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Looking beyond the accepted views and protocols on giftedness. For a long time we believed that smart children would make it on their own. Read more
Looking beyond the accepted views and protocols on giftedness.
For a long time we believed that smart children would make it on their own. But that’s a misconception. They can rapidly adapt to expectations and their peers, covering up their giftedness. And as a result, their talent is lost and a learning or behavioural disability could even arise. Therefore, there’s plenty for remedial educationalists to do!
Giftedness is more than IQ. Physical, musical, social and creative abilities are also involved. You will study how personal characteristics – like motivation and performance anxiety – abilities, and surroundings influence each other. You will learn how to identify the needs of a gifted pupil. You will test your gut feeling with research results. You will be critical of both your field and your own talents and talent development. You will investigate the conflict between stimulating talent and being fearful of doing so. Do we want people to excel? Do we dare to want it?
This programme will challenge you to look beyond the accepted views on giftedness. To look beyond protocols. And beyond the Netherlands. This international Master’s specialisation will train you to be a scientist practitioner. After completion you will be able say that you’re an expert in gifted education. With your knowledge and skills, you will able to work as a remedial educationalist, educational advisor, policy maker, or researcher at schools, school advisory services, (governmental) organisations and research centres.

See website http://www.ru.nl/masters/giftededucation

Why study Gifted Education at Radboud University?

- The Master’s specialisation in Gifted Education at Radboud University is the only Master’s specialisation in the Netherlands that focuses on giftedness.
- The programme works closely with the Centre for the Study of Giftedness (CBO), the only academic research institute that focuses on giftedness. Lianne Hoogeveen, head of the institute and developmental psychologist, is one of the lecturers within this specialisation. She regularly has contact with clients and uses real-life experiences as examples in her lectures.
- The expertise of the research group ensures there is a good relationship with schools, organisations and, for example, the Ministry of Education, Culture and Science. For you, this offers interesting internships, real-life case studies, relevant thesis subjects and invaluable contacts in and outside the Netherlands.
- This programme is partially or completely (depending on the choosen track) in English. Giftedness affects a relatively small group of children and it’s therefore important to see what’s happening outside of the Netherlands. An international programme as this one is ideally suited for this. Incidently, you will proof that you have a thorough command of English.

Change perspective

Do you accept excellence? From both yourself and others? What is giftedness in all its facets? After completing this specialisation you will look at talent and talent development differently. You will not only have gained new knowledge but also new insights. You will dare to view things differently. And to be different.

Career prospects

Fitting educational programmes is the new standard: there are less special needs programmes and mainstream schools must accommodate students with learning disabilities themselves. This also includes gifted pupils. This means that schools are judged on what they do with these kids. Schools need help from experts. Upon completion of your studies, you will be that expert!
Awareness is growing that we need to deal with giftedness differently. Smart children will not simply make it on their own. They need special support. Just as remedial educationalists are needed for dyslexic children, they are also needed for gifted children, to make sure these pupils get the help and support they need in the classroom. And to make sure that their talents aren’t wasted.

Job positions

With this Master’s specialisation you’ll be able to work as an remedial educationalist, educational advisor, policy maker, researcher or teacher. You can use your expertise for school consultancy at a particular school or a group of schools such as schools for gifted pupils, Leonard Schools but also regular schools that pay attention to gifted pupils. You will also be able to work for research centres, like the Center for the Study of Giftedness (CBO), the SLO, Netherlands Institute for Curriculum Development, KPC Groep and the Centre for Creative Learning.

Career orientation programme

The expertise of the research group ensures there is a good relationship with schools, organisations and the Ministry of Education, Culture and Science. When, for example, the ministry wants to know more about giftedness, they ask the Center for the Study of Giftedness (CBO) in Nijmegen. Practical questions often lead to research proposals for theses or interesting internships. That way, you’ll be able to get invaluable contacts and make a name for yourself in this field.

Our approach to this field

Excellence is a topical issue. International studies (like the PISA Studies) have shown that the Netherlands deals well with lower scoring students: the country is in the top five. But in comparison, the country does not deal well with children that score above average. Gifted children do not get the education they need and that means that a lot of talent is wasted. The government is encouraging schools to offer gifted children a fitting programme. To be able to do this, schools need help from experts. Upon completion of your studies, you will be that expert!

When you complete this Master’s specialisation, you’ll be able to analyse and investigate problems regarding giftedness and come up with suitable solutions. You will gain the following skills and knowledge during this programme:
- You will gain insight into the characteristics and problems of pupils and students in general and of gifted children, teenagers and young adults in particular.
- You will study research on gifted education and will work with case studies about gifted pupils.
- You will improve your research skills and will learn about the diagnostic and treatment of problems regarding giftedness.
- You will learn how to apply the theoretical knowledge in specific educational situations with gifted children or adolescents.

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

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The Master’s programme in Pedagogical Sciences has two English and five Dutch specialisations, each aimed at a certain development domain. Read more
The Master’s programme in Pedagogical Sciences has two English and five Dutch specialisations, each aimed at a certain development domain. Your programme will consist of a few general subjects and two courses that are specifically geared to your specialisation of choice. Coaching is an important part of the programme. The coaching skills you learn can be used in a profession where the role of remedial educationalists is becoming more and more important.

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

Why study Pedagogical Sciences at Radboud University?

- In 2014, the programme was named the best Master’s programme within this field by the Keuzegids Masters.

- You’ve got some freedom when picking your courses. You choose one of seven Master’s specialisations and can still take (additional) courses belonging to other specialisations. The schedule is geared to this: electives are never taught simultaneously.

- Teaching takes place in small groups allowing for plenty of opportunity for questions and discussion.

- Upon completing your programme, you have a broad pedagogical basis and are specialised in a certain field.

- You will be trained according to the scientist-practitioner model. This means that you will navigate between science and practice. Your actions in the field are based on academic theories and in turn you’ll test your experiences in the field to the same theories. Your teachers, all experts in their field, will help you make the link between application and research.

- In most instances, when you’ve completed your Master’s programme in Pedagogical Sciences you will also receive a diagnostic certification. This will allow you to further develop in the clinical professional within the Netherlands.

Specialisations in Pedagogical Sciences

Read more about the specialisations in Pedagogical Sciences, including comprehensive information on our approach to this field, the programme outline and career prospects. Two are offered in English and the rest are taught in Dutch.

- Diversities in Youth Care
The specialisation Diversities in Youth Care challenges you to look at care giving and welfare policies differently. You will gain specific knowledge and develop a sixth sense on the health care needs of young people.

- Gifted Education
You will learn how to identify the needs of a gifted pupil. Giftedness is more than IQ. You will study how personal characteristic abilities, and surroundings influence each other. You will investigate the conflict between stimulating talent and being fearful of doing so.

Specialisaton 1: Diversities in Youth Care

The specialisation Diversities in Youth Care challenges you to look at care giving and welfare policies differently. You will gain specific knowledge and develop a sixth sense on the health care needs of young people.
In this programme you can focus on policy, research and/or counseling. Moreover you can choose a specific target group or theme (e.g. ethnic minorities, sex, sexuality) and follow courses like ‘Gender and Diversities in Organizations', 'Poverty, Wellbeing and Social Justice', 'Migratie en Interreligieuze Studies', 'Feminist Classics', and ‘Community Outreach Project'. You are encouraged to match both the practical training and the writing of your master thesis with the subject of your interest. We will facilitate your practical training abroad in the spring semester.

Specialisation 2: Gifted Education

You will learn how to identify the needs of a gifted pupil. Giftedness is more than IQ. You will study how personal characteristic abilities, and surroundings influence each other. You will investigate the conflict between stimulating talent and being fearful of doing so.
In lectures and study groups (one of which will be in a university abroad) about learning processes and learning environment, the Master's student will gain insights in the specific characteristics and problems of students in general and gifted children, adolescents and young adults in particular. In the course ‘Educating the Gifted' you will focus on specific research and practices concerning gifted education and work on practical cases of individuals and/or groups of gifted students.
You will improve your academic research skills and learn about diagnostics and treatment of problems related to giftedness, and you will learn to apply this theoretical knowledge within a specific educational situation with gifted students. After completing the program students will be able to recognise, analyse and investigate problems concerning giftedness and be able to contribute in the solution of these problems.

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

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This course prepares graduates to teach in secondary schools. As well as gaining a PGCE, students are assessed against the national standards in order to be recommended for the award of Qualified Teacher Status (QTS). Read more

Course in brief

This course prepares graduates to teach in secondary schools. As well as gaining a PGCE, students are assessed against the national standards in order to be recommended for the award of Qualified Teacher Status (QTS).

Physical Education covers the six National Curriculum study areas of athletic activities, dance, games, gymnastic activities, outdoor and adventure activities, and swimming. The course also includes health-related exercise and the teaching of accredited courses in physical education which both constitute part of the repertoire of skills that the contemporary physical education teacher must possess.

The opportunity to undertake masters level study within the course facilitates progression to an MA Education award after completion of the PGCE.

Course structure

The course comprises four strands: subject study/subject education, education studies, placements and professional development
The subject study/subject education strand builds upon existing subject expertise and provides students with the opportunity to develop skills, knowledge and understanding of the specialist subject in the secondary school context, allowing them to formulate their own rationale for teaching. Students consider pedagogical issues within curriculum development, and the learning and teaching strategies pertinent to the specialist subject, regularly reflecting upon, analysing, recording and evaluating their own learning experience. Students have the opportunity to develop a creative and constructively critical approach towards innovation within their specialism, and the capacity to improve practice.
The Education Studies strand is common to all subject routes of the course and takes place both at the university and while on placement as a means of enabling students to develop practical competences supported by relevant, analytical skills.
Teaching under supervision, on placement, occupies approximately two-thirds of the course. The university works in partnership with schools and colleges to provide a high quality programme of support ensuring a sound relationship between theory and practice. There are two placements in two different schools/colleges with the opportunity to visit further schools/colleges as part of the 'Peer Observation' programme.

Professional Development is linked explicitly to all strands of the course and is designed to enable students to evaluate critically and reflect upon their learning in order to make improvements. Students are expected to gather and justify evidence of their achievements on a regular basis and, in the light of this, develop and implement improvement plans.
Career prospects are excellent: most gain their first teaching posts in secondary schools as soon as they qualify.

More Details

On this course you have the opportunity to take part in a number of activities to help in your development as a Physical Education teacher.
This reflects the nature of the role of the contemporary teacher of physical education and prepares you to teach a more reflective curriculum based on individual needs and pupil activity choices in schools. These activities include:

Inclusive festivals:
As part of your induction programme you prepare a series of activities for pupils with moderate, profound and multiple learning difficulties. Activities will include Boccia, New Age Kurling, Goalball, Parachute games and dance.
Gifted and talented days:
You will organise gifted and talented days for school pupils. You help pupils to identify and solve problems to overcome challenges of an adventurous nature. This includes activities in which success is judged on how efficiently and safely challenges are overcome.

Outdoor adventure days:
You will facilitate a day of onsite outdoor and adventurous activities for pupils. You learn how to teach realistic and achievable onsite outdoor and adventurous activities to secondary school pupils without the need to take pupils offsite or use specialist equipment and facilities.

Active student volunteer programmes:
With the Active Student volunteer programme you provide out-of-school-hours activities for local primary school pupils. The activities include swimming, lifestyle activities, trampolining and gymnastics.

Orienteering festivals
As part of the Outdoor Education module you will arrange and manage an orienteering festival for pupils in a local park. You learn how to facilitate and manage a large sporting event whilst at the same time gaining important professional experience of teaching orienteering skills and techniques to pupils.

Team building days:
You will organise team building days for school pupils. Pupils will take part in a series of physical challenges and activities that promote communication skills, problem-solving and decision-making through trust games, orienteering, and team building.

Alternative activities:
On alternative activities days you teach secondary school pupils a variety of alternative activities including Kinball, Street Surfing, Rockitball, Goalball, and teaching and learning using the Nintendo Wii.

Physical Education interview days
Potential students who would like to teach Physical Education in Secondary Schools will be invited for an interview before an offer is made. The interview will have both a practical and formal element.

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This programme is designed to address contemporary issues in inclusion/special education. If you are a policy maker involved in inclusive education/special education at pre-school, school or tertiary level, this programme is designed to promote your understanding of the issues and practices relevant to this area. Read more
This programme is designed to address contemporary issues in inclusion/special education. If you are a policy maker involved in inclusive education/special education at pre-school, school or tertiary level, this programme is designed to promote your understanding of the issues and practices relevant to this area. Specialisation within this programme is also possible.

Why this programme

-Our research-informed courses will help you to think about practice and policy in the light of current educational thinking and enable you to consider how an inclusive/special education system might operate in schools and other educational institution.
-You can tailor research projects to provide the maximum relevance and benefit to your interests and work.
-You will discuss recent theories related to many of the conditions and labels associated with special educational needs/additional support needs and have the opportunity to develop practice that takes account of these within an inclusive framework. In particular you can specialise in autism, behaviour, gifted and talented, dyslexia and disability.

Programme structure

You will take four core courses and two optional courses, which you can choose according to your specialist interests. In addition you will complete a 12,000-15,000-word dissertation, under supervision, that will provide you with the opportunity to investigate, in greater depth, an issue that is relevant to your professional development and teaching context.

Core courses
-Evolving concept of inclusion
-Introduction to educational and social research
-Modern educational thought
-The learner and the curriculum

Optional courses
-Developing literacy
-Highly able learners
-Inclusive classrooms, inclusive pedagogies
-Identities, relationships and behaviours

Career prospects

The programme will support your career development as a class teacher, lecturer, policy developer, special education professional, head teacher, education administrator or researcher.

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We have expert supervision available in a wide variety of education subjects. Our research areas range from early year's policy through to internationalisation in higher education. Read more

Course overview

We have expert supervision available in a wide variety of education subjects. Our research areas range from early year's policy through to internationalisation in higher education.

We offer expert supervision in the following research areas: early year's policy with a focus on language and communication; social justice in education; gifted and talented children in Africa, India and the UK; education in popular culture; early literacy; technology enhanced learning, including language learning; learning to teach languages; counselling and wellbeing in children and adults; the physical leaning environment; teaching and learning in Higher Educationinternationalisation in Higher Education

Our supervisors' current research interests, projects and publications are available from our staff profiles. Most of our staff have professional experience in teaching, speech and language therapy or English language teaching before entering academia. You should contact Carolyn Letts, Director of Postgraduate Research, or a member of our staff as a potential supervisor before applying. You will need to submit a short research proposal (1000 words max).

Training and Skills

As a research student you receive a tailored package of academic and support elements. Your personalised programme will ensure you maximise your research and future career. The programme profile details academic subject information. Support is available through our: doctoral training centres; Faculty Training Programme; Research Student Support Team

For further information see http://www.ncl.ac.uk/postgraduate/courses/degrees/education-mphil-phd/#training&skills

How to apply

For course application information see http://www.ncl.ac.uk/postgraduate/courses/degrees/education-mphil-phd/#howtoapply

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This modular part-time programme is particularly suitable for academically gifted medical and dental trainees with the potential to be the independent researchers of the future. Read more
This modular part-time programme is particularly suitable for academically gifted medical and dental trainees with the potential to be the independent researchers of the future.

Applications for admisson in October 2016 are now open, the deadline to receive applications by is Friday 29 July 2016 (12 noon UK time).

Description

This progamme is designed to be taken by Academic Clinical Fellows alongside work commitments, the Health Research programme exists to enable students to:

- develop skills of research, design and data analysis in both qualitative and quantitative research

- critically evaluate health research

- identify, critically appraise and incorporate the results of medical and social science research into the day-to-day decision-making of clinical, scientific and administrative practice

- apply the principles of evidence-based practice in health care settings

- plan how to implement the findings of research to improve health care

- use theories and principles underpinning clinical research to inform their own research practice.

The programme is delivered through the Department for Continuing Education, with the expertise in curriculum design and teaching drawn from the Nuffield Department of Primary Care Health Sciences, the Centre for Evidence-Based Medicine, and the Oxford University Clinical Academic Graduate School.

Visit the website https://www.conted.ox.ac.uk/about/postgraduate-certificate-in-health-research

Programme details

The Postgraduate Certificate is normally completed between 1-2 years. It consists of three assessed taught modules and includes thorough introductions to the principles of evidence-based practice in health, and to study design and research methods.

Compulsory Modules

• The Practice of Evidence-Based Health Care
• Introduction to Study Design and Research Methods

The third module may be chosen from the following list:

- Clinical Trial Management
- Ethics for Biosciences
- Mixed Methods in Health Research
- Knowledge into Action
- Evidence-based Diagnosis and Screening
- Introduction to Statistics for Health Care Research
- Systematic Reviews
- Randomized Controlled Trials
- Qualitative Research Methods
- The Structure of Clinical Trials and Experimental Therapeutics
- How to do Research on Therapeutic Interventions: Protocol preparation
- Biological Therapeutics
- Pharmacodynamics, Biomarkers and Personalised Therapy
- Adverse drug reactions, drug interactions and Pharmacovigilance
- Drug development, Pharmacokinetics and Imaging

Course aims

At the end of the course students will be able to:

- demonstrate a knowledge of the principles, methods and techniques appropriate for solving evidence-based health care/health-research problems and be able to translate (through a critical comprehension of the relative advantages and disadvantages) that understanding into good clinical practice

- demonstrate a range of research skills enabling them to complete research successfully, either as part of a research team or as an individual

- acquire, interpret and analyse biological information with a critical understanding of the appropriate contexts for their use through the study of the existing primary literature in the field

- apply skills and expertise gained across the medical and biological sciences expected of professional researchers

Students will know and understand:

- health-care organizations, their management and the changing context in which they operate

- the ethical issues in health research and research governance

- methods to integrate and synthesise different sorts of information, from diverse sources, when making both individual patient and health-policy decisions in a wide range of situations

- the key issues for evidence-based practice in their own professional area or specialty

- how to work comfortably in situations of uncertainty and make sound judgements in the absence of definitive evidence

- research methods and concepts in the field of health and health care

All graduates of the Postgraduate Certificate in Health Research will be able to:

- understand the role of most commonly used methods appropriate for specifying problems through a critical comprehension of the relative advantages and disadvantages of these methods

- understand and express the main principles of some commonly applied techniques and methods

- explain the rationale for the selection of tools used in the analysis of phenomena.

Assessment methods

To complete the Postgraduate Certificate students must:

- Attend and complete the 2 compulsory modules and 1 option module.

Students will also be expected to complete three written assignments, usually of no more than 4000 words, one on each of the chosen modules above.

With the exception of the online modules, the EBHC modules are based on an eight week study cycle. Week One is a preparatory week where you may be required to undertake some pre-reading and to familiarise yourself with the Virtual Learning Environment. During Week Two you are required to attend the face to face teaching week in Oxford. This is followed by an additional six weeks where you are expected to participate in online activities and submit your assignment

Level and demands

Candidates will, in all but exceptional circumstances be admitted to the Postgraduate Certificate with optional progression on successful completion to the Diploma, provided that a candidate:

- has successfully completed the final year of the Bachelor of Medicine and Bachelor of Surgery or Bachelor of Dental Surgery or equivalent; or

- has an appropriate degree or equivalent professional qualification in a profession allied to medicine with post-qualification experience

Applicants will be expected to demonstrate an approach to their study which includes demonstrable skills of critical analysis, wide contextual knowledge and the ability to manage their own time.

Additionally candidates should:

- have a good working knowledge of email, internet, word processing and Windows applications (for communications with course members, course team and administration)

- show evidence of the ability to commit time to study and an employer's commitment to make time available to study, complete course work and attend course and University events and modules

Successful candidates will normally provide evidence of all of the following:

- A professional interest in Health Research, evidenced by prior experience, qualification and work

- Motivation and ability to complete the course

- A clear and well argued understanding of the benefits of the course to the candidate's current employment and future prospects

Find out how to apply here - http://www.ox.ac.uk/admissions/graduate/applying-to-oxford

Visit the Postgraduate Certificate in Health Research page on the University of Oxford website for more details!

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This two-year part-time Masters Degree in Literature and Arts course offers the opportunity to study the literature and arts of three different periods of English history (ranging from the c16th to the c19th) in an interdisciplinary manner over four five day residences and two online modules. Read more
This two-year part-time Masters Degree in Literature and Arts course offers the opportunity to study the literature and arts of three different periods of English history (ranging from the c16th to the c19th) in an interdisciplinary manner over four five day residences and two online modules. The course offers full access to the library and electronic resources of the university, a team of expert tutors, and a high level of personal and academic support.

VIDES (volume of interdisciplinary essays)

VIDES 2016 - Volume 4
In the second year, as part of the preparation for the dissertation, each student writes a short essay around two documents or artefacts which they have chosen which comment on a particular topic but from contrasting viewpoints. The student group is divided up into a number of small committees responsible for peer reviewing and editing the journal, deciding on its house-style and designing it.

To make navigation around the journal easier the volume is also presented on the open.conted site where you can find a list of all the essays with their abstracts to help you identify the essays which are of interest you. We hope you enjoy the read!

If you have enjoyed VIDES 2016 - Volume 4 you might also like to read VIDES 2015 - Volume 3, VIDES 2014 - Volume 2 and VIDES 2013 - Volume 1.

Visit the website https://www.conted.ox.ac.uk/about/mst-in-literature-and-arts

Description

This literature and arts course brings together the creative, intellectual and manufactured output of people in the past. It has a twofold aim – to explore the past through the lens of human creativity, and to inform our understanding of that creativity by studying the context within which it emerged. It is therefore an interdisciplinary programme which encompasses literature, art and architectural history, history, philosophy and theology. Based in Oxford, and taking full advantage of the remarkable human and cultural resources which this university has at its disposal, the literature and arts course is designed around three sequential periods of British history, from Early Modern (c.1450) to the early twentieth century (c.1914). By studying each period through a range of disciplines, students will acquire a broad and multi-faceted picture of the past. In this framework giant achievements such as Milton’s poetry or Wren’s architecture can be understood not only as products of their times but also in so far as they stand as uniquely inspired statements, or as harbingers of future developments.

Interdisciplinary study raises challenges for a student in terms of methodologies. How do I analyse and interpret a picture when I have only ever worked with text? A poem when I have only worked with documentary sources? A building when I have only ever studied abstract ideas? How do I make viable connections between these different areas of study? An online element offered towards the beginning of the course will provide the opportunity to discover, practise and develop these skills, and to engage with current theoretical discourses concerning the way scholars relate with their source material. Similarly a more advanced on-line component in the second year will focus on interdisciplinary research skills, including trying out those skills by contributing to a small volume of papers on a subject related to the chosen dissertation topic.

Whilst focusing on British history and culture, the course will begin with an introductory unit which sets Britain in a world context and explores her cultural relationship with the rest of the world since the sixteenth century. Using the layout of the Ashmolean museum’s international collections with its emphasis on global interaction, this unit will principally be concerned with the formation of British culture through the stimuli of influences beyond Europe.

The literature and arts course aims to enable students to specialise in certain disciplines and ultimately in a particular historical period, whilst structuring their learning within a strong contextual and critical framework. It aims to enable students to make the most of the university’s resources (e.g. its libraries, computer facilities, museums and historic monuments), to provide a high quality of academic and pastoral support, and to maximise the potential for learning within a peer group. It sets out to encourage a richly democratic view of cultural history in which all men’s and women’s lives play their part.

Programme details

Structure of the Literature and Arts Course
Year One

Two core courses in year one will introduce students to post-graduate research skills and methodologies and use a series of case studies to explore some of the challenges inherent in the practice of interdisciplinary study.

Students will also take two options during year one, which will allow them to begin to specialise either by period or theme.

Year Two

A third option at the start of year two will enable students to gain wide-ranging insight into their chosen area of study before deciding on their dissertation topic. A final core course in cultural theory will prepare the student for the writing of the dissertation. This involves writing an article for and contributing to the production process of the course's online journal, Vides. The dissertation occupies the final two terms of year two.

Core Courses

Core courses will be both residential and delivered through online distance learning modules.

Residences: students will attend tutorials, seminars and lectures during five-day residences in October, February and late June/July in year one and in October of year two, plus an initial residential induction weekend, prior to the first core course. Residences will account for eighty face to face teaching hours over the two years (structured around intensive discussion in seminars).

Distance-learning: these modules are fully supported by a dedicated Virtual Learning Environment. Students will engage in on-line group discussions using the course website and email. Students will also have access to the electronic on-line resources of Oxford University's Library Services, including the Bodleian Library, and all other University libraries, including the English Faculty Library, the History Faculty Library, the Philosophy Faculty Library and the Theology Faculty Library. These modules are designed such that students need not have a sophisticated understanding of IT; materials may be provided in a variety of ways to suit the student's preference and situation.

In keeping with the Oxford ethos of tutorial instruction, individual tutorials and supervisions will be an integral part of the programme, most notably with regard to the dissertation. Individual supervision will be undertaken both face-to-face and by e-mail.

Options

Each of the options residences is structured in the same way, beginning with an historical introduction to the period and ending with a plenary discussing where connections can be made between the subjects studied through the week. The options are taught in the mornings and afternoons and represent a range of disciplines, specifically Literature, History, Visual Culture and Philosophy/Theology/History of Ideas. Each student chooses two options out of four offered. Please note that due to timetabling constrictions it is not always possible to allocate each student to their preferred options. The following list indicates the subjects which were available in 2014/15, there may be some changes for 2016.

Late Medieval and Early Modern
Shakespeare in History - Dr Lynn Robson
Tudor Monarchy– Dr Janet Dickinson
The Role of Wit, Conceit and Curious Devices in Tudor and Jacobean Art and Architecture - Dr Cathy Oakes
The Uses of History in Seventeenth-century England - Dr Gabriel Roberts

The ‘Long Eighteenth Century’
Writing, Money and the Market - Dr Carly Watson
British Collectors and Classical Antiquities – Dr Stephen Kershaw
The British Empiricists: Locke, Hume and Berkeley – Dr Peter Wyss
Overseas Trade and the Rise of Britain as a Superpower - Dr Mike Wagner

The ‘Long Nineteenth Century’
Love and Sex in the Victorian Novel - Dr David Grylls
Dante Gabriel Rossetti and Late Nineteenth Century British Culture – Professor Barrie Bullen
The British Empire and the Indian Mutiny– Dr Yasmin Khan
'Habits of Heart and Mind' - Victorian Political Culture – Professor Angus Hawkins

Dissertation

A dissertation of 11,000 words will be the focus of the final two terms of the second year.

The final core course, delivered in Hilary term of the second year, is envisaged both as a graduate-level survey of relevant cultural theory, which will provide the necessary intellectual contexts for the students' chosen dissertation topics, and as an opportunity to fine-tune the students' research and writing skills in preparation for the dissertation. After completing Vides, students will decide on their dissertation subject in consultation with the Course Director. They will be advised on reading lists and a timetable of work by their dissertation supervisor.

The dissertation is intended to demonstrate the student's knowledge and awareness of more than one subject discipline in this final piece of assessment.

Who should take the course?

The design of the Masters Degree in Literature and Arts is part-time over two years, and as such it is intended for gifted students who, due to their obligations to professional work or caring duties, would otherwise be unable to pursue higher degrees. The MSt in Literature and Arts is taught in the format of regular short residences in Oxford, together with an element of closely-monitored distance-learning.

The course is ideal for the following:

- Graduates in Humanities disciplines who have entered employment, but who wish to maintain their momentum of study progressing to a postgraduate qualification. This group will include teachers, librarians, and archivists, and others involved in humanities-related professions.

- Humanities graduates who would like to study part-time because of other responsibilities (including caring roles).

- Graduates who have reached a stage in life where they wish to pursue a new area of study, either for personal development, or to establish new career paths.

While the Masters Degree in Literature and Arts can be seen as a stand-alone qualification, it will also prepare students for doctoral work.

Find out how to apply here - http://www.ox.ac.uk/admissions/graduate/applying-to-oxford

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The aims of the MRes Medical Research are to. Provide robust education on research to compliment and support research exposure and experience for academically gifted medical and dental trainees, and research registrars;. Read more
The aims of the MRes Medical Research are to:
• Provide robust education on research to compliment and support research exposure and experience for academically gifted medical and dental trainees, and research registrars;
• Develop independent researchers of the future, able to compete for a Research Training Fellowship leading to a PhD and further postdoctoral research;
• Contribute to the NHS drive to develop the vibrant academic community essential for first class healthcare.

Academic Clinical Fellows at Brighton and Sussex Medical School will be automatically accepted on the course. Applications from other NHS research registrars, doctors in the pharmaceutical industry, and others employed in a setting where medical research is a core function of their day-to-day activity will also be considered. In order to maintain the high research degree completion rate of BSMS, non-ACF applicants will only be accepted if they can demonstrate: an ongoing research programme in which they are currently involved; award of a research grant; or employer support for a locally-funded research project intended for publication.

Course structure and content
The course requires 80 taught credits and a 100 credit research dissertation.

The taught modules (20 credits each) are:
• Research Methods and Critical Appraisal
• Epidemiology
• Essential Statistics for Health and Medical Research.
It is recommended that the final taught module be Evidence-Based Practice; alternatively, students may take any module from those offered by the Universities of Brighton and Sussex, with the approval of the Course Leader.

The dissertation (100 credits) requires a 16-20,000 word research dissertation which includes literature review, background, methodology, project management and governance, ethics, methods, results and discussion chapters. In addition, students are required to undertake a viva on their project, identify an appropriate journal for publication of their work and produce an article in the correct format to submit.

Students on the programme experience lectures, large and small group discussion and individual tutorials. To ensure that students are able to put their learning into context, each is employed in a setting where research forms a significant part of their activity. Students are encouraged to bring work-based difficulties and experiences to the group work to enhance the relevance of the content to day-to-day clinical and research activity.

Staff provide direction within the lectures and seminars with much learner autonomy evident in the group work and assessment. Learning is supported further by the use of StudentCentral and the usual visual aids and handouts. Students are expected to support their learning by the use and critical appraisal of primary sources of information.

Group work on the statistical module gives hands-on experience of working with, analysing and reporting data on computers as well as interpretation of worked examples from published and/or local research. Workshops on research ethics and governance are provided to support students through regulatory processes effectively.

Learning beyond the classroom comprises scientific, clinical and research reading as well as practical development and application of research skills. Students are expected to develop further academic, transferable, communication skills through robust scientific writing, presentations and written reports. Engagement with a research project at a very early stage is mandatory to ensure that autonomy in the whole research process of project management and governance can be learnt. Students are also given the opportunity to learn through teaching/facilitating on their chosen topic, particularly if research focuses on education.

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All PGCE applicants for 2014 entry will need to pass pre-entry Professional Skills Tests in Numeracy and Literacy. The Department of Education have indicated there will be notable changes to the structure and content of 2013 tests, but have not yet confirmed details of these changes. Read more
All PGCE applicants for 2014 entry will need to pass pre-entry Professional Skills Tests in Numeracy and Literacy. The Department of Education have indicated there will be notable changes to the structure and content of 2013 tests, but have not yet confirmed details of these changes. We advise applicants to monitor http://www.education.gov.uk/get-into-teaching for updates.

A Disclosure and Barring Service Check and DfE Fitness to Teach test are also required.

The Faculty of Education has a national reputation for high quality initial teacher training which was rated 'outstanding' by Ofsted in their last inspection. We work with over 1,500 schools, colleges and educational organisations and offer a wide range of of secondary specialisms.

Our PGCE Drama aims to develop an understanding of the place of drama in secondary education and to provide a firm foundation from which to teach this exciting subject. Philosophically, the course is based upon an inclusive view of the drama curriculum which reflects the wide range of contexts which the subject operates within schools and colleges.

An innovative and highly successful feature of our course is the drama 'carousel' where groups visit different schools to observe several specially selected, highly skilled and experienced practitioners at work.

This course will be based at our £139 million new academic building at Birley Fields, All Saints in Manchester. Further details at http://www.mmu.ac.uk/education/birleyfields

You will be introduced to a number of different secondary school departments and through a mixture of focused observation, group planning activities and co-teaching will quickly become familiar with skills and techniques relevant to the learning needs of different age groups.

Supporting this is a wide range of university based practical workshops, lectures, seminars and tutorials exploring all aspects of teaching and learning in the subject, covering key stages 3 and 4, and the post-16 phase.

Later you will have the opportunity to undertake two, longer structured placements where you will work alongside experienced drama practitioners to develop your confidence and classroom expertise.

A wide range of theoretical perspectives will be considered and through familiarity with current literature on the subject, you will develop your own philosophical viewpoint on the teaching of drama. Strategies allied to the needs of less able and more gifted pupils, pupils with special needs and to the teaching of pupils from differing cultural backgrounds will be developed. Trainees will also have opportunities to design, implement and evaluate a variety of learning courses to meet particular curriculum needs, including the role of drama in the development of literacy, its place in cross-curricular learning and teaching for examinations in years 10, 11, 12 and 13. You will have the opportunity to teach the subject up to key stage 4 and beyond.

In addition, you will participate in a series of practical classes which will help prepare you for working within the context of English and Performing Arts departments in schools and colleges.

We aim to develop analytical, successful and enthusiastic beginning teachers who are fully aware of the excitement and challenges which lie ahead and who can work effectively in a variety of educational settings.

Trainees will engage with current educational issues and recent and relevant research in order to further develop their understanding and to generate challenging and lively debate. There will be a focus on:

. Promoting an inclusive learning and teaching environmen:
. Working in multi-professional teams
. Creating a climate for learning in the classroom
. Learning and teaching strategies
. Managing students' behaviour
. Planning and evaluating students' learning
. Developing knowledge and understanding of teachers' professional responsibilities

This course has an excellent reputation, and is highly regarded by employers. Most of our trainee teachers go on to employment as specialist drama teachers in secondary schools, teaching the subject to GSCE and A/AS level, whilst a few find work in other education-related areas, such as theatre education departments.

Career prospects for successful newly qualified teachers from the course are very good, with many promoted to head of department within a very short time. Trainees receive sustained support in their attempts to secure employment and many of our graduates now hold positions of responsibility in our partnership schools.

As part of this PGCE you will gain 60 Masters level credits (one third of a Masters Degree) which can be used as a stepping stone to higher academic and professional awards and career development.

Our flexible, part-time continuing professional development programme includes:

. MA Drama Education (recruiting from September 2014)
. MA Education specially designed for recently qualified teachers and those in their first five years of teaching.
. MAs in Coaching and Mentoring, Educastional Leadership and Management and Inclusive Education & Special Educational Needs.
. Ranked in the UK top 10 our Education and Social Research Institute provides opportunities to study to PhD level

School placements are central to the course. As an intending teacher you will begin by developing professional awareness, understanding and skills common to learning and teaching in a variety of settings. You will begin to understand the inter-relationship between the school and its community.

Placements will be in at least two different schools or colleges and will range from inner city to rural settings, mixed and single gender schools, City Academies, Comprehensives and Selective Schools, 11-16, 11-18, sixth form and further education colleges. The Enrichment Phase also offers placements in settings other than schools.

Special Features

. Practice teaching experience in a wide range of schools and colleges
. National reputation in secondary teacher education - rated 'oustanding' by Ofsted in 2011 Inspection
. Course includes 60 M-level CATS points, or one third of a Masters degree - we also offer an MA Drama Education
. Access to NQT alumni support in your first year of teaching

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The School of Education provides an online portfolio of Career-long Professional Learning (CPL) programmes for the education workforce, to meet both current and emerging needs associated with the profession and to reflect the increasing importance attached nationally to professional learning, update and practice. Read more
The School of Education provides an online portfolio of Career-long Professional Learning (CPL) programmes for the education workforce, to meet both current and emerging needs associated with the profession and to reflect the increasing importance attached nationally to professional learning, update and practice.

The programme is aimed at teachers and other professionals teaching and/or supporting learning in mainstream schools or other inclusive educational settings.

About the programme

The programme takes inclusive education to operate within the equality and human rights legislative context, aiming to remove barriers to learning and participation, and to eliminate discrimination and disadvantage for whatever reason.

Your learning

The programme equips you with knowledge, understanding and skills that make you well-suited to pursue positions of responsibility in the areas of inclusion and support for learning.

You will start with the compulsory module ‘Inclusion and Equality’. Upon successful completion of this module you can undertake two of the following modules to complete the Certificate; and five of the following modules or four of the following modules plus a Research Methods module to complete the Diploma:

• Autism Spectrum Disorders
• Dyslexia
• Gifted and Talented
• Inclusive Enquiry
• Inclusive Leadership
• Inclusive Practice
• Social, Emotional and Behavioural Difficulties

Upon successful completion of the Diploma, participants who have studied the Research Methods module can progress to the MEd stage where you will undertake a dissertation on a relevant topic of your choice.

There is no requirement to attend ‘face-to-face’ sessions on this programme as it is offered by distance learning, using the UWS virtual learning environment.

Our Careers Adviser says

Professional and personal development abilities are greatly enhanced, and graduates will be perfectly poised to undertake positions of leadership as well as seeking new opportunities in this exciting field.

First-class facilities

You’ll have access to a wide range of technology to facilitate your learning. Our libraries are stocked with a vast range of specialist resources to help you in your studies, and you’ll also have access to our extensive electronic library collection (including e-books and academic journals) and the virtual learning environment, Moodle.

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“Science fiction, fantasy, musicals, and period films offer the most obvious platform of eye-catching design, but it should be remembered that even if the subject is contemporary, or the style emulates documentary, we are still witnessing an illusion which has been designed.”. Read more
“Science fiction, fantasy, musicals, and period films offer the most obvious platform of eye-catching design, but it should be remembered that even if the subject is contemporary, or the style emulates documentary, we are still witnessing an illusion which has been designed.”
Peter Ettedgui — Production Designer

The MA Film Production course is for gifted and emerging filmmakers seeking to learn on the job, to go beyond the short film, to define themselves as artists within a working film production crew, and to gain that vital production experience demanded by the industry.

Work Placements | In line with the courses’s emphasis on industry experience, you will be encouraged to undertake, seek out short-term work opportunities in your field. These can occur when your pathway is normally not involved in a particular production stage, for example with production designers during post-production. This opportunity is available for all students, Home/EU and for International, details can be found on our Working during and after page. The experience you and other students gain through this work out in the industry enhances and -compounds the learning and collaboration on the course.

NAMED AWARDS AVAILABLE IN

MA Film Production (Producing)
MA Film Production (Directing)
MA Film Production (Production Design)
MA Film Production (Cinematography)
MA Film Production (Editing)
MA Film Production (Sound Design)
MA Film Production (Documentary)
MA Film Production (Screenwriting)

Mirroring the working patterns of film production these named awards also reflect the degree of physical production engagement for these disciplines. With Producers, Directors and Documentary makers taking their films through all the stages from first idea, through to development, pre-production, production, post, and on right through to delivery to the audience. Whilst the disciplines of Production Design, Cinematography, Editing, Sound Design, and Screenwriting, over that same time period, will be engaged in the physical production, post of two or more films.

For the Portfolio Short Films made on the course, the budgets are seed funded. For other units, all the basic costs of materials and equipment are covered.

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Liverpool Hope University is one of the country’s leading providers of Initial Teacher Education. The PGCE is a postgraduate qualification which is aimed at high quality graduates wishing to pursue a career in secondary teaching. Read more
Liverpool Hope University is one of the country’s leading providers of Initial Teacher Education. The PGCE is a postgraduate qualification which is aimed at high quality graduates wishing to pursue a career in secondary teaching. It is an intensive, demanding yet very rewarding programme running from early September to late June. Tutors are dedicated to individual student support and to working closely with partners in local schools. At its most recent Ofsted inspection the PGCE Secondary programme achieved the highest accolade and was awarded a Grade 1 in recognition of the high standard of management and quality assurance.

The PGCE (Secondary) History programme comprises a fully integrated course of Initial Professional Development, subject-specific pedagogy and school-based learning which encourages student teachers to apply their theoretic understanding to practical situations.

Initial Professional Development (IPD): This part of the programme covers general aspects of becoming a teacher. It is largely lecture-based supported by discussion-based seminars with an assigned professional tutor. IPD develops the student teacher’s knowledge and understanding of a range of key issues in education.

History Specialism: Far from being a ‘tips for teachers’ approach the PGCE programme will support students to consider the pedagogy of History in depth. This part of the course aims to develop subject knowledge and equip student teachers with the skills necessary to become reflective and effective teachers of History across the 11 – 18 age range. In the most recent Ofsted inspection all aspects of provision in PGCE (Secondary) History at Liverpool Hope University were judged to be ‘Good’.

School-based Learning: Fundamental to this programme is a very close relationship with local secondary schools and post 16 providers. Tutors and mentors from these schools collaborate to ensure that student teachers have ample supported opportunities to apply what they learn in theory sessions to the role of a teacher in school. Student teachers do their school-based learning in at least two schools ensuring a breadth of experience. Tutors with particular expertise in teaching History guide and work alongside students to formulate individualised plans which focus on their specific development needs. . Presentations are a key element of this programme enabling student teachers to develop confidence in talking to large groups. There are exciting opportunities for involvement in community projects, Holocaust education projects and the delivery of masterclasses for ‘gifted and talented’ pupils.

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MA Inclusive Education at Middlesex University is a fully online course based upon gaining knowledge of best practice in an area of specialism through research and literature, implementing this and researching the effect or impact on your practice. Read more
MA Inclusive Education at Middlesex University is a fully online course based upon gaining knowledge of best practice in an area of specialism through research and literature, implementing this and researching the effect or impact on your practice. This may be through practical, self-directed learning activities. Participants are encouraged to focus assignments on identified institutional and personal needs and to use practitioner action enquiry and reflective practice as a learning model.

Teachers/tutors focus their scholarship, research and enquiries on developing more effective practice in a specialist area while gaining a masters in inclusive education. The course is available to teachers / tutors in the UK and overseas and is run in a totally distance learning mode. Participants can opt for a specialist route through the programme leading to a named award of:

MA Inclusive Education (SEN and Inclusion)
MA Inclusive Education (Specific Learning Difficulties)
MA Inclusive Education (Gifted Education)
MA Inclusive Education (Social, Emotional and Behaviour Management)
MA Inclusive Education (Bilingual Learners)
Some of the special features of the MA Inclusive Education:

Study anywhere in the world
Combine work with this online mode of part time study
Excellent distance learning support available through our virtual learning environment from tutors and from our Learning Resources service
Accreditation of Prior Learning APL is available in all but the dissertation module, allowing you to gain credit for prior study and therefore shorten your overall study period.

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In recent years, biological research has become increasingly interdisciplinary, focusing heavily on mathematical modeling and on the analysis of system-wide quantitative information. Read more

Computational Life Science

In recent years, biological research has become increasingly interdisciplinary, focusing heavily on mathematical modeling and on the analysis of system-wide quantitative information. Sophisticated high-throughput techniques pose new challenges for data integration and data interpretation. The Computational Life Science (CompLife) MSc program at Jacobs University meets these challenges by covering computational, theoretical and mathematical approaches in biology and the life sciences. It is geared towards students of bioinformatics, computer science, physics, mathematics and related areas.

Program Features

The CompLife program is located at Jacobs University, a private and international English-language academic institution in Bremen, Germany. CompLife students at Jacobs University take a tailor-made curriculum comprising lectures, seminars and laboratory trainings. Courses cover foundational as well as advanced topics and methods. Core components of the program and areas of specialization include:

- Computational Systems Biology
- Computational Physics and Biophysics
- Bioinformatics
- RNA Biology
- Imaging and Modeling in Medicine
- Ecological Modeling
- Theoretical Biology
- Applied Mathematics
- Numerical Methods

For more details on the CompLife curriculum, please visit the program website at http://www.jacobs-university.de/complife.

Career Options

Graduates of the CompLife program are prepared for a career in biotechnology and biomedicine. Likewise, graduates of the program are qualified to move on to a PhD.

Application and Admission

The CompLife program starts in the first week of September every year. Please visit http://www.jacobs-university.de/graduate-admission or use the contact form to request details on how to apply. We are looking forward to receiving your inquiry.

Scholarships and Funding Options

All applicants are automatically considered for merit-based scholarships of up to € 12,000 per year. Depending on availability, additional scholarships sponsored by external partners are offered to highly gifted students. Moreover, each admitted candidate may request an individual financial package offer with attractive funding options. Please visit http://www.jacobs-university.de/study/graduate/fees-finances to learn more.

Campus Life and Accommodation

Jacobs University’s green and tree-shaded campus provides much more than buildings for teaching and research. It is home to an intercultural community which is unprecedented in Europe. A Student Activities Center, various sports facilities, a music studio, a student-run café/bar, concert venues and our Interfaith House ensure that you will always have something interesting to do.

For graduate students who would like to live on campus, Jacobs University offers accommodation in four residential colleges. Each college has its own dining room, recreational lounge, study areas, and common and group meeting rooms. Please visit http://www.jacobs-university.de/study/graduate/campus-life for more information.

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Big data has turned out to have giant potential, but poses major challenges at the same time. On the one hand, big data is driving the next stage of technological innovation and scientific discovery. Read more

Big Data and Data Engineering

Big data has turned out to have giant potential, but poses major challenges at the same time. On the one hand, big data is driving the next stage of technological innovation and scientific discovery. Accordingly, big data has been called the “gold” of the digital revolution and the information age. On the other hand, the global volume of data is growing at a pace which seems to be hard to control. In this light, it has been noted that we are “drowning in a sea of data”.

Faced with these prospects and risks, the world requires a new generation of data specialists. Data engineering is an emerging profession concerned with big data approaches to data acquisition, data management and data analysis. Providing you with up-to-date knowledge and cutting-edge computational tools, data engineering has everything that it takes to master the era of big data.

Program Features

The Data Engineering program is located at Jacobs University, a private and international English-language academic institution in Bremen, Germany. The two-year program offers a fascinating and profound insight into the foundations, methods and technologies of big data. Students take a tailor-made curriculum comprising lectures, tutorials, laboratory trainings and hands-on projects. Embedded into a vibrant academic context, the program is taught by renowned experts. In a unique setting, students also team up with industry professionals in selected courses. Core components of the program and areas of specialization include:

- The Big Data Challenge
- Data Analytics
- Big Data Bases and Cloud Services
- Principles of Statistical Modeling
- Data Acquisition Technologies
- Big Data Management
- Machine Learning
- Semantic Web and Internet of Things
- Data Visualization and Image Processing
- Document Analysis
- Internet Security and Privacy
- Legal Aspects of Data Engineering and Data Ethics

For more details on the Data Engineering curriculum, please visit the program website at http://www.jacobs-university.de/data-engineering.

Career Options

Demand for data engineers is massive – in industry, commerce and the public sector. From IT to finance, from automotive to oil and gas, from health to retail: companies and institutions in almost every domain need experts for data acquisition, data management and data analysis. With an MSc degree in Data Engineering, you will excel in this most exciting and rewarding field with very attractive salaries. Likewise, an MSc degree in Data Engineering allows you to move on to a PhD and to a career in science an research.

Application and Admission

The Data Engineering program starts in the first week of September every year. Please visit http://www.jacobs-university.de/graduate-admission or use the contact form to request details on how to apply. We are looking forward to receiving your inquiry.

Scholarships and Funding Options

All applicants are automatically considered for merit-based scholarships of up to € 12,000 per year. Depending on availability, additional scholarships sponsored by external partners are offered to highly gifted students. Moreover, each admitted candidate may request an individual financial package offer with attractive funding options. Please visit http://www.jacobs-university.de/study/graduate/fees-finances to learn more.

Campus Life and Accommodation

Jacobs University’s green and tree-shaded campus provides much more than buildings for teaching and research. It is home to an intercultural community which is unprecedented in Europe. A Student Activities Center, various sports facilities, a music studio, a student-run café/bar, concert venues and our Interfaith House ensure that you will always have something interesting to do.

For graduate students who would like to live on campus, Jacobs University offers accommodation in four residential colleges. Each college has its own dining room, recreational lounge, study areas, and common and group meeting rooms. Please visit http://www.jacobs-university.de/study/graduate/campus-life for more information.

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