High-level training in statistics and the modelling of random processes for applications in science, business or health care.
For many complex systems in nature and society, stochastics can be used to efficiently describe the randomness present in all these systems, thereby giving the data greater explanatory and predictive power. Examples include statistical mechanics, financial markets, mobile phone networks, and operations research problems. The Master’s specialisation in Applied Stochastics will train you to become a mathematician that can help both scientists and businessmen make better decisions, conclusions and predictions. You’ll be able to bring clarity to the accumulating information overload they receive.
The members of the Applied Stochastics group have ample experience with the pure mathematical side of stochastics. This area provides powerful techniques in functional analysis, partial differential equations, geometry of metric spaces and number theory, for example. The group also often gives advice to both their academic colleagues, and organisations outside of academia. They will therefore not only be able to teach you the theoretical basis you need to solve real world stochastics problems, but also to help you develop the communications skills and professional expertise to cooperate with people from outside of mathematics.
See the website http://www.ru.nl/masters/mathematics/stochastics
- This specialisation focuses both on theoretical and applied topics. It’s your choice whether you want to specialise in pure theoretical research or perform an internship in a company setting.
- Mathematicians at Radboud University are expanding their knowledge of random graphs and networks, which can be applied in the ever-growing fields of distribution systems, mobile phone networks and social networks.
- In a unique and interesting collaboration with Radboudumc, stochastics students can help researchers at the hospital with very challenging statistical questions.
- Because the Netherlands is known for its expertise in the field of stochastics, it offers a great atmosphere to study this field. And with the existence of the Mastermath programme, you can follow the best mathematics courses in the country, regardless of the university that offers them.
- Teaching takes place in a stimulating, collegial setting with small groups. This ensures that you’ll get plenty of one-on-one time with your thesis supervisor at Radboud University .
- More than 85% of our graduates find a job or a gain a PhD position within a few months of graduating.
Mathematicians are needed in all industries, including the banking, technology and service industries, to name a few. A Master’s in Mathematics will show prospective employers that you have perseverance, patience and an eye for detail as well as a high level of analytical and problem-solving skills.
The skills learned during your Master’s will help you find jobs even in areas where your specialised mathematical knowledge may initially not seem very relevant. This makes your job opportunities very broad and is the reason why many graduates of a Master’s in Mathematics find work very quickly.
Possible careers for mathematicians include:
- Researcher (at research centres or within corporations)
- Teacher (at all levels from middle school to university)
- Risk model validator
- ICT developer / software developer
- Policy maker
Radboud University annually has a few PhD positions for graduates of a Master’s in Mathematics. A substantial part of our students attain PhD positions, not just at Radboud University, but at universities all over the world.
The research of members of the Applied Stochastics Department, focuses on combinatorics, (quantum) probability and mathematical statistics. Below, a small sample of the research our members pursue.
Eric Cator’s research has two main themes, probability and statistics.
1. In probability, he works on interacting particles systems, random polymers and last passage percolation. He has also recently begun working on epidemic models on finite graphs.
2. In statistics, he works on problems arising in mathematical statistics, for example in deconvolution problems, the CAR assumption and more recently on the local minimax property of least squares estimators.
Cator also works on more applied problems, usually in collaboration with people from outside statistics, for example on case reserving for insurance companies or airplane maintenance. He has a history of changing subjects: “I like to work on any problem that takes my fancy, so this description might be outdated very quickly!”
Hans Maassen researches quantum probability or non-commutative probability, which concerns a generalisation of probability theory that is broad enough to contain quantum mechanics. He takes part in the Geometry and Quantum Theory (GQT) research cluster of connected universities in the Netherlands. In collaboration with Burkhard Kümmerer he is also developing the theory of quantum Markov chains, their asymptotic completeness and ergodic theory, with applications to quantum optics. Their focal point is shifting towards quantum information and control theory, an area which is rapidly becoming relevant to experimental physicists.
Ross Kang conducts research in probabilistic and extremal combinatorics, with emphasis on graphs (which abstractly represent networks). He works in random graph theory (the study of stochastic models of networks) and often uses the probabilistic method. This involves applying probabilistic tools to shed light on extremes of large-scale behaviour in graphs and other combinatorial structures. He has focused a lot on graph colouring, an old and popular subject made famous by the Four Colour Theorem (erstwhile Conjecture).
See the website http://www.ru.nl/masters/mathematics/stochastics
Visit our website for more information on fees, scholarships, postgraduate loans and other funding options to study Autism and Related Conditions at Swansea University - 'Welsh University of the Year 2017' (Times and Sunday Times Good University Guide 2017).
Autism is a spectrum of lifelong neurodevelopmental conditions that presents various challenges for those people living with Autism and the services in place to provide care, education, training and support. There is an emphasis on the need to increase general awareness and specialist training for all professionals involved in the delivery of autism related services. However, it has been recognised that Autism and its related conditions are prevalent globally, and this programme explores the international context to highlight best practice initiatives.
The Master's in Autism and Related Conditions, which is also available at Postgraduate Diploma and Postgraduate Certificate level as well as on a part time basis, is a unique training and development programme leading to a postgraduate qualification for those professionals who are seeking to advance and specialise their knowledge and practice in Autism.
In response to the Autism Act (2009), the UK government produced statutory guidance for health, social care and educational organisations, which highlighted the strategic need for staff training at all levels, service planning and the creation of local leadership. Part of this guidance places an emphasis on the need to increase general awareness and specialist training for all professionals involved in the delivery of autism related services.
Key features of the Autism and Related Conditions programme include:
- Innovative and integrated curriculum that reflects the various aspects in the provision of autism services (i.e. clinical, social care and specialist education).
- Flexibility for you to gain specialist knowledge in your respective professions
- People living with Autism are involved in the delivery of the programme
- Teaching is supported by online learning and support
- Strong links with various third sector organisations
- Research informed teaching
- Multiprofessional teaching team with vast experience and expertise in Autism and related conditions
- Choice between a research project or a work based portfolio for the MSc dissertation
- Available as either a full time or part time study
The Autism and Related Conditions programme is modular and structured in three levels, each building on the next. You can elect to take either the full Master's programme or the Postgraduate Certificate or Diploma, depending on need and circumstances. The programme is designed to allow you to complete either as full time or part time study. For part-time students, each of the three components are scheduled to take a year each to complete.
Any health care professionals (medical, nursing and allied health), educators (primary, secondary, FE and HE), social care professionals and psychologists who wish to develop their understanding, skills and leadership in Autism.
Students are required to attend the University for 1 week (5 consecutive days) for each module in Part One (Taught Element). Attendance during Part Two (Dissertation or Portfolio) is negotiated with the supervisor, with a minimum of 4 supervisory meetings. You are also encourage to attend the Postgraduate Taught Induction Event during the induction week and any programme associated seminars.
Modules on the Autism and Related Conditions may include:
Diagnosis and Assessment of Autism and Related Conditions
Living with Autism and Related Conditions
Critical Appraisal and Evaluation
Data Analysis for Health and Medical Sciences
Management of Autism and Related Conditions
Foundations of Behaviour
Childhood and Adult Services for Autism and Related Conditions
Rights and Responsibilities for Autism and Related Conditions
Additionally, you will be able to choose to complete a research based dissertation or a work based reflective portfolio.
Elizabeth Clatworthy was the first person to graduate from the MSc in Autism and Related Conditions course in 2014. She had both a personal and professional reason to be the first person to gain a Master’s degree in a new course that specialises in the study of autism, as she fosters an eight year old boy who has the condition. Elizabeth said: ‘However a five year old boy came to me to be fostered, which resulted in him being placed with me full time. He was non-verbal and had behavioural issues, but now he talks, has learned to manage his own behaviour and now I feel that there is no limit to what he can achieve. This experience led me to apply for my Master’s degree and I have found that my learning has helped me understand more about my foster child, and equally my foster child has helped me gain greater insight into my studies.”
Rhys Jenkins, now aged 24, was diagnosed with Autism when he was 16 years old. He had successfully completed a Law Degree at Cardiff University prior to coming to Swansea University to complete the MSc in Autism and Related Conditions course.
IT Tralee is currently seeking to recruit ahigh calibre and suitably qualified science graduate to undertake this Master by Research programme in the Department of Biological and Pharmaceutical Sciences at IT Tralee. Graduates holding a relevant Level 8 Honours Degree (second class honours or higher) are invited to submit an application. The successful applicants will be awarded a stipend of €700 per month for a maximum period of 18 months and the Institute will waive full fees for this funding period. Postgraduate students are expected to complete their studies full-time at the Institute.
Mr Quille received his Degree in Chemistry of Pharmaceutical Compounds from University College Cork in 2007. He has since completed an M.Sc in Biotechnology in the Shannon ABC laboratories at IT Tralee on a project entitled: The preparation of an alginate with a hydrophobic moiety that retains its biocompatibility and immunosuppressive properties while remaining suitable for cellular encapsulation. He has previously worked in Astellas as a Process Technician and in Shannon ABC as a Biochemical Technician. He currently holds the role of Research Scientist with Shannon ABC. Previous projects include developing a commercial focus to the use of bioassays in the assessment of different components of seaweed and the impact of seasonality. He has worked on the FP7 funded project NatuCrop where he oversaw extensive tomato growth room, glasshouse and field trials. Results of his work have been presented at a number of conferences all over Europe and in Brazil. He is currently working on a Horizon 2020 project.
Crop productivity relies heavily on nitrogen fertilisation which in itself requires huge amounts of energy to produce. Also excess applications of nitrogen to the land is detrimental to the environment therefore increasing plant nitrogen use efficiency (NUE) is essential in the promotion of sustainable agriculture. The use of seaweed and seaweed extracts in agriculture is well documented. The most popular and well researched type of seaweed extract commercially available is an Ascophyllum Nodosum extract (ANE). Ascophyllum is a brown seaweed that is native to the waters of Ireland as it grows best in the North Atlantic basin. Seaweed extracts have been described to enhance seed germination and establishment, improve plant growth, yield, flower set and fruit production, increase resistance to biotic and abiotic stresses, and improve postharvest shelf life. Previously a seaweed extract when combined with a fertiliser regime increased the productivity and oil content and accelerated maturation (colour and firmness) of the olive fruits from olive trees. Oil-Seed Rape (OSR; Brassica napus) is a member of the Brassicaceae family that is grown for its oil content. It requires extensive nitrogen fertilisation, however it has a poor N-harvest index meaning a lot of nitrogen is lost in the straw rather than transported to the pod. The aim or our study is to apply 4 commercially available ANE’s to winter and spring crops of OSR (different varieties) in a controlled growth room and glasshouse and finally in a field setting under different fertiliser regimes. Treatments will be assessed by comparing fresh weight, dry weight, and seed/oil yield and oil quality. Plant tissue will also be saved in order to assess other parameters such as flavonol accumulation, nitrate reductase, gene expression (NRT2) and photosynthetic parameters.
600,000 Ha of OSR is planted in the UK and Ireland alone every year, recommended input of nitrogen is 200 kg (0.2 tonnes) per Ha meaning 120,000 tonnes of nitrogen every year. As OSR only has an N-harvest index of 0.6, representing 48,000 tonnes lost, which is a massive financial loss as well as potentially environmentally detrimental. In determining the effect of ANE’s on NUE current research focuses on the outcome, i.e. is yield increased, rather than investigate the method by which the yield has increased. This research is aimed a filling some void of knowledge here by linking phenotypic differences to biochemical and genetic data of treated plants in order to assign a potential mode of action.
While ANE’s have been shown to increase nitrogen assimilation, extensive growth trials, especially in economically important crops (such as OSR) which investigate their role in affecting NUE are scarce and are only seemingly becoming popular in recent years. However considering the increased price of nitrogen, the additional interest in biostimulants (ANE’s in particular), the need to feed a growing population and coupled to the environmental damage of excess nitrogen this can be considered a ‘hot topic’. Plant (glasshouse and field setting) trials will be conducted and analysed for phenotypic data (photosynthetic measurements, yield). Materials from these plant trials must then be harvested, extracted and saved for biochemical and genetic determination. Lab-based techniques employed include protein extraction, western blotting and spectrophotometry, RT-PCR and HPLC. This 3 pronged approach from assessing phenotype to the biochemical level and finally to the gene level will provide evidence on mode of action of the ANE’s potential impact on NUE in OSR.
Our MRes Experimental Cancer Medicine master's course will give nurses, doctors and clinical researchers the skills needed to work in early phase clinical studies.
You will learn how to master experimental cancer through a combination of traditional teaching and hands-on learning, spending a year as a member of the Experimental Cancer Medicine Team at The Christie while also taking four structured taught units.
The taught units will see you learn the details of designing and delivering Phase 1 clinical studies, understanding the pre-clinical data required before a clinical programme can commence, and how to optimise early clinical studies to provide evidence for progressing a promising drug into Phase II/III clinical testing.
Alongside the taught elements, you will be allocated to one or more clinical trials that are being conducted by The Christie experimental cancer medicine team. You will have a named trainer and be exposed to tasks required in the setup, delivery, interpretation and audit of a clinical study.
Nursing and physician students will be expected to participate in patient care, including new and follow-on patient clinics, treatment and care-giving episodes with patients.
For clinical trials coordinators, no direct patient contact is envisaged and duties will involve clinical trial setup, protocol amendments, database setup, data entry, costing and billing for clinical research.
You will be able to choose two aspects of your direct clinical trial research experience to write up for your two research projects in a dissertation format. This will give you the skills and knowledge required to critically report medical, scientific and clinically related sciences for peer review.
The primary purpose of the MRes in Experimental Cancer Medicine is to provide you with the opportunity to work within a premier UK Phase 1 cancer clinical trials unit and, through a mix of taught and experiential learning, master the discipline of Experimental Cancer Medicine.
Extensive practical experience
You will spend most of your time gaining hands-on experience within The Christie's Experimental Cancer Medicine Team.
Meet the course team
Dr Natalie Cook is a Senior Clinical Lecturer in Experimental Cancer Medicine at the University and Honorary Consultant in Medical Oncology at The Christie. She completed a PhD at Cambridge, investigating translational therapeutics and biomarker assay design in pancreatic cancer.
Professor Hughes is Chair of Experimental Cancer Medicine at the University and Strategic Director of the Experimental Cancer Medicine team at The Christie. He is a member of the research strategy group for Manchester Cancer Research Centre. He serves on the Biomarker evaluation review panel for CRUK grant applications.
Professor Hughes was previously Global Vice-President for early clinical development at AstraZeneca, overseeing around 100 Phase 0/1/2 clinical studies. He was previously Global Vice-President for early phase clinical oncology, having been involved in over 200 early phase clinical studies.
Dr Matthew Krebs is a Clinical Senior Lecturer in Experimental Cancer Medicine at the University and Honorary Consultant in Medical Oncology at The Christie.
He has a PhD in circulating biomarkers and postdoctoral experience in single cell and ctDNA molecular profiling. He is Principal Investigator on a portfolio of phase 1 clinical trials and has research interests in clinical development of novel drugs for lung cancer and integration of biomarkers with experimental drug development.
Our course is structured around a 2:1 split between clinical-based research projects and taught elements respectively.
Taught course units will predominantly use lectures and workshops.
For the research projects, teaching and learning will take place through one-to-one mentoring from a member of the Experimental Cancer Medicine team.
The clinical and academic experience of contributors to this course will provide you with an exceptional teaching and learning experience.
You will be assessed through oral presentations, single best answer exams, written reports and dissertation.
For each research project, you will write a dissertation of 10,000 to 15,000 words. Examples of suitable practical projects include the following.
Publication-based/dissertation by publication
Service development/professional report/ report based dissertation
Adapted systematic review (qualitative data)
Full systematic review that includes data collection (quantitative data)
Qualitative or quantitative empirical research
Qualitative secondary data analysis/analysis of existing quantitative data
Quantitative secondary data analysis/analysis of existing qualitative data/theoretical study/narrative review
Teaching will take place within The Christie NHS Foundation Trust , Withington.
Practical support and advice for current students and applicants is available from the Disability Advisory and Support Service. Email: [email protected]
This course is relevant to physician, nursing and clinical research students who are considering a career in Phase 1 clinical studies.
The course provides a theoretical and experiential learning experience and offers a foundation for roles within other experimental cancer medicine centres within the UK and EU, as well as careers in academia, the pharmaceutical industry, clinical trials management and medicine.
The MRes is ideal for high-calibre graduates and professionals wishing to undertake directly channelled research training in the clinical and medical oncology field.
This Postgraduate Certificate addresses the early career development needs of academics and HE professionals who have a role in supporting HE student learning. Its key aim is to grow course members as purposeful and effective HE practitioners who will make a positive difference to Higher Education, their students and wider society over the course of their working lives. It comprises two year-long modules; Supporting Student Learning in HE and an Introduction to Academic Practice.
The programme is an experiential work-based learning programme intended to take place alongside, and to complement, employment supporting HE student learning. Course members are expected to be able to draw on this experience in discussion sessions. They should be able to feed ideas from the course back into their practice in order to generate evidence of advancing professional practice. The development of course members as effective, reflective and questioning practitioners through this cycle of drawing on practice and feeding back into practice is vital to the course and enables colleagues to further develop their capacity to study and learn independently for the rest of their professional lives.