship with an energy company during their second year at Moscow which typically lasts from 4 to 12 weeks depending upon student availability and the company's role. Internships are usually unpaid, but this can vary depending upon experience. All travel costs for internships are normally covered.

Further particulars regarding curriculum development.

Modules

The modules at St Andrews have varying methods of delivery and assessment. For more details of each module, including weekly contact hours, teaching methods and assessment, please see the latest module catalogue which is for the 2017-2018 academic year; some elements may be subject to change for 2018 entry.



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This new and exciting programme is aimed at training graduates from a range of scientific disciplines who wish to pursue a research career in cold-regions science, notably within the disciplines of glaciology, glacial geomorphology, polar climatology / oceanography, environmental science, polar biogeochemical processes, or their intersections. Read more

About the course

This new and exciting programme is aimed at training graduates from a range of scientific disciplines who wish to pursue a research career in cold-regions science, notably within the disciplines of glaciology, glacial geomorphology, polar climatology / oceanography, environmental science, polar biogeochemical processes, or their intersections.

The programme’s underlying theme is contemporary, as its key interest is to explore the expressions, mechanisms and impacts of rapid ongoing changes in our planet’s cold regions.

Your career

You’ll develop the skills to work in private or public sector research, or join the civil service. Recent graduates have started careers in consulting or with organisations like CAFOD, the Environment Agency and the British Library. Many of our graduates stay on to do research. We have a high success rate in securing funding for those who wish to study for a PhD with us after finishing a masters.

Study with the best

This is a vibrant postgraduate community, with strong international links. Our research partners are global, from UK universities to institutions in southern Africa, Denmark, Iceland, Australia and the USA. Our teaching is invigorated by work from several interdisciplinary research groups, like the Sheffield Centre for International Drylands Research, the Urban and Regional Policy Research Institute and the Sheffield Institute for International Development.

How we teach

Our staff are active researchers at the cutting-edge of their fields. That research informs our masters courses. As well as the usual lectures and seminars, there are practicals, lab classes, field trips and research projects.

Facilities and equipment

A new £1m Sediment-Solute Systems lab enables geochemical analysis of aqueous and solid phases, especially in the context of biogeochemistry. We have equipment for chromatography, UV spectrometry and flow injection/auto analysis.

Our sample preparation facilities enable digestion, pre-concentration by evaporation under vacuum, and tangential flow filtration. There are alpha and gamma counters, a laser particle sizer and a luminescence dating lab. Field equipment includes automatic water samplers, weather stations, data loggers and environmental process characterisation sensors.

We have high-quality petrological microscopes for examining geological samples. We have labs for spectrometry and for palaeontological preparation, and you’ll also have access to specialist facilities in other departments at the University.

Laptops, camcorders, tape recorders and transcribers are available for your fieldwork. Our postgraduate computer labs have networked workstations for GIS research and climate modelling, ARC/INFO, ERDAS software and specialist software for remote sensing. GIS facilities are also provided by the £5m Informatics Collaboratory for the Social Sciences.

Our new postgraduate media GIS suite has facilities for Skype, video conferencing, web design, video editing and creative media.

Fieldwork

Most of our courses involve fieldwork. The MPH, MSc and MA International Development take students on a 10-day field trip where they put their research skills into practice. Recent classes visited the West Pokot region of Kenya, urban and rural areas of Nepal, the suburbs of Cairo and India.

Core modules

Research Design in Analysis of Environmental Systems; Current Issues in Polar and Alpine Science; Arctic/Alpine Field Course; Polar and Alpine Change Research Project.

Teaching and assessment

Modules are delivered through a mixture of lectures, seminars, workshops and independent study.

The Research Project is assessed by oral presentation of mid-project findings, submission of a project report in the summer and by a poster presentation of project findings.

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Our masters programme will empower you to confidently meet the challenges of working in complex and unpredictable situations; overseas, on expedition, in low resource settings or within your UK practice. Read more
Our masters programme will empower you to confidently meet the challenges of working in complex and unpredictable situations; overseas, on expedition, in low resource settings or within your UK practice. Following comprehensive preparatory modules we provide you with the unique opportunity to undertake a placement in a global or remote environment as part of your immersive learning experience. Discover, discuss and debate with our expert faculty.

Explore the interactions between global, environmental and human factors that influence health and welfare. Learning in the field will demonstrate the multi-factorial aspects associated with remote and global medicine. Gain the advanced knowledge, skills and leadership qualities to deliver quality medical care, use evolving medical technologies and interact with health care professionals in multicultural settings, ensuring the best possible health outcomes for your unique patient population.

Key features

-Rise to the challenge on this part-time, one year masters programme – become a health professional ready to meet the unique challenges of providing care in complex and challenging global and/ or remote environments
-Experience teaching from faculty staff and visiting experts that have an active role in shaping healthcare systems locally and globally; working in global health partnerships, and leading expeditions to arctic, jungle, desert and mountainous terrains.
-Equip yourself with the advanced skills necessary to critically analyse and combine a range of information to make safe and effective decisions in unpredictable situations, demonstrate leadership qualities and contribute to improvement science in your placement setting.
-Benefit from a blended learning environment with delivery ranging between practical scenario-based training in the field, lectures and seminars, and supported distance learning.
-Take advantage of a collaborative educational partnership between local NHS services, higher education, clinical services and experts including the military.
-Enhance your learning with our established links to the British Antarctic Survey Medical Unit, Diving Diseases Research Centre, THET Health Links Partnerships, and the South West Global Health Collaborative.

Course details

During this programme you’ll have the opportunity to develop a comprehensive understanding of remote medicine and of the distinct environmental, physical and psychological factors associated with working as a remote clinical practitioner. You will plan, research and complete the dissertation associated with the masters programme. The dissertation is designed to enable you produce a project under supervision, and to demonstrate project design, development, evaluation and synthesis skills.

Core modules
-DIS731 Dissertation
-REM713 Global Health
-REM711 Remote Practitioner
-REM714 Remote & Global Placement Medicine

Optional modules
-PDD721DL Project Design, Development and Knowledge Transfer
-PDD721 Project Design, Development and Knowledge Transfer

Every postgraduate taught course has a detailed programme specification document describing the programme aims, the programme structure, the teaching and learning methods, the learning outcomes and the rules of assessment.

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Goal of the pro­gramme. Global socio-ecological problems call for multidisciplinary solutions that transcend the usual boundaries of science and decision-making. Read more

Goal of the pro­gramme

Global socio-ecological problems call for multidisciplinary solutions that transcend the usual boundaries of science and decision-making. The Environmental Change and Global Sustainability (ECGS) Master’s programme trains you in wide-ranging interdisciplinary thinking skills and provides you with the ability to:

  • Study environmental and sustainability issues in your respective fields of expertise and
  • Solve problems of socio-ecological sustainability in cooperation with various social actors.

Further information about the studies on the Master's programme website.

Pro­gramme con­tents

ECGS is a truly multidisciplinary Master’s programme. It covers an introductory Core Module common to all students, followed by two distinct study tracks.

The introductory Core Module focuses on the methodologies of environmental and sustainability science as well as the interactions between science and society. The Core Module also offers a pool of optional methodological studies, providing you with the necessary research tools to tackle socio-ecological challenges.

If your orientation is in natural sciences, the Environmental Change study line can provide you with an understanding of the functioning of terrestrial and aquatic ecosystems and can give guidance toward their sustainable use.

If your interests are more in the social sciences and humanities, on the other hand, the Global Sustainability study line provides an understanding of the socio-cultural underpinnings of global sustainability challenges so that you can help to develop solutions that take social and environmental justice into consideration.

Se­lec­tion of the study track

You can apply for one of the two studytracks in the ECGS Master’s programme: the Environmental Change study line or the Global Sustainability study line. You can refine your expertise in your chosen study line by choosing from study modules related to your specialised field of science or from interdisciplinary phenomenon-based modules.

Environmental Change modules are offered in, for example, the following research fields: aquatic sciences, soil and earth sciences, environmental ecology, environmental biotechnology and agroecology. Global Sustainability modules include themes such as environmental and natural resource economics, environmental policy, development studies, public and social policy, consumer research, forest policy and economics, and development geography. ECGS also offers a variety of modules integrating both natural and social scientific perspectives including phenomenon-based modules on the Baltic Sea and the Arctic as well as a variety of interdisciplinary fields such as climate change, food and consumption systems, urban studies and socio-ecological systems studies.

As an international applicant, you will be assessed and accepted for the Master’s program based on the scientific relevance of your bachelor’s degree and your success in previous studies.



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Goal of the pro­gramme. Life on Earth depends on solar energy captured by plants - they are the base of most food webs and underpin the functioning of all major ecosystems. Read more

Goal of the pro­gramme

Life on Earth depends on solar energy captured by plants - they are the base of most food webs and underpin the functioning of all major ecosystemsPlants release the oxygen we breath. They convert solar energy into chemical energy, providing us with food, fibres, renewable energy sources, and raw materials for many industries. Plants do not carry out these processes in isolation. They interact with other organisms and the physical and chemical environment, communicate and actively adjust to their circumstances. How do they do these things and how can we profit from understanding them? When you have graduated from the Master’s Program in Plant Biology you will have the answers to these big questions, and more, such as:

  • How one plant cell develops into a complicated organism and how plant cells, tissues and organs communicate with each other
  • How plants avoid, tolerate or defend themselves from external stress factors such as diseases, drought and excessive solar radiation
  • How plants sense their environment and communicate with each other and with other organisms
  • How plants, interacting with microbes, fungi and animals, maintain ecosystems and thus life
  • How the genotypic, functional and morphological differences between plants allow them to thrive in vastly different habitats

You will also be able to:

  • Understand how research in plant biology and biotechnology can contribute to plant breeding and production
  • Plan, coordinate and execute high-quality basic and applied scientific research
  • Have a good command of the scientific method and critically evaluate research across scientific disciplines
  • Use the basic skills needed to expand your knowledge into other related fields and communicate with experts in those fields
  • Act in working life as an expert and innovator in your field, supported by your language, communication and other transferable skills
  • Be eligible for scientific post-graduate (doctoral) studies

After earning your degree, you can continue towards a PhD or move directly into a career. If you have a Bachelor’s degree in a field of biology from another Finnish university or from a foreign university anywhere in the world, you are welcome to apply for the Master’s programme in Plant Biology. Based on your previous studies we will evaluate the possible need for supplementary studies, which will be included in your degree.

Further information about the studies on the Master's programme website.

Pro­gramme con­tents

The Master’s Programme in Plant Biology is a joint programme of the Faculty of Biological and Environmental Sciences and the Faculty of Agriculture and Forestry, which ensures an exceptionally comprehensive curriculum. You will be able to study the diversity of wild and cultivated plants from the Arctic to the Tropics, as well as plant functions from the molecular to the ecosystem level.

The teaching is diverse, consisting of modern laboratory and computer courses, field courses, seminars and excursions. The curriculum is intertwined with research. You will be introduced to the research groups from the beginning of your studies, so you will become familiar with research methods as your studies progress. Much of the study material is in various learning platforms (such as Moodle), which allow distance learning. You will have a personal tutor who will help you tailor an individual study plan according to your requirements.

Within the programme you can choose among several optional study modules and focus on, for example:

  • Plant biotechnology and breeding
  • Molecular biology and genetics
  • Regulation of growth, reproduction and differentiation of tissues
  • Biological basis of crop yield
  • Plant ecology and evolutionary biology
  • Evolutionary history and systematics of plants and fungi
  • Species identification

All modules are worth at least 15 credits. They are interlinked to ensure a coherent and balanced degree that allows you to obtain a broad perspective. Alternatively, you can focus on your primary research interest while acquiring the skills needed to follow your career goals on completion of your degree.

A translational perspective is emphasised in courses in which it is relevant. That will allow you to apply the acquired basic knowledge in problem-based research, bridging the gap between basic and applied research.



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Application period/deadline. November 1, 2017 - January 24, 2018. High level education covering the whole mine value chain. Shared courses in geosciences and engineering, including both theory and practice. Read more

Application period/deadline: November 1, 2017 - January 24, 2018

• High level education covering the whole mine value chain

• Shared courses in geosciences and engineering, including both theory and practice

• Excellent, cutting-edge infrastructure for research and education in close cooperation with the mining industry

The international master´s degree programme in Mineral Resources and Sustainable Mining (MRSM) is a two-year programme focusing on education in mining-related subjects. The programme provides master’s degrees in two fields: geosciences and engineering.

The specialisation lines in the field of geosciences are Economic Geology and Quaternary Geology and in the field of engineering sciences, they are Mining Engineering, Mineral Processing, and Applied Geophysics.

The programme will give you excellent skills and understanding on the whole mine value chain and principles of sustainable mining, including:

• Theoretical studies in geosciences and engineering

• Economical and environmental aspects of mining

• Hands-on practice in the well-equipped Oulu Mining School Research Centre and in the field

• The latest modelling and simulation education related to the topics

• Instrumental skills in mineral analytics

The two-year programme has five specialisation options:

Economic Geology focuses on characterisation of mineral deposits and geological processes behind their genesis, forming a basis for mineral exploration. Central topics include ore geology, regional geology, mineralogy, geochemistry, mining industry, and exploration. The obtained proficiency can be used in mineral exploration or exploitation of natural resources in private companies or research institutes.

Quaternary Geology covers a wide range of sub-disciplines including glacial geology, sedimentology, ore prospecting techniques, and hydrogeology. Education is also covering global change issues in the northern hemisphere and the Arctic. The programme will give in depth understanding of the properties of glacial sediments and deposits, their genesis and use for ore prospecting and for geotechnical purposes.

Mining Engineering covers a wide range of topics, including geotechnique, mining technologies, analysis of production capacity, and financing. The expertise can be used in design and management of metal mines as well as in other operations related to exploitation of raw materials.

Mineral Processing deals with the processes to economically separate valuable minerals from the ores. Oulu Mining School has unique, continuous mode in-house concentrating plant that provides an excellent infrastructure for training and education purposes. The environmental aspects of processing, health and safety in the plants, and collaboration with the mining industry are essential parts of education.

Applied geophysics concentrates on the basic phenomena in geophysics and how to apply the knowledge for example in exploration, mapping and management of natural resources, and in environmental and engineering studies. In the life cycle of a mine, geophysics plays an important role in all stages: before opening the mine in mineral exploration and resource assessment, during active mining operations in exploration for additional resources and environmental monitoring, and after the closure of the mine in environmental monitoring and mapping of potentially contaminated areas.

Graduating students understand and govern the technical, geological, financial, regulatory, environmental and social aspects of sustainable mining. Job opportunities exist in all fields related to the mining value chain including exploration, mining, mineral processing, and other kinds of rock engineering both in the industry and in research.

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