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Masters Degrees (Elderly)

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Understanding all aspects of Human-Robot interaction. the programming that coordinates a robot’s actions with human action as well the human appreciation and trust in the robot. Read more

Understanding all aspects of Human-Robot interaction: the programming that coordinates a robot’s actions with human action as well the human appreciation and trust in the robot.

At present, there are many sensors and actuators in every device – so they may become embedded in a physical reality. For robots that move around in a specific setting there is a pressing need for the development of proper methods of control and joint-action. The embedded, embodied nature of human cognition is an inspiration for this, and vice versa. Computational modelling of such tasks can give insight into the nature of human mental processing. In the Master’s specialisation in Robot Cognition you’ll learn all about the sensors, actuators and the computational modelling that connects them.

Making sense of sensor data – developing artificial perception – is no trivial task. The perception, recognition and even appreciation of sound stimuli for speech and music (i.e. auditory scene analysis) require modelling and representation at many levels and the same holds for visual object recognition and computer vision. In this area, vocal and facial expression recognition (recognition of emotion from voices and faces) is a rapidly growing application area. In the area of action and motor planning, sensorimotor integration and action, there are strong links with research at the world-renowned Donders Centre for Cognition.

At Radboud University we also look beyond the technical side of creating robots that can move, talk and interpret emotions as humans do. We believe that a robot needs to do more than simply function to its best ability. A robot that humans distrust will fail even if it is well programmed. Culture also plays a role in this; people in Japan are more open to the possibilities of robots than in, for example, the Netherlands. We will teach you how to evaluate humans’ attitudes towards a robot in order to use that information to create robots that will be accepted and trusted and therefore perform even better.

See the website http://www.ru.nl/masters/ai/robot

Why study Robot Cognition at Radboud University?

- We offer a great mix of technical and social aspects of robot cognition.

- This programme focuses on programming robot behaviours and evaluating them rather than building the robots themselves. We teach you to programme robots that will be used in close contact with human beings, for example in healthcare and education, rather than in industry.

- Our cognitive focus leads to a highly interdisciplinary AI programme where students gain skills and knowledge from a number of different areas such as mathematics, computer science, psychology and neuroscience combined with a core foundation of artificial intelligence.

- This specialisation offers plenty of room to create a programme that meets your own academic and professional interests.

- Together with the world-renowned Donders Institute, the Max Planck Institute and various other leading research centres in Nijmegen, we train our students to become excellent researchers in AI.

- To help you decide on a research topic there is a semi-annual Thesis Fair where academics and companies present possible project ideas. Often there are more project proposals than students to accept them, giving you ample choice. We are also open to any of you own ideas for research.

- Our AI students are a close-knit group; they have their own room in which they often get together to interact, debate and develop their ideas. Every student also receives personal guidance and supervision from a member of our expert staff.

Our research in this field

The programme is closely related to the research carried out in the internationally renowned Donders Institute for Brain, Cognition and Behaviour. This institute has several unique facilities for brain imaging using EEG, fMRI and MEG. You could also cooperate with the Behavioural Science Institute and work in its Virtual Reality Laboratory, which can be used to study social interaction between humans and avatars.

An example of a possible thesis subject:

- Engaging human-robot interactions in healthcare for children and/or the elderly

Social robots are often deployed with 'special' user groups such as children and elderly people. Developing and evaluating robot behaviours for these user groups is a challenge as a proper understanding of their cognitive and social abilities is needed. Depending on the task, children for example need to be engaged and encouraged in a different way than adults do. What are effective robot behaviours and strategies to engage children and/or elderly people? How can these robot behaviours be evaluated in a proper way?

Career prospects

Our Artificial Intelligence graduates have excellent job prospects and are often offered a job before they have actually graduated. Many of our graduates go on to do a PhD either at a major research institute or university with an AI department. Other graduates work for companies interested in cognitive design and research. Examples of companies looking for AI experts with this specialisation: Philips, Siemens, Honda, Mercedes, Google. Some students have even gone on to start their own companies.

Job positions

Examples of jobs that a graduate of the specialisation in Robot Cognition could get:

- PhD Researcher on Cognitive-Affective Modelling for Social Robots

- PhD Researcher on Automatic analysis of human group behaviour in the presence of robots

- PhD Researcher on Automatic analysis of affective quality of conversations in human-robot interaction

- Advisor and innovation manager in the healthcare industry

- Social robotics and affective computing for robots expressing emotions

- Developer of control algorithms for using optic flow in drones

- Advisor for start-up company on developing new uses for tactile displays

- Team member in design of emotion recognition and training for autistic children


Half of your second year consists of an internship, giving you plenty of hands-on experience. We encourage students to do this internship abroad, although this is not mandatory. We do have connections with companies abroad, for example in China, Finland and the United States.

See the website http://www.ru.nl/masters/ai/robot

Radboud University Master's Open Day 10 March 2018

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We are experiencing an unprecedented growth of the elderly population, which brings older people and the related challenges of ageing into more prominence than ever. Read more

We are experiencing an unprecedented growth of the elderly population, which brings older people and the related challenges of ageing into more prominence than ever. The challenge presented by the growing ageing society calls for new experts with up-to-date knowledge and original innovations. Due to biological findings, we can anticipate ongoing improvements in the length of our lives and expect a future with more years to live. Given the complexity of this field and its relevance to all populations, the Master Vitality and Ageing is interdisciplinary, intergenerational and international.

What does this master’s programme entail?

Optimal ageing is not only a matter of how to maintain good health up to the highest ages. It is even more important how to remain independent and how to participate in valuable social activities. For this, vitality is a prominent new concept. This international Master course will provide you with extensive knowledge and dedicated academic skills, which will enable you to contribute to enhancing the lives of elderly people. Your knowledge on ageing will be increased by three major perspectives: biological, individual and societal. You will be prepared to play a role in improving the future of our ageing society.

Why a Master Vitality and Ageing in Leiden?

  • The interdisciplinary programme blends knowledge of several disciplines like the biological and social aspects of the ageing process (gerontology), medical care for eldery people (geriatrics) and organisation (healthcare management).
  • The programme combines theoretical and practical knowledge and skills; both scientific literature on vitality and ageing, as well as the training in scientific and personal skills, including the communication with elderly (older people participate in the programme).
  • The English programme is followed and taught by many international students and teachers with interdisciplinary backgrounds.

Does the Master Vitality and Ageing suit you?

  • Do you have a background and experience in health?
  • Do you want to broaden and deepen your knowledge of the biological, individual and societal perspectives on vitality and ageing?
  • Do you want to study in a highly international interdisciplinary environment?
  • Do you want to play a role in improving the future of our ageing society?

The Master Vitality and Ageing in Leiden might then just be what you are looking for!

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Why study at Roehampton. Approved by the Health Care Professions Council (HCPC), this training leads to a nationally recognised professional qualification as a music therapist. Read more

Why study at Roehampton

  • Approved by the Health Care Professions Council (HCPC), this training leads to a nationally recognised professional qualification as a music therapist.
  • Work placements organised by the University, the majority with a music therapist on site.
  • Music therapy course staff have their own current clinical work, and are therefore embedded in current practice and clinical thinking.
  • The staff team are involved in writing and researching and have a high profile within the UK music therapy profession 
  • Work as a music therapist to benefit people with a wide range of challenges.
  • In the Research Excellence Framework 2014, the leading national assessment of quality, 100% of the research we submitted was rated “world leading” or “internationally excellent” for its impact.


Become a qualified music therapist to facilitate people’s move towards well-being through specific therapeutic aims using a primarily non-verbal relationship in music. Music Therapy as practised in Great Britain is largely based on improvisation, the music being the shared, and the spontaneous creation of client and therapist.

The Music Therapy programme offers training for competent, practising musicians to become therapists, bringing together their skills, education and other life experiences. On completion of the training, graduates are eligible to apply to the HCPC for registration, with the ability and flexibility to practice within the NHS, Social Services, education or private sector. 

Essential to music therapy is the relationship between client and therapist. At Roehampton we have chosen to base our Music Therapy training programme on the use of psychoanalytic ideas to inform our understanding of the therapy process and the ways the client works with the environment, the therapist and the music. Broader theories and ways of working are also studied in order to equip students to meet a range of clinical need. Other styles of music, including song writing, the use of technology and pre-composed music are also used as appropriate to the need of the individual. 

The course emphasises your emotional development as a practitioner, together with clinical exploration through critical enquiry. In addition to this, students must be prepared to enter mandatory individual personal therapy for one year of the training.

Music Therapists work within a wide range of clinical settings, individual and group work. They work with people of all ages; from infants and young children through to elderly adults. Music therapy can benefit people with a wide range of difficulties or challenges, including mental health problems, learning disabilities and autism, dementia and neurology, as well as people experiencing serious illness such as cancer or those who have experienced trauma. 


The programme aims to encourage a critical and evaluative approach to both theory and practice in music therapy. It is designed to prepare students for work with children and adults with a range of disabilities and illnesses, and placements usually include work with children and adults with learning disabilities, autism and Asperger’s syndrome and mental health problems.

After visits to a variety of workplaces which offer music therapy, you will undertake individual and group work in two contrasting settings over six months, January to June (first placement) and September to February/March (second placement).These clinical placements will provide you with music therapy work experience alongside qualified Music Therapists. You will also participate in an experiential group, which gives you an opportunity to develop your own self-awareness and examine personal and group dynamics through verbal and musical processes. In addition, it is a requirement for you to find and fund personal individual therapy outside the course. 

Key areas of study include human development and growth and the clinical context for music therapy, clinical improvisation, observational studies, music therapy theory, clinical case work and supervision, introduction to research and your dissertation. Personal development and reflection on this is central throughout the programme.


Here are examples of the modules:

  • Music Therapy Theory and Practice 1 and 2
  • Observational Studies
  • Research Methods 
  • Research Portfolio

Career options

Music Therapists work within a wide range of clinical settings. They work with people of all ages; from infants and young children through to elderly adults. Music Therapists work within statutory services (such as the NHS, education or social services), within charities and private organisations, and in private practice. To find out more, you can join the British Association for Music Therapy.

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The MSc in Physiotherapy (Pre-Registration) is a qualifying course for graduates with a relevant first degree, providing the opportunity to undertake a physiotherapy course leading to registration at master’s level. Read more
The MSc in Physiotherapy (Pre-Registration) is a qualifying course for graduates with a relevant first degree, providing the opportunity to undertake a physiotherapy course leading to registration at master’s level.

You will need to have the academic ability to work as an autonomous practitioner and be able to reason through an individuals healthcare needs. You will also need to show personal qualities and values which underpin your overall care. Strong communication and team-working skills are essential together with a compassionate and caring nature.

You will benefit from an interprofessional approach to learning with some modules shared with other health and social care students.

The course welcomes applications from home, EU and international students.

Students interested in this course are encouraged to attend an Open Day.

See the website http://www.brookes.ac.uk/courses/postgraduate/physiotherapy-pre-registration/

Why choose this course?

- This two-year full-time Physiotherapy course combines robust academic development with evidence-based clinical practice. This will equip you with the skills required to apply for registration with the Health and Care Professions Council as a Physiotherapist and membership of the Chartered Society of Physiotherapy.

- We offer a rich network of health care providers, offering excellent placement learning opportunities.

- We have a large and dedicated building in Oxford (Marston Road) equipped with state-of-the-art classroom and clinical skills simulation suites and resources.

- our courses offer excellent opportunities for interprofesional learning.

- Our lecturers are experienced in their specialist practice areas and maintain excellent practice links with those areas locally or across the region. They are able to provide a global perspective on Physiotherapy.

- Many of our lecturers have reputations for excellence and have established links with colleagues, organisations and institutions at national and international levels.

- We have a strong research profile, with experienced researchers working in established areas of cancer care, children and families, drug and alcohol, physical rehabilitation and enablement, and interprofessional education and collaborative practice.

- Oxford Brookes is a student-centred institution that is fully committed to each individual achieving their potential. To support this, we offer a broad range of student support schemes to facilitate learning and development.

- We have an excellent track record of high levels of student satisfaction, low student attrition rates and high employability.

Teaching and learning

In health and social care no professional group works in isolation. Oxford Brookes teaches a wide range of pre-qualification and foundation courses including health and social care, nursing, midwifery, occupational therapy, operating department practice, paramedic emergency care, and social work. You will share your learning with students on all these other health care courses. This is a key component of the course and is essential in developing your teamwork skills, and your understanding of the other roles you will encounter in practice.

We offer a friendly and supportive environment in which to learn; we consistently receive very high satisfaction ratings for our student support and learning resources in student surveys. We have excellent teaching facilities, dedicated clinical skills suites and simulation resources, which include a very well-equipped movement laboratory, a family of computerised simulation manikins (including a simman, simbaby and birthing mother), an extensive range of anatomy models and fully networked computer rooms.

We have excellent library resources, accessible both through the web and through a range of locally-based facilities on university and NHS sites.

Information technology plays an important role in health care courses and a very extensive range of learning resources can be accessed through ‘Brookes Virtual’, an online repository of lectures, handouts, information and learning exercises.

Various teaching and learning methods are used, such as peer-group presentations, lectures and seminars, with information technology playing an increasingly important role.


On completion of the course, physiotherapists may work in units with expertise in:
- Neurology
- Respiratory care
- Orthopaedics
- Musculoskeletal conditions
- Care of the elderly
- Paediatrics.

There are also employment opportunities in professional sport, industry and private practice.

Physiotherapists are employed in an increasing range of settings in acute hospitals and in primary care settings in the community. They have the opportunity to care for a wide range of individuals, from newborn babies to elderly members of the population.

Free language courses for students - the Open Module

Free language courses are available to full-time undergraduate and postgraduate students on many of our courses, and can be taken as a credit on some courses.

Please note that the free language courses are not available if you are:
- studying at a Brookes partner college
- studying on any of our teacher education courses or postgraduate education courses.

Research highlights

The Centre for Rehabilitation within the Department of Sport and Health Sciences has strong leadership in the director, Professor Helen Dawes. The Centre brings together research, education and care. It is underpinned by a strong, well-published research group, the Movement Science Group, along with clinical expertise, rehabilitation, knowledge and care of adults and children with neurological conditions. Within the Centre, staff, students and alumni across the Faculty of Health and Life Sciences are engaged in a number of research projects.

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IN BRIEF. Complies with the core curriculum of the Royal College of Physicians for Geriatric Medicine. Delivered off-site on a part-time basis. Read more


  • Complies with the core curriculum of the Royal College of Physicians for Geriatric Medicine
  • Delivered off-site on a part-time basis
  • Identifies there is more to modern practice than technical medicine
  • A part-time only course


Geriatric medicine is an expanding, acute speciality. With increasing numbers of elderly people the need for specialist training will continue.

This comprehensive course is offered in collaboration with the North Western Postgraduate Medical Deanery and will ensure that the theory underpinning knowledge is delivered alongside and applied to the clinical situation. It meets the needs of clients and physicians and ensures that a quality service is delivered effectively and efficiently. It is a modular course delivered off-site on a part-time, day release basis.


All teaching will endeavour to be evidence-based, holistic and multi-disciplinary, recognising that there is more to modern practice than simply technical medicine. It is a modular course delivered off-site on a part-time, day release basis.


Medical Ethics and Law

  • 20 minute presentation – 20%
  • 5,000 word assignment – 80%

Medical Teaching and Communication

  • 45 minute observed teaching session - 20%
  • 3,000 word assignment – 80%

Health Service Management

  • 3,500 word Planning Change Management Assignment – 100%

General Principles of Ageing

  • 5,000 word assignment – 80%
  • 20 minute presentation – 20%

Common Diseases of the Older Adult I

  • 5,000 word assignment – 80%
  • 20 minute Presentation -  20%

Common Diseases of the Older Adult II

  • 5,000 word assignment – 80%
  • 20 minute Presentation -  20%

Psychiatry of Old Age

  • 5,000 word assignment – 80%
  • 20 minute Presentation -  20%

Medicine for the Older Adult

  • 5,000 word assignment – 80%
  • 20 minute Presentation -  20%



This exciting and innovative course will enable you to gain a critical appreciation and in-depth understanding of the theoretical background underpinning your speciality. It also provides an opportunity to critically evaluate and appraise the current contextual and practice issues involved in the delivery of your specialist field.

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The objective of the international one-year MSc programme in Population Studies is to train young professionals in the theories, methods and skills required to comprehend population dynamics. Read more
The objective of the international one-year MSc programme in Population Studies is to train young professionals in the theories, methods and skills required to comprehend population dynamics.

Essential to understanding population dynamics is the study of demographic behaviour of people, in terms of their life events, e.g. birth, marriage, divorce, health, migration, and death. The master programme focuses on these demographic events, on how decision-making regarding these life events (e.g. its timing) is influenced by the historical, economic, societal, cultural, and medical context, and on how these demographic events have an impact on population-level trends.

You will learn about:
- Pressing population issues as population ageing, integration of migrants, health inequalities and poverty
- Individual decision-making processes behind demographic events, such as family formation, residential choices and migration, and health care use
- Collecting and interpreting demographic data
- Methods and techniques to analyze demographic data: life table, population projections, advanced survey analysis, qualitative research methods
- Population policies and intervention programmes

The field of Population Studies reflects on and deals with currently relevant demographic topics and related societal issues. The study is simultaneously concrete and broad.

Why in Groningen?

Our programme is unique in its combination of analytical and social demography, its combination of quantitative and qualitative research methods, its structured progress through the research process, and its international, multidisciplinary and strong scientific orientation - as officially being recognized. Interactive ways of teaching are being employed by very enthousiastic and dedicated teachers. Within the Netherlands, Groningen is the only university offering an MSC in Population Studies.

Job perspectives

The program has been developed for future professionals in business, government, non-governmental organisations (NGOs), and academia. Demographers are competent in reflecting on how the context in which we live affects population dynamics (migration, fertility, mortality, ageing, etc.) and vice-versa. This can be either through analyses of large data files for demographic data and trends, or through in-depth qualitative analysis of people's life.

The career perspectives are good. Many of our alumni continue into a PhD, whereas international mid-career alumni mostly acquire a higher position within the institute they were working.

Our alumni gain employment at:
- (interdisciplinary) research institutes
- universities (lecturer, PhD student)
- (inter)national statistical offices
- national planning and government offices
- United Nations agencies
- NGO's, like Doctors without Borders
- private companies (e.g. as data-manager or communication expert)


The Master's thesis topic is integrated in the research theme of the Population Research Centre: “Population and Wellbeing in Context”. This comprises topics such as population decline, population ageing, global migration, life of migrants, healthy ageing in society, families, households, residence, causes of death, child health, nutrition, access to health care, place making of elderly.

The master programme clearly reflects the major characteristics of the research programme by focussing on both the macro (population) and micro level (the demographic behaviour of people); by adopting multi-disciplinary perspectives (demography, epidemiology, anthropology, geography, social ageing, nutrition); by teaching both quantitative and qualitative research methods; by focusing on the translation of research into policies or interventions.

The students are being taught the theories, methods and skills that the different teachers apply in their research. They participate in seminars and discussion groups in an active research environment including guest lectures and seminars by established professionals from other demographic institutions.

Part of the Master Programme is the participation in the Dutch Demography Day - a conference for demographers - and an excursion to the Netherlands Interdisciplinary Demographic Institute in The Hague.

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Why this course?. This part-time course is the only one of its kind in the UK. The Postgraduate Certificate in Philosophy with Children will train you to facilitate philosophical dialogue with children – and with adults – in a range of settings. Read more

Why this course?

This part-time course is the only one of its kind in the UK. The Postgraduate Certificate in Philosophy with Children will train you to facilitate philosophical dialogue with children – and with adults – in a range of settings. The course is not just for teachers, it’s for anyone that wants to lead people in the discussion of philosophical ideas.

The class runs on Tuesday evenings from 6pm to 8.30pm.

You’ll study

You’ll undertake three compulsory modules in the following order:

  • Class 1: Introduction to Philosophy & Philosophical Practice
  • Class 2: Philosophy with Children Theory
  • Class 3: Philosophy with Children Facilitation

You'll spend time practicing your own philosophical reasoning by participating regularly in dialogue at your own level. As students often come from a range of backgrounds, different practices and contexts are explored. Assignments are designed to support students in their practice. There are opportunities for those who have completed the course to get involved in research in Philosophy with Children and to speak at practitioners’ conferences about the topic.

Learning & teaching

This course involves a lot of student participation. Module one includes some interactive lecture input as well as philosophical dialogue. Modules two and three will be more tutorial-based with some more formal lecture input but participative group work is used throughout.

Guest lectures

We try to invite speakers who will be of interest to students. Dr. Catherine McCall, who worked with Matthew Lipman and who brought Philosophy with Children to Scotland, is a guest speaker, as are class teachers with relevant experience of Philosophy with Children.


There's a range of assessment used in the course, including practical elements, written essays, portfolios and a logic exam. You'll receive regular formative feedback and are given summative feedback in all assignments. There's also opportunities for one-to-one feedback sessions.


The majority of students on the course are teachers who work with children between the ages of three and eighteen, though not all work in school settings. Several students have come from different areas such as business, community education, youth justice and working with the elderly.

Those who have chosen to undertake this course have found that it has helped develop relationships with those they work with in their class or work setting. Employers have been keen to recognise that doing practical philosophy is likely to enhance pupils’/colleagues thinking and reasoning skills.

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SOCIAL PROBLEMS. HOW DO THEY ARISE? AND HOW DO YOU SOLVE THEM?. The radicalisation of Muslim youth is continually in the news and high on the political agenda. Read more


The radicalisation of Muslim youth is continually in the news and high on the political agenda. What has scientific research revealed about the causes and background of this issue? How should the government and societal actors handle this trend and which policy is effective? An ageing population leads to increasing healthcare costs. How should care for the elderly be structured in order to make it personal and affordable again? The virtual and physical world are increasingly merging. What role does the internet play in shaping political and social movements' ability to self-organise?

The experts of tomorrow

As society becomes more complex, the demand for experts continues to expand. In the one-year Master’s programme Contemporary Social Problems, you will be trained to become an expert on one important social theme. You choose one contemporary issue in which you will specialise:

  • Crime and Safety
  • Internet, Social Media and Networks
  • Care, Policy and Organisations

You design your own track in this Master’s programme, in which you quickly and rigorously immerse yourself in your specialisation. You will learn about the state-of-the-art in current scholarship. You will become an expert, trained in multidisciplinary thinking. In addition to sociology as your core subject, you will also take courses in the social psychology and social geography of your chosen theme, allowing you to tailor your education to your personal and professional interests.

Theory and practice

In this programme, you will learn to translate theory into practice, by using scientific knowledge to design effective concrete (policy) advice for companies or governmental organisations. You will also learn to present research results to a wider audience.

Labour market

There is a significant focus on your transition to the labour market. You will meet experts working for relevant organisations in the professional field. We will help you find an internship, so that you can gain practical work experience. The practical skills you acquire will be very useful during your internship and in your future career: you will learn more about conducting interviews, communications, time management and designing policy advice. 

Objective of the programme

During this Master’s programme, you will be thoroughly trained to analyse and advise on contemporary social issues. You will develop yourself into an academic professional and an expert on your chosen theme. The boundary between public and private is often transcended, which means that once you complete the Master’s, you can work in both the private and (semi) public sectors. Potential careers include applied researcher in the corporate world, policy advisor at a ministry or municipality, advisor, project coordinator or consultant.

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The MSc Professional Practice with work placement focuses on professional development of qualified nurses and the course equips nurses to undertake higher level practice, education and leadership roles. Read more
The MSc Professional Practice with work placement focuses on professional development of qualified nurses and the course equips nurses to undertake higher level practice, education and leadership roles. Work experience provides valuable insights into health care practice and services in the UK.

International students who are eligible can undertake the Overseas Nursing programme and/or the University offers preparation for the assessment of competency test that leads to UK Registration. On successful completion, you will have gained an internationally recognized qualification that is designed to prepare nurses to take up posts within nursing services globally.

See the website http://courses.southwales.ac.uk/courses/825-msc-professional-practice-with-work-placement

What you will study


The following are a list of sample modules:
- Research methodologies
- Leadership in professional practice
- Contemporary Nursing Practice in a Global Arena
- Contemporary Nursing Practice in the UK for International Nurses
- Project work related to professional interest.
- Vulnerable Persons
- Elderly Care
- Pain Management
- Advanced Life Sciences
- Infection Control
- Work experience

Learning and teaching methods

You will be taught using a range of methods including lectures, tutorials, student-led seminars, simulation, individual and clinical supervision, Objective structured clinical examination (OSCE) and critical incident analysis.

To support development all students will be allocated a personal tutor for pastoral and professional development support. Module content will be facilitated by specialised teachers, who will act as the academic supervisors and examiners for each module.

Work Experience and Employment Prospects

Employers value highly and are attracted to international nurses who have gained a Masters degree within the UK. To support employability the course maximises the potential to develop your career within nursing, by offering a "Learning in the workplace" module which includes a period of work experience.

Employer engagement has led to high levels of post-study employment both within the NHS and within the independent sector. In addition many international nursing graduates gain employment in other countries, such as Canada, Australia and the Emirate States. The University runs a number of nursing employer events which are attended by employers from independent, NHS and nursing agencies.

Assessment methods

Assessment methods include written assignments, presentations, seminars, portfolio and reflective accounts.

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The MMed enables experienced, qualified doctors to develop an evidence- based approach to health care practice and to obtain a postgraduate qualification whilst enhancing clinical expertise in a specific discipline of medicine. Read more
The MMed enables experienced, qualified doctors to develop an evidence- based approach to health care practice and to obtain a postgraduate qualification whilst enhancing clinical expertise in a specific discipline of medicine.

The programme has been designed in collaboration with senior clinicians and academics and is at the cutting edge of both contemporary medical practice and research. It will allow you to extend your knowledge and skills to advanced levels within your dedicated area of work.

Six specialist pathways are available:

- MMed Cardiology
- MMed Elderly Medicine
- MMed Gastroenterology
- MMed Regional Anaesthesia
- MMed Respiratory Medicine
- MMed Rheumatology

Whichever pathway you choose, the programme will be delivered in partnership with Wrightington, Wigan and Leigh NHS Foundation Trust.

What will I study?

This programme consists of three distinct 20 credit clinical modules, two 30 credit clinical research modules and a 60 credit dissertation. Topics covered will include: Innovative aspects of evidence based practice in the medical speciality; Qualitative and quantitative research methods; Critiquing research findings; Writing a research proposal; Analysis of quantitative data; Systematic reviews; Research governance and ethics; Focus on a significant piece of investigative enquiry from conceptualisation through to completion.

How will I study?

The programme is delivered over two to three years, commencing in September each year. The academic year runs from September through to July, though the dissertation submission will be in September of the second year, with the option to defer the dissertation to the third year. The dissertation allows you to focus on a significant piece of investigative enquiry from conceptualisation through to completion.

You will experience a variety of teaching and learning strategies including lectures, seminars, individual and group tutorials and independent guided study.

Face-to-face sessions will be delivered at Edge Hill University and Wrightington Hospital. An online Virtual Learning Environment (VLE) is used for some components of the programme. The clinical modules also have elements of practice-based learning which are typically facilitated in the workplace.

How will I be assessed?

Assessment methods include a research proposal, written assignments, completion of online activities and discussions, Objective Structured Clinical Examinations (OSCEs), clinical log books, seminar presentations and a dissertation.

In addition to this, there is an attendance requirement of no less than 70% in order to pass each module.

Who will be teaching me?

The programme team consists of experienced academic staff from across Edge Hill University and expert clinicians from Wrightington, Wigan and Leigh NHS Foundation Trust and surrounding hospitals. This collaborative approach provides a team of high calibre individuals to support your learning. Additionally, leading physicians from related specialities are invited as guest speakers on the clinical modules. Edge Hill University enjoys an excellent reputation for the teaching quality of its programmes. All staff involved in the delivery of modules and pathways within this programme are currently involved in scholarly and research related activities which are congruent with their teaching responsibilities.

What are my career prospects?

Medical professionals need to continually seek ways to improve their career prospects in an increasingly competitive job market where a postgraduate qualification is often now deemed essential.

The MMed provides a highly relevant qualification for doctors working in a specialist area of medicine which will add to your portfolio of qualifications and provide you with opportunities for professional development supported by expert clinicians and academics.

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The Reading for Life MSc, the first of its kind in the country, is concerned with the wider and deeper ways in which serious creative literature ‘finds’ people, emotionally and imaginatively, by offering living models and visions of human troubles and human possibilities. Read more
The Reading for Life MSc, the first of its kind in the country, is concerned with the wider and deeper ways in which serious creative literature ‘finds’ people, emotionally and imaginatively, by offering living models and visions of human troubles and human possibilities.

The programme uses books of all kinds – novels, poetry, drama, essays in philosophy and theology – and books from all periods – from Shakespeare to the present to help you to develop the ability, the confidence and enthusiasm to use all literature as a form of personal time-travel and meditation. You will also learn how, in turn, you may re-create this process for others, through the formation of equivalent reading-groups based on the innovative and successful shared read aloud project run in various locations across the country (schools, hostels for homeless people, community libraries, day centres for the elderly, rehabilitation and drop-in centres, prisons) by the award-winning charity, The Reader.

The programme is run part-time over two years at our Liverpool campus and is available to be studied on a CPD basis at our London campus.

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The burden of chronic disease in our society is growing, and innovative methods and highly trained individuals are needed to successfully tackle the problem from all sides. Read more
The burden of chronic disease in our society is growing, and innovative methods and highly trained individuals are needed to successfully tackle the problem from all sides. This vocational degree provides students with the opportunity to enhance their skills, knowledge and understanding of facilitating, managing and supporting behaviour change at individual, group and population levels.

There is a need, in a range of public health settings, such as clinical, healthcare, social care or public health departments for highly skilled, autonomous and analytical employees specialising in the prevention, assessment and management of chronic diseases.

The MSc in Chronic Disease Management at St Mary’s University is rooted in developing your skills at promoting and supporting behaviour change, expanding your research expertise, equipping you to obtain a Public Health Skills and Knowledge Framework Passport, and enhancing your ability to tackle chronic disease in individuals and through public bodies. This course is ideal for those looking to progress their career within their current organisation, or provide the vital skills and experience necessary to embark on a career working with individuals and groups to tackle chronic disease.

Why St Mary's?

The structure of the course embeds a work placement into the programme, allowing students to bridge the gap between theoretical knowledge and hands-on experience as they progress through their studies. This enables students to observe and work within a professional environment working in high level sport or clinical settings providing an insight into the demands of helping people to make lifestyle improvements in roles they may wish to fulfil upon graduating.

The degree is underpinned by a detailed understanding of theoretical and practical approaches to behaviour change, a detailed appreciation of public health frameworks, and lifestyle management including nutrition and physical activity to manage and prevent chronic disease. St Mary’s University maintains fantastic links with local health, educational, social care and charity organisations through the Centre for Work-Based Learning and the University’s own Health and Wellbeing Centre. This course operates a blended learning approach that is suitable for those completing the course alongside existing work commitments and also those who wish to focus solely on their study. We use cutting edge technology to ensure tutor and peer support is maximised on campus and through distance learning.

Course Content

The course has three possible exit points. Successfully completing 60 credits worth of modules gains the Postgraduate Certificate. Successfully completing 120 credits, gains the Postgraduate Diploma and the full Masters is awarded on successful completion of 180 credits, comprising six taught modules plus a 13,000 word dissertation of the requisite quality. Module details are below:
-Public Health and Prevention of Chronic Disease (Optional)
-Behaviour Change for Lifestyle Management (Core)
-Nutrition and Chronic Disease Management (Optional)
-Physical Activity and Chronic Disease Management (Optional )
-Work-based Learning and Professional Issues in Healthcare (Core)
-Research Methods (Core)
-Self-care, Mindfulness and Patient Empowerment (Optional)
-Research Dissertation (Core)

The teaching will be delivered using a combination of a few intensive week-long blocks spread throughout the year and blended learning involving bi-monthly on-site teaching and on-line seminars and discussion. There will be a time-commitment for 8 mid-week sessions per semester and 4 of these will require on-site attendance. Students will participate in regular on-line discussion throughout the course. An additional 15 day commitment is required for completion of the embedded work placement. A number of different work formats are available for the work placement and students working in relevant areas may be able to complete this in their current workplace. Assessment is by on-line discussion, essays, case studies, reflective accounts, presentations, practical assessment, evaluative report and research dissertation.

Career Prospects

Integral to all parts of the course is the development of skills and competencies in areas highlighted as a priority by Public Health England. This will include preventative approaches and tackling emerging conditions early, engaging hard to reach groups in the prevention and management of chronic disease, including males, ethnic minorities, pregnant women, the elderly and those from low socio-economic groups. They will be informed by the competencies put forward in the Public Health Skills and Knowledge Framework at Level 7. The course will include a work-based learning component whereby students are involved in the planning, implementation and evaluation of a particular project and this will place graduates in a favourable position to climb the career ladder in organisations with a chronic disease focus.

Please note: This programme will not be running in September 2017.

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As a physiotherapist, you can make a real difference to the way people function physically, socially and psychologically. Physiotherapy aims to make the most of an individual's abilities through health promotion, preventive healthcare and rehabilitation. Read more

As a physiotherapist, you can make a real difference to the way people function physically, socially and psychologically. Physiotherapy aims to make the most of an individual's abilities through health promotion, preventive healthcare and rehabilitation.

Course details

Through this course you build on your prior learning to develop a critical understanding of contemporary physiotherapy practice. You gain the skills to be a safe, reflective, autonomous, professional practitioner able to manage clients across their lifespan in a variety of settings. Core skills underpinning physiotherapy include manual therapy, therapeutic exercise and functional movement analysis. Appropriate intervention is underpinned by sound clinical reasoning and problem solving within the context of an evidence-based approach to clinical practice.We take a problem-based approach to learning, which includes opportunities to share aspects of learning with students from other allied health professions to promote teamwork and an appreciation of how other disciplines contribute to healthcare. Successful completion of the course provides eligibility to apply for registration with the Health and Care Professions Council and membership of the Chartered Society of Physiotherapy

Students studying this programme who obtain an NHS bursary can't also apply for a postgraduate loan from the Student Loan Company. From September 2018 funding for this programme will change. The website will be updated once this has been confirmed.

Professional accreditation

On successful completion of the course you'll be eligible to apply for membership of the Chartered Society of Physiotherapy and registration with the Health and Care Professions Council..

What you study

In Stage 1, you study the core sciences underpinning physiotherapy practice. You are introduced to a range of physiotherapy interventions which are responsive to client need and underpinned by evidence-based approaches to practice. You also explore professional issues in health and social care. During this stage you complete three clinical placements where you assess and treat your own patients under the supervision of qualified physiotherapists. You may be allocated placements within paediatrics, elderly care, learning disabilities and mental health services in addition to acute, medical, musculoskeletal and neurological areas. Clinical placements are arranged by academic tutors and you should be prepared to travel for some placements. 

In Stage 2 you complete three more clinical placements. You must complete 1,000 hours of satisfactory clinical practice to meet the requirements of the Chartered Society of Physiotherapy. You also develop your knowledge of the sciences underpinning physiotherapy and further explore the professional development of the physiotherapist and research methods.

In Stage 3 you complete your dissertation.

Course structure

Stage 1 core modules

  • Applied Anatomy, Physiology and Biomechanics for Physiotherapy Practice
  • Integrated Physiotherapy Practice
  • Physiotherapy Practice Placements 1, 2a and 2b
  • The Physiotherapy Professional

Stage 2 core modules

  • Personal and Professional Development in Physiotherapy
  • Physiotherapy in the Management of Long-term and Life-limiting Conditions
  • Physiotherapy Practice Placements 3a, 3b, 4
  • Practical Research Methods for Physiotherapists

Stage 3 core modules

  • Major Project

Modules offered may vary.


How you learn

Various learning and teaching methods are used throughout the course and include keynote lectures, seminars and small-group work as well as practical laboratory sessions. You are encouraged and supported to engage in self-directed learning to prepare for practical sessions and seminars.

How you are assessed

Assessment is varied and reflects module learning outcomes. You are assessed by written assignments, oral presentations and practical examinations. In the interests of professional safety, you must complete all modules successfully. Essential competencies for this course include:

  • conducting assessment and treatment procedures safely and effectively
  • demonstrating high-level clinical reasoning and problem-solving skills
  • demonstrating satisfactory skills in communication and team working
  • evidence of appropriate selection and appraisal of methods of critical enquiry.

Clinical placements are assessed at undergraduate level.


Opportunities are available for employment within the NHS, private sector or charitable trusts – in hospitals, GP surgeries, schools, industry and in the community. You could also consider a career working in clinical research or teaching, in the UK or overseas.

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Our MSc Audiology course is aimed at science graduates who want to develop their knowledge and understanding of audiology. Read more

Our MSc Audiology course is aimed at science graduates who want to develop their knowledge and understanding of audiology.

The course focuses on the theoretical, practical and clinical basis of the science of audiology, including the identification, assessment, rehabilitation and management of adults and children with audiological and vestibular dysfunction.

Our course includes two short clinical placements in the north-west - one in an NHS audiology department and one in the independent sector - to help you gain valuable practical experience while you learn.

You will learn from internationally recognised experts at the Manchester Centre for Audiology and Deafness (ManCAD) while studying on this course.

Clinical training

Once you have completed this MSc, you will need to undertake a further clinical training programme called the Certificate of Clinical Competence (CCC) to achieve clinical competency and eligibility for registration as a qualified audiologist or hearing aid dispenser practicing in the UK. Non-EU students are not eligible to apply for the CCC programme.

Manchester offers this further clinical training through the CCC, which is accredited by the Health and Care Professions Council (HCPC) and the Registration Council for Clinical Physiologists (RCCP).

Places on the CCC are limited, as we are constrained by regional clinical placement training capacity in the NHS. Places on the CCC are therefore offered via a competitive entry process which involves an interview, technical assessment and communication task in Semester 2 of the MSc Audiology course.

When considering applicants for the CCC, we seek individuals who have the personal qualities and skills required to succeed in a clinical training environment, including:

  • excellent communication skills (written and verbal)
  • excellent interpersonal skills (conflict management, team player)
  • motivation to work in a healthcare environment
  • motivation to work with patients, particularly the elderly
  • ability to learn and grasp new ideas and concepts
  • ability to prioritise and manage a high workload
  • punctuality and reliability.

All successful applicants who are offered a CCC place will be allocated a clinical training placement in the north-west.

Please note that there is no funding available for the CCC programme and successful applicants will be required to self-fund travel costs, accommodation costs and the CCC programme fees. The CCC programme fees are currently £4,500 and are reviewed annually.

Information for international applicants

The CCC is only open to EU applicants. Non-EU applicants are not eligible to apply for a position on this course. We strongly advise international applicants to check if clinical training programmes are available to them in their home country before considering undertaking the MSc Audiology course at Manchester.


This course aims to:

  • offer you a broad and thorough education in the identification, assessment, rehabilitation and management of adults and children with audiological and vestibular dysfunction, with a critical and evaluative understanding of the underlying scientific, medical, public health and disability knowledge base;
  • develop your practical knowledge and skills related to core clinical procedures;
  • further develop your research and critical skills by undertaking a piece of original research and presenting your findings via a research dissertation.

Special features

Inter-professional learning

You will have the opportunity to attend some professional practice lectures and workshops alongside healthcare scientists from a variety of fields.

Practical experience

Gain valuable practical experience through two one week clinical placements, one in an NHS audiology department in the north-west and the other in the independent sector.

Research experience

You will be required to design and complete a research project as part of the course, helping develop your research skills and giving you the opportunity to focus on a specific area of interest within audiology.

Expert teaching

This course is led by members of the Manchester Centre for Audiology and Deafness (ManCAD), an internationally recognised multi-million pound hearing research programme. Manchester's hearing health research is benefiting as part of a £28.5 million investment through the NIHR Manchester Biomedical Research Centre, so MSc students will benefit greatly from studying in an intensive and high-quality research environment.

Teaching and learning

Many of the staff involved with this course are actively involved in either scientific or pedagogical research. Where possible, members of staff teach course units related to their research interests, so they are able to keep their teaching informed and up to date.

A large number of the teaching staff are also clinically trained audiologists, hearing therapists or hearing scientists.

We use a range of teaching and learning methods, including lectures, small group work, student-led seminars, problem-based learning and online learning.

In addition, you will be required to undertake independent study to further develop and consolidate your learning.

To develop clinical skills, you will be required to undertake practical skills training as part of the course.

Find out more by visiting the postgraduate teaching and learning page.

Coursework and assessment

We use a variety of assessments within individual course units and across the course as a whole. All assessments require students to integrate knowledge and understanding, and apply this to your own practice relevant to the outcomes of each unit.

Assessment methods include:

  • essays
  • examinations
  • case studies
  • assessed seminar presentations
  • literature reviews
  • OSCEs (Objective Structured Clinical Examinations)
  • placement reports
  • reflective practice.

A substantial and mandatory component of the MSc involves the design and completion of a high-quality research project. The research project component represents 33% of the MSc (ie 600 hours or four months' full-time study).

The project is completed under supervision in an area related to audiology. The research project is an opportunity for you to consolidate much of your previous learning and to pursue a specialist area of interest that is relevant to your future career in audiology.


You will use high-quality laboratory equipment and facilities for the teaching of practical skills. You will have access to these facilities outside of timetabled sessions to facilitate individual practice of procedures that carry minimal risk.

You will also be able to access a range of facilities throughout the University.

Disability support

Practical support and advice for current students and applicants is available from the Disability Advisory and Support Service .

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Initially students will enrol for the Postgraduate Diploma award. If they are successful they can apply to undertake the top-up MSc Advanced Clinical Practice award by completing the 60 credit Dissertation module. Read more
Initially students will enrol for the Postgraduate Diploma award. If they are successful they can apply to undertake the top-up MSc Advanced Clinical Practice award by completing the 60 credit Dissertation module. Graduates from the full MSc course will receive confirmation that they have completed an RCN Accredited Advanced Nurse Practitioner pathway.

The School of Health and Social Care at London South Bank University has been delivering high quality Royal College of Nursing (RCN) accredited Advanced Nurse Practitioner (ANP) education for over 20 years, with demand increasing year on year. While initially the focus was on developing experienced nurses working in primary care settings, this has subsequently expanded to include nurses from secondary and tertiary services.

This course has therefore been developed for both experienced qualified registered nurses and other health professionals working in primary, secondary and tertiary health care settings, who wish to undertake advanced clinical education at master's level. This education will provide high-quality preparation not only for Advanced Nurse Practitioners (ANP) but also for Advanced Clinical Practitioners and health professionals who need to work at a higher level of practice.

RCN Accreditation

While not all of the students undertaking this course will be nurses, other health professionals will benefit from the rigorous standards set by the RCN Accreditation unit for advanced nurse practitioner preparation. Their standards are currently the only quality marker for Advanced Practitioner preparation in England. RCN Accreditation indicates that this course has been evaluated against 15 standards and associated criteria for educational preparation and judged to prepare practitioners to an advanced level (RCN, 2012).

Further, in accordance with the RCN endorsement (2012), the course has also been designed to comply with the Department of Health (England) (2010) position statement on Advanced Level Nursing.

This programme has been accredited by the RCN Centre for Professional Accreditation until 31 August 2021.



The structure for the course comprises of a prescribed sequence of six compulsory modules, the order depending on the start date (September or January) and the rate of progression.

Each 20 credit module accounts for 200 hours of total student effort. This typically comprises of 36 – 42 classroom contact hours, 14 blended learning activity hours, practice based learning hours (equivalent to a minimum of 3 hours per week) and the remainder for self-directed study.

A range of assessment strategies will be used to reflect the academic, clinical and professional aspects of the programme. This includes use of exams, a written case study, an essay, completion of a Practice Based Learning record including Practice Facilitator feedback and evaluation of practice, OSCEs (Objective Structured Clinical Examination) and production of a clinical portfolio including patient feedback.

The first part of the course includes:

Physiological Principles for Advanced Clinical Practice
Clinical Assessment Skills for Advanced Practice
Non Medical Prescribing

The second part of the course includes:

Clinical Reasoning in Advanced Practice
Leadership and Research Skills for Advanced Practice

There is an option for the final module according to work setting from:

Managing Complexity in Advanced Clinical Practice (Community and Primary Care)
Managing Complexity in Advanced Clinical Practice (Emergency Care)
Managing Complexity in Advanced Clinical Practice (Acute and Critical Care)

The Complexity modules share a common learning framework and approach to assessment but the focus, content and assessment requirements are adapted for the context.

MSc (top-up):

Students can progress to undertake the Dissertation module (60 credits) to gain the MSc Advanced Clinical Practice award.

Teaching and learning

There are a range of facilities to support teaching practice skills and simulation. These include the skills laboratories, clinical and simulation equipment, themed notice boards, resources, anatomical models and the media/skills technicians who maintain the labs and prepare for sessions.

Students are supported by a Virtual Learning Environment (VLE) using “Moodle”. Students have access to the VLE using a web browser from home, from campus, or when mobile if they have a smart phone or tablet. Open access computers are provided in the Library and Learning Resource Centre on our Southwark campus. These computers enable access to the internet, email, Microsoft office and other supported software. Direct IT helplines are available to support students

E-learning will complement face-to-face delivery for all modules within the course, with 14 specific hours assigned to blended learning activities in each timetable.

Skills workshop

A four day workshop will continue to be provided mid-way through the course, to give the opportunity for students to practise, consolidate and develop their new skills in a supervised, supportive environment. This is currently used as an effective strategy which is very highly evaluated by our students.


Practice based learning requirements
The Quality Assurance Agency (QAA) (2007) identify that learning within the work place is integral to a higher education programme and is demonstrated through engagement within the practice environment. This is particularly important for preparation for a course of this nature; for any students, even those with many years of experience, some of the areas covered by the programme will be new such as history-taking, physical examination skills, ordering and interpreting investigations, making differential diagnoses, pharmacology, prescribing, social sciences and mental health assessment, etc. One of the key requirements for the course is that the practice experience provides learning opportunities that enable students to achieve the course learning outcomes (RCN, 2012) and so in order to ensure this, learning in practice is purposely structured and assessed.

Students will spend the equivalent of 3 hours per week working in a "supernumerary capacity" in order to focus specifically on their clinical and professional development. This requirement extends beyond the University semesters to include the summer periods.

Practice Based Learning is supported through identification of a doctor/qualified Advanced Practitioner to act as the student's "Practice Facilitator" to initially supervise and subsequently support their clinical development. Other experienced senior clinicians can also supervise and support student development.

Evidence of practice based learning (36 hours of direct supervision and 180 hours of indirect supervised clinical practice) and feedback on progress is used as an element of assessment on the following modules: 1. Clinical Assessment Skills for Advanced Practice [Level 7] 2. Clinical Reasoning in Advanced Practice [Level 7] 3. Managing Complexity in Advanced Clinical Practice [Level 7]

The overall total for supervised hours through successful completion of these modules is 648 hours.


Graduate and employer surveys and feedback indicate our graduates are making a positive impact on patient care and service innovation in general practices, walk-in centres, urgent care centres, minor injury units, emergency departments, projects for refugees, asylum seekers and homeless populations, elderly care facilities, “out of hours” developments, rapid response services, intermediate care teams, prison services, acute medical and surgical teams, critical-care outreach and specialist hospital services.

Some of our graduates are now lead nurses within social enterprises, nurse partners in general practices, nurse representatives on commissioning boards, community matrons and consultant nurses. To date two graduates have gone on to pursue doctoral studies.

LSBU Employability Services

LSBU is committed to supporting you develop your employability and succeed in getting a job after you have graduated. Your qualification will certainly help, but in a competitive market you also need to work on your employability, and on your career search. Our Employability Service will support you in developing your skills, finding a job, interview techniques, work experience or an internship, and will help you assess what you need to do to get the job you want at the end of your course. LSBU offers a comprehensive Employability Service, with a range of initiatives to complement your studies, including:

• Direct engagement from employers who come in to interview and talk to students
• Job Shop and on-campus recruitment agencies to help your job search
• Mentoring and work shadowing schemes.

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