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This programme prepares you to critically explore the management of the ill neonate in a variety of settings in order to develop and expand your role within the field of neonatal care. Read more
This programme prepares you to critically explore the management of the ill neonate in a variety of settings in order to develop and expand your role within the field of neonatal care.

About the programme

This programme is designed for practitioners registered with the Nursing and Midwifery Council (NMC) and who are currently employed within the field of neonatal nursing.

It has been developed to provide a standardised level of professional competence and academic accreditation for neonatal nurses.
It incorporates the competencies of Matching Knowledge and Skills for Qualified in Speciality (QIS) Neonatal Nurses (April 2012).

Your learning

The programme consists of three SCQF Level 10 modules, normally undertaken over six months – one year:

Special Care Neonatal Nursing – you will critically explore the specific needs of a baby requiring special care nursing. You will undertake the practice element of the programme within your own area of practice and will be supported by clinical mentors.

Neonatal Intensive Care/High Dependency – you will critically explore the specific needs of a baby requiring intensive care nursing. You will undertake the practice element of the programme within your own area of practice and will be supported by clinical mentors.

Neonatal Work-based Learning – this module will enable you to work towards the achievement of clinical competencies as detailed within the clinical log book; you will be supported by clinical mentors throughout. Students should log a total of 750 hours of learning experiences, with 250 of these hours dedicated to specific experiences achieved within the intensive care setting.

Students will primarily be based in their own units, in both special and intensive care environments.

Our Careers Adviser says

Graduates will be able to further develop professionally within neonatal nursing, mapping their continuing professional development to the Health Career Framework and Knowledge and Skills Framework (KSF). Following at least a two year period of being qualified in specialty, staff may undertake an MSc in Advanced Neonatal Practice.

State-of-the-art facilities

Our campuses are equipped with artificial simulated environments with contemporary healthcare technology, where you’ll learn in a realistic context, to put your knowledge into practice. The unpredictability of patient symptoms are mimicked using sophisticated software in a clinical ward setting, ranging from low to high dependency beds.

Investment in the Domus Initiative – an older adult artificial home environment – provides you with experience in caring for older people and dementia care. In a first for the Scottish university sector, we have established A Community Orientated Resource for Nursing (ACORN) where students can practice within a simulated primary care environment.

Lanarkshire and Paisley campuses also provide midwifery students with excellent learning and teaching environments with facilities and equipment that includes a birthing room with maternal simulator and a birthing pool for simulated water births.

Life-changing research

We work jointly with a range of partners, both nationally and internationally, on our research interests, and this directly informs teaching at UWS – which means that you’ll learn from the experts.

Our programmes are informed by practice and all of our academic staff are members of the School’s Institute of Healthcare Policy and
Practice. Some of our most recent initiatives include –

• the launch of a new resource, ‘Jenny’s Diary’, which will provide an invaluable tool for families and practitioners to help people with a learning disability understand their diagnosis of dementia

• the development of a new ‘Philosophy of Care’ in partnership with Broomfield Court Care Home in Glasgow, which will look at ways of enhancing the culture and care within a care setting

• we have collaborated with Ayrshire Hospice to launch the first University Hospice in Scotland to help improve the lives of people with life-limiting illness, their families, partners and carers across Ayrshire & Arran; and Ardgowan Hospice in Greenock, with it becoming a University Teaching Hospice and launching a two-year research project with the University aimed at revolutionising the way palliative
care is delivered to improve the patient journey

• the launch of Dumfries & Galloway Recovery College – the first of its kind in Scotland – which offers short courses designed to enhance self-belief, identify ambitions and encourage learning

• in partnership with Edinburgh Napier University and the University of Edinburgh, the mental health team lead research into the relationship between emotional intelligence and clinical and academic performance in student nurses

• we are working with the Glasgow Improving Cancer Journey Programme to evaluate this groundbreaking intervention in cancer care in Scotland

• we have launched a new state-of-the-art microbiology lab which will form a research base in the fight against Healthcare Associated Infection

• a collaboration with a number of European partners to develop shared academic and practicebased programmes to prepare family health nurses in Europe

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This specialist creative writing MA course enlists the expertise of our team of writer-lecturers, five of whom are currently published in the field of children’s writing. Read more
This specialist creative writing MA course enlists the expertise of our team of writer-lecturers, five of whom are currently published in the field of children’s writing. It is supported by visiting speakers from the children’s publishing world, including agents, editors, publishers and authors.

Leading Children's Literary Agent Jodie Marsh (United Agents) offers an annual prize for the 'most promising writer for young people'. We have an excellent track record of graduates achieving publication. Novels by Gill Lewis, Sam Gayton, Elen Caldecott, Jim Carrington, Alex Diaz, Marie-Louise Jensen, Sally Nicholls, Maudie Smith, Che Golden, C.J. Skuse and Sarah Hammond and picture books by Karen Hughes have all been published in the last five years. Ways to Live Forever by Sally Nicholls won the Waterstones Children's Book of the Year Award and the Glen Dimplex New Writers Award 2008. Marie-Louise Jensen and Elen Caldecott were both shortlisted for the 2009 Waterstones Prize, and Elen was longlisted for the Carnegie award for How Kirsty Jenkins Stole the Elephant.

COURSE STRUCTURE AND CONTENT

The course is for writers for children of all ages, from the picture-book age through to adolescent and ‘crossover’ writing which aims at markets among adults as well as young people. Though prose fiction is likely to be the main area studied, students will have the chance to look at writing in all forms, including poetry, picture book texts and non-fiction.

The course supports students to create a significant body of writing, with practical plans for its place in the real world of publishing. It is based on the principle that most writers learn and benefit from working closely with their fellow writers, in a disciplined supportive setting, and with tutors who are practising and published writers in their field.

MODULES

Writing Workshops - In the first semester’s writing workshop you will explore a variety of formats and approaches, gaining a sense of the different age- ranges and forms. This is also an introduction to the writing workshop experience which is the heart of the course. In the second semester’s workshop you will be asked to choose your area of writing, and use the workshop’s feedback and encouragement to explore it in more depth. Full-time students take one writing workshop in Semester One and one in Semester Two. Part-time students take one workshop each year.

Context Modules - Each full-time student takes one of these in the first semester and one in the second semester. The first semester’s context module, Writing for Young People: Forms, Ages and Stages, is concerned with the writer’s relationship with their audience, a sense of the history of and issues raised by children’s writing. The second semester’s module looks at Contemporary Children’s Publishing, and aims to give a realistic grasp of the choices open to new writers in the field. Part-time students take one of these context modules in each year of study.

Manuscript - This is the development of a manuscript as near to publishable quality as possible. It is supported by tutorials with a manuscript supervisor. It may be a novel, a book of stories, a collection of poems or picture book texts.

TEACHING METHODS AND RESOURCES

The course is modular and offered for full and part-time study. Part-time students take the same course over a two-year period, taking one module each semester. Students complete four taught modules (two writing workshops and two context modules) plus a manuscript (double module).

Modules are normally taught via tutor-led writing workshops, organised in 11 weekly three-hour sessions on the Corsham Court campus. The manuscript is taught via one-to-one tutorials, working with a tutor with particular knowledge of your field of work. Throughout the course, there will be special events to bring in writers to discuss their work, plus literary agents and editors with practical advice on the publishing process. Our current writer in residence is Marcus Sedgwick.

TUTORS

This course is taught by publishing writers and depending on timetables will include:

• Julia Green: her novels for young adults include Blue Moon, Baby Blue and Hunter’s Heart (Puffin), Breathing Underwater, Drawing with Light and Bringing the Summer (Bloomsbury)and her most recent novel for younger children is Tilly’s Moonlight Fox (Oxford University Press).
• Steve May: author of Dazzer Plays On and One Chance (Egmont).
• Jonathan Neale: his novels for children are Lost at Sea and Himalaya.
• Mimi Thebo: author of Wipe Out, Hit the Road Jack, Get Real (Harper Collins); Drawing Together (Walker).
• Steve Voake: his novels include The Dreamwalker’s Child, The Web of Fire, The Starlight Conspiracy, Blood Hunters, Fightback and Dark Woods (Faber & Faber), plus his Daisy Dawson and Hooey Higgins series for younger readers (Walker Books).
• Children’s publishing industry specialists John Mclay and Janine Amos

ASSESSMENT METHODS

The assessed coursework for each Writing Workshop is a folder of creative writing. For the first Context Module the coursework is an essay of approximately 2,500 words and a folder of creative responses. The second context module is assessed by a portfolio of writing tasks connected to the children’s publishing industry, including two book proposals. The manuscript is 35,000-40,000 words, or the equivalent in poetry or picture book texts.

CAREER OPPORTUNITIES

Most of our students want a career as a published children’s author, and many have gone on to achieve this. Others have found work in the children’s publishing industry, or in libraries, bookshops and teaching or other work with young people.

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The Specialist Community Public Health Nursing course is designed to prepare practitioners for the role of health visitor through meeting the professional standards laid down by the NMC for registration on part 3 of the professional register. Read more
The Specialist Community Public Health Nursing course is designed to prepare practitioners for the role of health visitor through meeting the professional standards laid down by the NMC for registration on part 3 of the professional register. It is of interest to you if you are a nurse or midwife and wish to further develop your career through working with clients and communities to improve health.

Why choose to study this course at Bolton? The University is one of the best places in the country to study health courses. Health visiting has been within the educational portfolio of the University of Bolton for many decades. The University is currently in the process of seeking accreditation of the UNICEF Baby Friendly Initiative standards to the programme.

The University has a long-standing and excellent reputation for producing effective and innovative health visitors and offering quality, supportive learning opportunities in partnership with primary health care trusts.

Quality assurance processes within the University and through external professional bodies, ensure that courses continue to a high standard and are directly relevant to professional practice.

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Develop your midwifery knowledge and skills to an advanced level with our challenging Masters course which will open doors to leadership roles or research. Read more
Develop your midwifery knowledge and skills to an advanced level with our challenging Masters course which will open doors to leadership roles or research.

See the website http://www.anglia.ac.uk/study/postgraduate/advanced-midwifery-practice

If you’re passionate about your midwifery practice and want to develop your knowledge and skills to an advanced level, our MSc is for you. Supported by an exceptional academic team of experienced midwives within a faculty with a track record for innovative midwifery training, it’ll enable you to advance your existing skills of independent thinking and quickly apply them to your practice.

With concerns about rising rates of intervention, you’ll be encouraged to explore both how to promote normality during childbirth and how to care for vulnerable women with complex needs, with the aim of reducing intervention. The supporting optional modules will help you acquire the knowledge and skills necessary for assuming leadership roles in clinical practice or research.

See the website http://www.anglia.ac.uk/study/postgraduate/advanced-midwifery-practice

Careers

Successful completion of this course will give you the potential to advance your career into leadership positions within clinical settings, or in the fields of management, research and teaching. You’ll be equipped with the skills and knowledge to become an innovative, forward-thinking practitioner, with the qualities needed to affect change in healthcare planning, delivery and education.

You’ll also have the opportunity to complete the course with an additional qualification as a Newborn Infant Physical Examination (NIPE) practitioner. Many of our Masters level midwifery students go on to complete professional doctorates.

Core modules

Promoting Normal Childbirth
Facilitating Complex Birth
Research Studies
Major Project

Optional modules

Newborn Infant Physical Examination (NIPE)
Advanced Communication Skills
Law & Ethics in Health & Social Care
Strategic Management & Commissioning
Global Leadership
Care of the Critically Unwell Woman

You will choose one optional module from the above list. Some modules may not be available through Distance Learning and you can contact us to find out more. Modules are subject to change.

Assessment

Assessment methods vary between modules and include written essays, seminar presentations with supporting papers, a research proposal and, for the Masters award, a major project of no more than 18,000 words.

All the assessment methods are designed to demonstrate the range of knowledge and skills expected of a practitioner working at an advanced level.

Facilities

As a midwifery postgraduate student at our modern Chelmsford campus, you’ll enjoy all the academic and social benefits you could expect from one of the largest and most exciting universities in England. Our William Harvey building has a specialist midwifery clinical skills room that is used to simulate practice skills training.

Our midwifery team works with international agencies such as the UK Network on Sexual and Reproductive Health and Rights, World Health Organisation (WHO), The White Ribbon Alliance and the London School for Health and Tropical Medicine. In addition many of the team have specific research interests and are either completing, or have completed doctorates.

Anglia Ruskin is one of only a few universities in the UK to hold Baby-Friendly Initiative full accreditation.

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* Subject to validation, 2017 entry. The only postgraduate award of its kind in the UK, the MA in Contemporary Popular Theatres is a part time, evening programme. Read more
* Subject to validation, 2017 entry

The only postgraduate award of its kind in the UK, the MA in Contemporary Popular Theatres is a part time, evening programme. This degree course is based at Liverpool Hope’s Creative campus which is near Liverpool City Centre and will draw on the expertise of resident staff at the University’s Dance, Drama and Performance Studies Department as well as guest lecturers and practitioners.

Liverpool Hope University’s MA in Contemporary Popular Theatres is aimed at postgraduate students with an interest in Contemporary British or Irish Popular Theatre. Students who have enjoyed the work of Lee Hall (Billy Elliott, The Pitmen Painters) or Dermot Bolger (Dublin Quarter) or Amanda Whittington (Be my Baby, Ladies Day) as well as the works of more established popular writers such as Willy Russell, Jim Cartwright and John Godber will find the course a unique opportunity for detailed study of underrepresented material.

Liverpool Hope University is privileged to have John Godber as a visiting Professor of Contemporary theatre, Professor Godber is best known for his innovative work in theatre – Bouncers, Teechers, Up n Under to name but three from the fifty-three plays produced to date. He has also written and directed a significant number of plays for television. Students on the MA will have an opportunity to meet Professor Godber as part of their programme.

The MA Contemporary Popular Theatre will focus on contemporary British and Irish popular theatre, analysing popular theatre productions and examining their historic context. It will investigate issues of excellence, access, regionalism, metropolitanism and the gendered nature of the popular. Distinctive features of the course will include the use of a wide range of research strategies to assist information retrieval in an under-represented area; a Special Topic module allowing some practical exploration and the impact of ‘Capital of Culture’ status on popular theatre production. Theatre visits will also be built into the programme.

The Award Director for the MA is one of very few academics researching and publishing in the field of popular theatre. Research is one of the strengths of the programme and students will be working alongside scholars who will be disseminating new material in this field.

The programme will begin with the year-long taught module, Contemporary Contexts which will look at aspects of cultural theory and aesthetics. This will run in parallel with the supervised Special Topic module and both will be assessed at the end of the first year. The Special Topic module will involve a small amount of practical work. The Dissertation module will be launched in the first year with the allocation of supervisors and the agreement of research areas and will be assessed at the end of the second year. The Regionalism module will consider aspects of Localism and will be taught and assessed in the second year.

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Areas of research include, but are not limited to. Read more
Areas of research include, but are not limited to: collembola in agricultural ecosystems; effects of pre-harvest stress on ascorbic acid content in baby leaf spinach; evaluation of nematicides for use in the management of the potato cyst nematode; impact of post anthesis rainfall on the production and distribution of fusarium mycotoxins in wheat; outbreaks of oak processionary moth in the UK.
■Choice of one year (MRes), two year (MPhil) or three year (PhD) research degrees
■Excellent completion rates for higher degrees
■Good job prospects for PhD candidates in industry, government organisations and academia
■Accessible academic staff
■Rural location and collegiate atmosphere
■Unique facilities
■Fortnightly research seminar programme

PhD and MPhil research at the University has been developed over the last 20 years to its current position of national and international recognition in a number of areas. There are strong links with agri-business which give postgraduates the chance to develop close contacts with industry and this has led to more than 90 per cent of our PhD graduates getting jobs in their areas of interest.

The MRes is a new, shorter research degree, developed in response to increasing demand.

All MPhil/PhD research students have their own office space and a dedicated personal computer. You will be encouraged to participate in seminars and conferences appropriate to your research.

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Areas of research include, but are not limited to. pre-harvest stress on ascorbic acid content in baby leaf spinach; the impact of post anthesis rainfall on the production and distribution of fusarium mycotoxins in wheat; minimising post-harvest losses in radishes. Read more
Areas of research include, but are not limited to: pre-harvest stress on ascorbic acid content in baby leaf spinach; the impact of post anthesis rainfall on the production and distribution of fusarium mycotoxins in wheat; minimising post-harvest losses in radishes.

Research Degrees

Strategic and applied research underpins Harper Adams' mission to provide higher education for a sustainable food chain and rural economy. Our research and reach-out strategies are focused to meet the challenge of rural sustainability.

Professor Peter Mills
Deputy Vice-Chancellor

■Choice of one year (MRes), two year (MPhil) or three year (PhD) research degrees
■Excellent completion rates for higher degrees
■Good job prospects for PhD candidates in industry, government organisations and academia
■Accessible academic staff
■Rural location and collegiate atmosphere
■Unique facilities
■Fortnightly research seminar programme

PhD and MPhil research at the University has been developed over the last 20 years to its current position of national and international recognition in a number of areas. There are strong links with agri-business which give postgraduates the chance to develop close contacts with industry and this has led to more than 90 per cent of our PhD graduates getting jobs in their areas of interest.

The MRes is a new, shorter research degree, developed in response to increasing demand.

All MPhil/PhD research students have their own office space and a dedicated personal computer. You will be encouraged to participate in seminars and conferences appropriate to your research.

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Areas of research include, but are not limited to. pre-harvest stress on ascorbic acid content in baby leaf spinach; spatial heterogeneity for the design and layout of experimental sites; improving soil and crop yield sustainability; post-harvest losses in radishes. Read more
Areas of research include, but are not limited to: pre-harvest stress on ascorbic acid content in baby leaf spinach; spatial heterogeneity for the design and layout of experimental sites; improving soil and crop yield sustainability; post-harvest losses in radishes.
Research Degrees




Strategic and applied research underpins Harper Adams' mission to provide higher education for a sustainable food chain and rural economy. Our research and reach-out strategies are focused to meet the challenge of rural sustainability.


Professor Peter Mills
Deputy Vice-Chancellor

■Choice of one year (MRes), two year (MPhil) or three year (PhD) research degrees
■Excellent completion rates for higher degrees
■Good job prospects for PhD candidates in industry, government organisations and academia
■Accessible academic staff
■Rural location and collegiate atmosphere
■Unique facilities
■Fortnightly research seminar programme

PhD and MPhil research at the University has been developed over the last 20 years to its current position of national and international recognition in a number of areas. There are strong links with agri-business which give postgraduates the chance to develop close contacts with industry and this has led to more than 90 per cent of our PhD graduates getting jobs in their areas of interest.

The MRes is a new, shorter research degree, developed in response to increasing demand.

All MPhil/PhD research students have their own office space and a dedicated personal computer. You will be encouraged to participate in seminars and conferences appropriate to your research.

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Take advantage of one of our 100 Master’s Scholarships to study Child Public Health at Swansea University, the Times Good University Guide’s Welsh University of the Year 2017. Read more
Take advantage of one of our 100 Master’s Scholarships to study Child Public Health at Swansea University, the Times Good University Guide’s Welsh University of the Year 2017. Postgraduate loans are also available to English and Welsh domiciled students. For more information on fees and funding please visit our website.

The Child Public Health course aims to equip students with a knowledge of the multitude of factors that affect infant, child and family health and the importance of health in early childhood for future national health, well being and growth.

Key Features of Child Public Health

Course:

- The course explores the evidence base behind current child public health, policy and practice
- Considers the real world implications of research for infants, children and families in health, social and educational settings
- Equips students with the knowledge and evidence base to develop and change practice in their field
- Developed by researchers with leading international reputations in the field of child health
- Delivered by experts with professional backgrounds in their field

Teaching and Employability:

- Taught by an interdisciplinary team including Public Health experts, Psychologists, Sociologists, Midwives and Child Nurses
- Teaching staff have strong professional links in practice in health, social care, social work and education
- Teaching is research led, informed by the research expertise and international networks of the team
- Opportunity to pursue a PhD supervised by a well-qualified member of the team

Ever wondered why mothers are encouraged to breastfeed?

Or why so much attention is paid to childhood obesity?

Do you believe that mothers should be ‘grateful that they have a healthy baby’ or is birth experience more important than that?

Perhaps you are a Professional working in practice and want to know the latest evidence behind what you do?

Or perhaps you are a Professional who wants to know the evidence behind an issue to strengthen your argument to drive forward a new policy?

Then this taught Master’s programme in Child Public Health is for you. Exploring the evidence base underpinning Child Public Health policy in the UK and Internationally, this course examines health issues for children (and their families) aged 0 – 11 years such as perinatal health, nutrition and immunisations. It highlights the importance of child health, not only as a concept of illness, but as affecting wider long term educational, social and emotional development.

The Child Public Health programme uses a bio-psycho-social approach to critically evaluate the multitude of factors that influence child health and the role of multi-disciplinary professionals, policy makers and government in child health promotion and governance. Overall, it will emphasise the importance of the early years upon future child and population health and consider the public health policies and interventions established to promote and enhance this.

The Child Public Health course will:

- Enhance understanding of the evidence base that drives Child Public Health policy, promotion and practice
- Develop students critical perspective on the importance of child health, the interplay of factors that affect it and the impact it can have upon child outcomes
- Promote critical understanding of child health from an integrated, holistic perspective examining evidence from biological, psychological and social angles
- Raise awareness of the number of professions who play a role in Child Public Health and explore the importance of inter-professional working
-Equip students with the knowledge to understand and promote child health in professional settings

Modules

Modules on the Child Public Health course may include:

Issues in Child Public Health
Sociology of Child Public Health
Childhood Nutrition and Growth
Common Childhood Illness
Research Methods
Understanding and Observing Child Development
Advanced Practice with Children
Therapeutic Work with Children
Children's Rights and Safeguarding Children and Young people

MSc Child Public Health students will take 180 credits comprising five compulsory modules (20 credits each), one optional module (20 credits) and a dissertation (60 credits).

Students wishing to exit on successful completion of 60 credits at level M can be awarded a PGCert in Child Public Health.

Students who successfully complete 120 credits at level M but do not successfully complete the Dissertation module can exit with a PGDip in Child Public Health.

Staff Expertise

The teaching team consists of staff with backgrounds in teaching, research and professional expertise in the field of child public health. The team is active in their research and have considerable experience of encouraging students to publish their research; an indicator of high quality.

Facilities

Child Public Health students have access to a multi-media teaching suite; take part in interactive teaching sessions where student involvement enhances learning and practical hands-on sessions with visiting speakers.

Postgraduate Community

The College of Human and Health Sciences has a vibrant postgraduate community with students drawn from a variety of backgrounds and nationalities. The College is known for its friendly, welcoming and supportive environment, which combined with its extensive facilities, state-of-the-art technology and superb beachside location, helps to ensure that students benefit from an exceptional student experience.

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The programme is organised by the Centre of Language Studies. Within this research institute, language and communication specialists from Radboud University and the University of Tilburg work closely together. Read more
The programme is organised by the Centre of Language Studies. Within this research institute, language and communication specialists from Radboud University and the University of Tilburg work closely together. You will also be able to follow a number of lectures in Tilburg. Our programme is known to be challenging, but it also offers students a very large degree of choice.

Real language in real-life situations

Whenever we use language we are involved in communicating. How does this work and why is there miscommunication? How does language fit together and how do we learn to understand each other's language? This is the central theme of this unique programme. It is unique because language and communication are treated as a single unit with each field complementing the other. The programme is also special because it focuses strongly on empirical research. You will be studying real language in real-life situations and you will use your observation skills to develop possible theories. Later, you will test these theories against everyday reality. In this way you will discover the richness of both language and communication.

Challenging research environment

As a Master’s student in Language and Communication you will find yourself in a challenging research environment. The university has experts in topics such as language variation and language diversity, language technology, sign language, intercultural communication, persuasive communication, optimal communication and the ways in which language can be processed. These specialists work closely with colleagues in the Max Planck Institute for Psycholinguistics (MPI) and the Donders Institute for Brain, Cognition and Behaviour (FI BCB). As a result, Nijmegen can provide you with an exceptional opportunity to explore new avenues of knowledge and the chance to work alongside specialists who are leaders in their field internationally.

See the website http://www.ru.nl/masters/language

Why study Language and Communication (Research) at Radboud University?

- The Research Master's program in Language and Communication is a two-year course of study offered jointly by Radboud University Nijmegen and Tilburg University. Both universities combine leading-edge research with excellent education. This program, with its strong emphasis on empirical study, is unique in the Netherlands.
- In this programme, students explore language and communication as an integrated whole. Communication in face-to-face and multi-modal interactions at work is a central theme. Other topics include understanding how the use of language shapes institutional, cross-cultural, and international interaction.
- The current partnership between the Faculties of Arts at Nijmegen and Tilburg intensifies fifteen years of collaboration in the Centre for Language Studies (CLS), which is closely linked to the Max Planck Institute for Psycholinguistics (MPI) and the Baby Research Centre. Students can profit from these partnerships with state-of-the-art education and individual research opportunities.

General requirements:

- Bachelor's degree
The graduation date of the last attained BA/BSc degree relevant for this programme must be within five years of applying to the programme.

- English skills
The Cognitive Neuroscience Master's programme (MSc CNS) is an English programme: all courses and examinations are taught in English. For the general language requirements of the Radboud University click here. Foreign students please note that the MSc CNS programme requires the following minimum scores: TOEFL: 600 (paper-based test), 250 (computer-based test), 100 (internet-based test); IELTS 7.0 or higher.

- Mathematics & Physics
Students who did not follow physics in their high school curriculum and/or who have not been trained in mathematics at level B (including concepts such as matrix algebra, differentiation, integration, complex numbers), are advised before the start of the programme to work on the assignment in Chapters 1, 2, 7, 8 and 11 (three chapters on physics and two on mathematics) of R.K. Hobbie: "Intermediate Physics for Medicine and Biology", Springer Verlag, New York, 1997; third edition, ISBN 1-56396-458-9).

Career prospects

The primary goal of the programme is academic training, which makes it ideal for those wishing to embark on a research career, for example by taking a PhD. But it also caters for the growing demand from the public and private sectors for people with academic insight and research skills. Many graduates will join research groups in the public and private sector. These may address a wide range of topics such as advanced Internet and enhancing professional communication in an international context.

Our approach to this field

Whenever we use language we are involved in communication with others - to persuade, to inform and to exchange ideas. How does this work and why is there miscommunication? How does language fit together in spoken language and non-verbal cues such as eye-contact or facial expression and how do we learn to understand each other's language? This is the central theme of this unique programme.

It is unique because language and communication are treated as a single unit with each field complementing the other. The programme is also special because it focuses strongly on empirical research. We invite you to discover exciting new areas of research, where language and communication are illuminated by developments in information and communication technology. You will be studying real language in real-life situations and you will use your observations to develop possible theories. Later, you will test these theories against everyday reality. In this way you will discover the richness of both language and communication.

Our research in this field

As a Master’s student in Language and Communication you will find yourself in a challenging research environment. The university has experts in language variation and language diversity, language technology, sign language, intercultural communication, persuasive communication, optimal communication and the ways in which language can be processed. These specialists work closely with colleagues in the Max Planck Institute for Psycholinguistics (MPI) and the Donders Institute for Brain, Cognition and Behaviour (FI BCB). As a result, Nijmegen can provide you with an exceptional opportunity to explore new avenues of knowledge and the chance to work alongside specialists who are leaders in their field internationally.

See the website http://www.ru.nl/masters/language

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Early Years Teacher Status (EYTS) is a pathway to qualifying as a teacher of the 0-5 age range. This qualification is designed for highly qualified staff who will lead delivery of the Early Years Foundation Stage framework in the early years' sector. Read more
Early Years Teacher Status (EYTS) is a pathway to qualifying as a teacher of the 0-5 age range. This qualification is designed for highly qualified staff who will lead delivery of the Early Years Foundation Stage framework in the early years' sector.
UWE Bristol is an accredited provider and runs two routes to Early Years Teacher Status.

Key benefits

EYTS is awarded and accredited by The National College for Teaching and Learning (NCTL).

Graduate route (full-time)

This route is suitable for those with a degree (in any subject but not a Foundation degree) or equivalent and a desire to work in childcare. No previous experience necessary, although you would need to complete a two week placement in a childcare setting prior to beginning the course. The training is for 12 months full-time with 3 x 6 week block placements, in baby, toddler and pre-school age phase. Students are registered on the MA (Early Years). 90 credits of the MA qualification are completed over the duration of the year with option to accrue an additional 30 credits in the following year.

Graduate route (Employment based)

This route is for graduates who are currently employed in an early years' setting who wish to qualify as an EYT while continuing to work in practise. The training is for 12 months part-time with students being registered on the MA (Early Years). 90 credits of the MA qualification are completed over the duration of the year with an option to accrue an additional 30 credits in the following year. All fees are paid and additional payment of up to a current maximum of £7,000 per year can be made available to settings for supply cover.

Undergraduate route

This route is for students who wish to gain EYTS alongside the BA (Hons) Early Childhood degree. There is no additional fee payable for EYTS above the normal course fees for the Early Childhood degree.

Assessment

- Graduate route -

Assessment is through essays and a substantial EYTS Portfolio (in the 60 credit module). Depending on the selection of the final module, assessment could be by essay, independent long study, or through a research plan.

- Undergraduate route -

Through written assignments and practice-based portfolios which present evidence that a student has met the Standards for EYTS.

Careers / Further study

The Early Years Teacher Qualification leads to work in the early years' sector with children aged 0 to 5 years. Successful candidates are also permitted to teach in reception classes of free Schools, academies or independent schools.

How to apply

Information on applications can be found at the following link: http://www1.uwe.ac.uk/study/applyingtouwebristol/postgraduateapplications.aspx

Funding

- New Postgraduate Master's loans for 2016/17 academic year –

The government are introducing a master’s loan scheme, whereby master’s students under 60 can access a loan of up to £10,000 as a contribution towards the cost of their study. This is part of the government’s long-term commitment to enhance support for postgraduate study.

Scholarships and other sources of funding are also available.

More information can be found here: http://www1.uwe.ac.uk/students/feesandfunding/fundingandscholarships/postgraduatefunding.aspx

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The Research Master's program in Language and Communication is a two-year course of study offered jointly by Tilburg University and Radboud University Nijmegen. Read more
The Research Master's program in Language and Communication is a two-year course of study offered jointly by Tilburg University and Radboud University Nijmegen. Both universities combine leading-edge research with excellent education. This program, with its strong emphasis on empirical study, is unique in the Netherlands.

The empirical study of the human capacity for communication

The program covers the numerous ways in which written and spoken language is used - for example, to persuade, to inform, and to exchange ideas. Because communication and the use of language are so tightly interwoven, we take an integrated approach. For example, when other, non-verbal cues are taken into account, understanding spoken language is made easier. Such cues may include facial expressions and eye contact. The interrelationships between language and communication have been further illuminated by developments in information and communication technology. These have opened up exciting new areas of research, providing insight, for example, into ways in which information from both linguistic and non-linguistic sources can be integrated in multimodal messages.

What makes this program special?

What is the main difference between this two-year full-time program and Master's programs at other universities in the Netherlands? Firstly, the fact that we use empirical research techniques to focus on language as it is actually used. And, secondly, there is the way we explore language and communication as an integrated whole. Communication in face-to-face and multi-modal interactions at work is a central theme. Other topics include understanding ways in which the use of language shapes institutional, cross-cultural, and international interaction. The current partnership between Tilburg University, School of Humanities and Radboud University Nijmegen, Faculty of Arts intensifies fifteen years of collaboration in the Centre for Language Studies (CLS). CLS is closely linked to the Max Planck Institute for Psycholinguistics (MPI) and the Baby Research Centre. This Research Master's program, which relies heavily on research carried out in Tilburg and Nijmegen, is open to all graduates - from universities inside or outside the Netherlands- with a relevant BA or one-year MA.

Tutor system

Tutors are members of the scientific staff. They advise students on how to arrive at the most appropriate training program (this includes things like how best to make up for deficiencies in their previous training, and which electives are best suited to which specialisations). Besides this, tutors also advise the Graduate School with respect to students' requests for facilities. Tutors are assigned to students by the Examination Committee.

Career Perspective Research Master in Language & Communication

The main focus of this Research Master’s program is on academic training, which makes it ideal for those wishing to embark on a career in research. Besides research positions at universities, there are research and management positions in businesses, (non-) profit organizations, the educational sector and the government (e.g., the Ministry of Education, Culture and Science), which require extensive research skills but not a PhD degree.

In addition this Research Master’s program caters for the growing demand from the public and private sectors for university graduates with academic insights and research skills. Many graduates will join research groups in the public or private sectors. These may address a wide range of topics such as advanced internet, enhancing professional communication, politics and administration, journalism and education in an international context.

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This programme is for registered nurses or midwives who wish to gain registration on Part 3 of the Nursing and Midwifery Council (NMC) register as a specialist community public health nurse (health visiting) and be recorded as a community prescriber. Read more
This programme is for registered nurses or midwives who wish to gain registration on Part 3 of the Nursing and Midwifery Council (NMC) register as a specialist community public health nurse (health visiting) and be recorded as a community prescriber. It offers you the opportunity to gain registration as a health visitor, community prescriber and for academic development at master’s level.

Course details

You develop public health practice knowledge and skills in order to work effectively with individuals, families and communities along with public health leadership skills, to enable you to contribute to the contemporary health visiting agenda.

Professional accreditation

Following successful completion of the required theoretical learning outcomes (120 credits at master’s level) and the specialist community public health nursing practice competencies (NMC 2004) you are eligible to register as a specialist community public health nurse (health visiting), and be recorded as a community prescriber on the NMC register. You continue your studies and complete a 60 credit master’s level dissertation module leading to the MSc Specialist Community Public Health Nursing (Health Visiting). This is undertaken as one year part-time or six months full-time study after Specialist Community Public Health Nursing (Health Vistor) registration with the NMC. It must be completed within five years of commencing the programme.

What you study

You study evidence based practice and the factors which impact on the health and well-being of children and their families; protection and safeguarding standards for children and their families; the new health visiting agenda, UNICEF Baby Friendly Inititiative standards; public health, personal leadership philosophies and behaviours and their application within organisational settings; public health nursing practice, legal and ethical dimensions; prescribing from the community practitioners’ formulary, and designing and managing a service evaluation.

Core modules
-Advancing Community Practitioner Prescribing
-Advancing Health Visiting Practice
-Advancing Leadership and Management in the Context of Specialist Practice
-Advancing Public Health
-Contemporary Issues in Public Health
-Designing Research Projects
-Evaluating Practice
-Evidence-based Practice
-Specialist Community Public Health Nursing Practice

Modules offered may vary.

Teaching

The programme comprises 50% theory and 50% practice within an integrated approach. Practice based learning – you are allocated a practice teacher by your sponsoring organisation who facilitates your learning in practice and is responsible for the assessment of your competence in practice.

Teaching methods include lecturers, seminars, experiential learning, scenarios, problem based learning, case study work, simulations, action learning sets, and peer led seminars and discussions.

Learning in practice is supported with the development of a practice progress file, which includes self-assessment activities, learning contracts, learning logs, reflective dialogue and discussion with practice teachers, mentors and academic staff.

Assessments include examinations, a defended poster, essays, case study analysis, research proposal, skill simulations and a service evaluation project. Practice is assessed via the practice progress file through the mechanism of the tripartite meetings which include you, your practice teacher and your academic mentor.

Employability

This programme prepares you to work as a health visitor and to take practice forward to meet the challenges of a dynamic health visiting profession.

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Humber’s Financial Planning graduate certificate program provides a clear pathway to careers in the lucrative financial services industry. Read more
Humber’s Financial Planning graduate certificate program provides a clear pathway to careers in the lucrative financial services industry.

Our program provides you with a broad range of financial, business and soft skills plus the opportunity to earn the licences and designations that financial services institutions are looking for in the professionals they hire. Become licensed to sell stocks, bonds, mutual funds and a variety of insurance products.

Program faculty are chosen for their expertise and experience in the financial services sector, and many continue to work in the industry.

Professional Accreditations

The program is recognized by the Financial Planning Standards Council (FPSC). Specific courses within the program qualify candidates to sit for the FPSC Level 1 Examination in Financial Planning, as part of the process toward achieving the Certified Financial Planner (CFP®) designation. The program also helps to prepare students to write other qualifying exams required by the financial services industry. See Additional Costs above. These industry requirements include completion of the Canadian Securities Course (CSC®), which is a mandatory regulatory requirement in order to perform transactions of stocks, bonds and mutual funds, and the Life License Qualification Program (LLQP), which is a mandatory regulatory requirement in order to sell life, health and disability insurance.

Additional requirements may apply.

Work Placement

Gain first-hand experience in the financial services industry with a four-week work placement which takes place either during the program or full time at the end of the program. Placements provide the valuable work experience employers seek.

Your Career

The baby boomers, the cohort of 50- to 70-year olds who account for one in three Canadians, are expected to be the wealthiest retirees in history and will likely want help managing their assets for decades to come. Be in demand advising clients on investments, retirement, trusts, taxation and insurance. Find employment as a financial advisor, financial planner or investment advisor. Or, use your entrepreneurial skills and knowledge gained in the program to open your own business or act as a consultant.

How to apply

Click here to apply: http://humber.ca/admissions/how-apply.html

Funding

For information on funding, please use the following link: http://humber.ca/admissions/financial-aid.html

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