Our MSc Model-based Drug Development course provides the knowledge and skills for making evidence-based decisions at various stages of drug development.
It covers the scientific and regulatory aspects of evaluating a drug, with emphasis on the use of modelling and simulation methods. You will learn why these methods are so highly valued by industry and regulatory authorities as effective, cost-saving, decision-making tools. Learning is reinforced via hands-on application of the skills to real data.
The course has been developed with an emphasis on mechanistic approaches to assessing and predicting pharmacokinetics and pharmacodynamics (PKPD), such as physiologically-based pharmacokinetics (PBPK) .
As this comes under the general umbrella of systems biology, you will be able to apply your knowledge of modelling and simulation in various areas of research within the pharmaceutical industry.
Full-time students benefit from immersion in the varied biomedical research environment at The University of Manchester, including interaction with research staff at the renowned Centre for Applied Pharmacokinetic Research .
Alternatively, part-time students already working in the pharmaceutical industry can take advantage of the flexible, distance learning mode of the course, which allows you to fit study around other commitments.
The aim of the course is to provide specialist knowledge and skills that are highly relevant for a career linked to drug development and pharmaceutical industry.
It is designed for science, engineering or mathematics graduates who want to acquire:
The course aims to:
Distance learning option
Our distance learning option is ideal for scientists linked to the pharmaceutical industry who wish to expand their expertise while working in the industry.
The full-time mode allows suitably trained mathematics, science or engineering graduates to focus on obtaining the advanced skills needed for a career in this area. We utilise a blended learning approach in which online learning content is supported by regular face-to-face contact with tutors.
Your learning will be reinforced over the duration of the course via hands-on application of your skills to real data.
The course focuses on the following topics.
The course emphasises the development of problem-solving skills. A large portion of the learning involves structured problems requiring you to apply theory and practical skills to solve typical problems that arise in drug development.
The following teaching and learning methods are used throughout the course:
We assess your achievement of the learning outcomes for this course through:
This course was originally developed for scientists working within the pharmaceutical industry who wished to qualify as modellers with hands-on experience. The qualification will enhance your abilities within your current role or provide you with skills to progress into new posts.
The course is also appropriate for science and engineering graduates who wish to enter the industry. The role of modelling and simulation or pharmacometrics is assuming greater and greater importance in the pharmaceutical industry.
Pharmaceutical companies and government regulatory agencies are recognising its value in making best use of laboratory and clinical data, guiding and expediting development and saving time and costs.
A range of well-paid jobs exist in this area across the globe. Scientific and industry publications often discuss the current shortage and growing need for modellers.
Biofilms consists of a microbial community within an extracellular matrix and, in this form, they allow bacteria to colonise otherwise hostile environments. Biofilms represent a challenge to a number of sectors, including industry (e.g. food and drink) and medicine/public health. This is partly due to the difference in behaviour of bacteria within a biofilm compared to free-living cells, including resistance to biocides and antibiotics. It is known that bacteriophages (phages; viruses that specifically attack bacteria resulting in bacterial cell lysis and death) are capable of infecting bacteria within the biofilm. Due to bacterial genus, species and strain specificity, phages therefore offer the potential for targeted ‘knock-out’ of a species of interest in a multispecies community thereby facilitating development of our understanding of biofilm development, and also offering the potential for development of a targeted strategy to destroy biofilms.
Dental plaque is a mixed-species biofilm in which oral streptococci play a pivotal role. The complex nature and diversity of these biofilms makes it difficult to identify the specific contributors to disease outcomes (e.g. dental caries). The goal of our research is therefore to determine the impact of phages on oral streptococci in a mixed-species oral biofilm and, in so doing, develop phages as a tool to both understand and control oral biofilm development. This is significant given the prevalence of dental decay amongst adults and pre-school children, and the increasing evidence that biofilms leading to dental caries can negatively impact on systemic health in adults.
The specific aim of this MRes will be the isolation and characterization of phages infecting oral streptococci from saliva and dental plaque, followed by preliminary analysis of the impact on biofilm development.
The project will be in collaboration with the Edinburgh Dental Institute and will include Dr Jennie Foley (Senior Clinical Lecturer/consultant) as a supervisor.
A first degree (at least a 2.1) ideally in Microbiology or in biology with a good fundamental knowledge of microbiology.
IELTS score must be at least 6.5 (with not less than 6.0 in each of the four components). Other, equivalent qualifications will be accepted. Full details of the University’s policy are available online
• Experience of fundamental microbiology laboratory techniques including routine culturing of bacteria and basic molecular biology techniques of DNA isolation and PCR
• Competent in data analysis and MS Office
• Knowledge of molecular biology
• Good written and oral communication skills
• Strong motivation, with evidence of independent research skills relevant to the project
• Good time management
This is a fees-only studentship and a stipend is not included. Edinburgh Napier University’s School of Applied Sciences will pay for the UK fees for a full time Masters by research (MRes) degree for 12 months and the associated laboratory and reagent costs. Non-UK/EU residents are eligible to apply but must cover the difference between the UK/EU and overseas tuition fees.
Learning how to design high-level software that guarantees safety and correctness while still being in control of its complexity.
Software plays a role in almost every aspect of our daily lives and in every organisation anywhere in the world. It can often be a crucial key to their success. Well-structured software that is attuned to an organisation’s needs and future plans can be cost effective, improve efficiency, offer better services and be innovative. Many companies, in every branch out there, are therefore looking for highly skilled software specialists. Graduates of the Master’s specialisation in Software Science will have no trouble finding a job.
Producing software is not merely a technological enterprise but a deeply scientific and creative one as well. Modern cars drive on 20 million lines of code. How do we develop all this software and control its complexity? How do we ensure correctness of software on which the lives in a speeding car literally depend on? This specialisation goes far beyond basic code writing. It’s about analysing and testing code in order to improve it as well as simplify it.
- Although not the only focus, our programme puts a lot of emphasis on embedded software and functional programming.
- We teach a unique range of software analysis techniques and application down to practical/commercial use in industry.
- This specialisation builds on the strong international reputation of the Institute for Computing and Information Sciences (iCIS) in areas such as model based and virtual product development, advanced programming, and domain specific languages. We also closely collaborate with the Embedded Systems Institute.
- Our approach is pragmatic as well as theoretical. As an academic, we don’t just expect you to understand and make use of the appropriate tools, but also to program and develop your own.
- For your Master’s research we have a large number of companies like Philips, ASML and NXP offering projects. There are always more projects than students.
- Thanks to free electives students can branch out to other Computing Science domain at Radboud University such as security, machine learning or more in-depth mathematical foundations of computer science.
- The job opportunities are excellent: some of our students get offered jobs before they’ve even graduated and almost all of our graduates have positions within six months after graduating.
See the website http://www.ru.nl/masters/softwarescience
1. A completed Bachelor's degree in Computing Science or related area
In order to get admission to this Master’s you will need a completed Bachelor’s degree in Computing Sciences or a related discipline.
2. A proficiency in English
In order to take part in the programme, you need to have fluency in English, both written and spoken. Non-native speakers of English without a Dutch Bachelor's degree or VWO diploma need one of the following:
- TOEFL score of >575 (paper based) or >232 (computer based) or >90 (internet based)
- IELTS score of >6.5
- Cambridge Certificate of Advanced English (CAE) or Certificate of Proficiency in English (CPE), with a mark of C or higher
Writing good software is a highly creative process, which requires the ability to approach problems in entirely novel ways through computational thinking. Besides creativity, a professional software scientist also has fine problem-solving, analytical, programming, and communication skills. By combining software programming, model-checking techniques and human intellect, software scientists can make a real difference to help and improve the devices that govern such a large part of our lives.
The job perspective for our graduates is excellent. Industry desperately needs software science specialists at an academic level, and thus our graduates have no difficulty in find an interesting and challenging job. Several of our graduates decide to go for a PhD and stay at a university, but most of our students go for a career in industry. They then typically either find a job at a larger company as consultant or programmer, or they start up their own software company.
Examples of companies where our graduates end up include the big Dutch high-tech companies such as Océ, ASML, Vanderlande and Philips, ICT service providers such as Topicus and Info Support and companies started by Radboud graduates, like AIA and GX.
The Master’s programme in Computing Sciences is offered in close collaboration with the research Institute for Computing and Information Sciences (iCIS). Research at iCIS is organised in three different research sections:
- Model Based System Development
- Digital Security
- Intelligent Systems
The Software Science specialisation builds on the strong international reputation of iCIS in areas such model based and virtual product development, advanced programming, and domain specific languages.
For your research project, you may choose to do your internship at:
- A company
---- SME, such as as Océ, Vanderlande, Clarity or GX
---- multinational, such as the Philips, ASML, NXP, Logica or Reed Business Media
- A governmental institute, such as the (Dutch) Tax Authorities or the European Space Agency.
- Any department at Radboud University or another university with issues regarding software, like studying new techniques for loop bound analysis, the relation between classical logic and computational systems, or e-mail extension for iTasks.
- One of the iCIS departments, specialising on different aspects of Software Science.
- Abroad, under supervision of researchers from other universities that we collaborate with. For instance, exploring a new technique for automata learning at Uppsala University in Sweden, or verifying the correctness of Erlang refactoring transformations at the Eötvös Loránd University (ELTE) in Budapest, Hungary.
See the website http://www.ru.nl/masters/softwarescience
The Master of Science in Engineering programme Technology-Based Business Development is located at the Aarhus BSS, Aarhus University campus in Herning. The programme aims at educating candidates with a strong insight in engineering practices, the relationship between theory and practice and a relentless desire for generating new knowledge and technology-based business opportunities for companies.
The programme aims to produce candidates with a strong insight in engineering practice and the boundary and habitual conditions of the modern company. Students have the possibility to choose an individual technological specialisations and to collaborate with study relevant companies, for benefiting their problem-based learning. This master programme is carried out with a strong emphasis on applying theories from the courses to practice, in real life situations.
A key point of this programme is the interaction with study relevant companies. Students are invited to identify companies and assignments of relevance to use in technology specialisations and further in thier master thesis. Field work outside of the campus in technology specialisations is encouraged upon further agreement and approval.
The programme has a duration of 2 years and consists of 4 semesters.
1st semester: Courses
The structure of the first semester consists of 4 courses.
Skills in developing strategies and approaches that enhance an organisation’s ability to search, select, execute and capture benefits consisting of knowledge about technological opportunities and long-term trends are taught in a Management of Technology course.
The aim of the course in Organisational Design and Human Resource Analytics is to give the student a profound understanding of how they should organise and manage to enhance performance. These skills are particularly important for students who will be managing teams or become middle managers soon after graduation. The course will be structured into two parts, covering organisation design theory and applications from personnel economics.
Student's systematic problem-based projects will be supported in Research Design in Engineering course. Key concepts for engineering research will be presented, in order to enable the students to carry out credible and reliable interventions with technology and investigations of technology in enterprises.
Finally the first semester also introduces the course inTechnology Specialisation 1. Students will train to learn and perform scientifically grounded work on the choice of a technological solution through systematic motivation, identification, combination, development and selection of technical artefacts and solutions.
2nd semester: Courses
The second semester of this Master's programme contains 3 courses.
The first course inTechnological Business Model Innovation will focus on students knowledge of new support tools and technologies for business models and business model innovation.
The fields of engineering, technology, innovation and business development will be discussed in the course in Optimisation of Engineering Processes using Numerical Approaches. The overall aim of the course is to enable the students to solve an engineering problem using the following four-step process: 1) Analyse a given problem, 2) Setting up a formal model that describes the problem, 3) Analyse the formal model of the problem and solve it and 4) Translate the formal solution into a solution to problem.
The third course the students will follow is Technology Specialisation 2. This course adds on knowledge from the Technology Spesialisation 1 course in the first semester. The student will be trained to learn and perform scientifically grounded work in one or more technological areas within product/service, production and process technology different from what was submitted in the TS1 project.
3rd semester: Elective courses
The third semester gives the students the possibility of choosing electives based on their personal interest. Electives courses in the past years contain: Energy Engineering and Innovation, Advanced Product Development, Engineering Project Management, Entrepreneurship, Engineering Modelling, Enterprise Architecture Practices, Digital Capabilities, Six Sigma Design and Innovation, Introduction to Persuasive Technology and Further project-based activities in company or technology.
The student will be allowed to choose courses worth of 30ECTS in total.
4th semester: Final thesis
The fourth semester is devoted to the master's thesis. You may choose the topic of the thesis freely and get a chance to concentrate on and specialise in a specific field of interest.
The Master of Philosophy specialising in Inclusive Innovation (MPhil) is an interdisciplinary, research-based degree that leads to the development of novel and sustainable solutions for social challenges. Join like-minded visionaries on a rich learning journey, and spend a year working both individually and with others where expertise, life experience, passion and innovation converge to support new possibilities and ideas.
The MPhil Inclusive Innovation is a one-year modular programme designed to be a collaboration between GSB faculty and pass innovators. The MPhil curriculum is structured around three main components: learning, engaging, and reflecting and creating – this can be referred to as praxeology (the study of purposeful human action).
The programme provides a grounding in the fundamentals of inclusive innovation, as well as the challenges facing those working on social and environmental issues in Africa today. A typical class flows from student presentations and group feedback to focusing on topics such as values-based leadership and business model innovation, integrative thinking and design thinking.
From the start of the programme, innovators identify a problem of interest and start developing a deep understanding of the context behind the issue they’d like to address. They conduct independent research, including a literature review, field studies, interviews, observations and assessment of market needs. This scholarly approach leads to a fuller understanding of the practical possibilities for contributing to the issue concerned.
3. Reflecting and creating
Personal reflections and peer-to-peer feedback all help to spur on the intellectual development of inclusive innovators and their ideas.
The MPhil’s desired outcomes are:
Inclusive innovators who complete the MPhil will be skilled at:
You will gain the following during the MPhil in Inclusive Innovation programme:
This MPhil degree encourages inclusive innovators to think critically and innovatively to meet new demands. The programme gears participants towards becoming advanced strategic and systems thinkers.
Shorter invention cycles
MPhil innovators will test assumptions and prototype solutions in a “living lab” environment. It’s a free-thinking cross disciplinary space that helps shorten the cycle time from invention to application of innovations and solutions through interaction and debate with consumers, experts, industry and organisations in the relevant ecosystem.
Access to industry experts
Innovators will be exposed to key local and global specialists – from deep-content experts to market experts in the community. The insight and feedback they receive will help them iterate and improve their solutions at various stages.
Inclusive innovators will build personal relationships with leading experts across different industries and will be plugged into the next generation of African innovators.
Self-reflection, introspection and personal growth are core elements of the programme. The MPhil develops inclusive innovators who boldly pursue ambitious ideas and dreams.
The MSc in Computational Finance will introduce students to the computational methods that are widely used by practitioners and financial institutions in today's markets. This will provide students with a solid foundation not only in traditional quantitative methods and financial instruments, but also scientific computing, numerical methods, high-performance computing, distributed ledgers, big-data analytics, and agent-based modelling. These techniques will be used to understand financial markets from a post-crisis perspective which incorporates findings from the study of financial markets at high-frequency time scales, modern approaches to understanding systematic risk and financial contagion, and disruptive technologies such as distributed-ledgers and crypto-currencies. The programme is highly practical, and students will have the opportunity to apply their learning to real-world data and case studies in hands-on laboratory sessions.
Computational Finance studies problems of optimal investment, risk management and trade execution from a computational perspective. As with any engineering discipline, computational finance analyses a given problem by first building a model for it and then examining the model. In computational finance, however, our model is typically analysed by running computer programs, rather than solving mathematical equations. In addition to standard computational methods such as Monte-Carlo option pricing, you will also learn more advanced modelling techniques such as agent-based modelling, in which the model itself takes the form of a computer program.
The programme will provide a foundation in the core skills required for successful risk management and optimal investment by giving a grounding in the key quantitative methods used in finance, including computer programming, numerical methods, scientific computing, numerical optimisation, and an overview of the financial markets. You can then go on to study more advanced topics, including the market micro-structure of modern electronic exchanges, high-frequency finance, distributed-ledger technology and agent-based modelling.
Students are expected to go in to careers such as Investment Banking, Hedge Funds and Regulatory Bodies.
Don’t let time and costs stand between you and your master’s degree with Walden’s online accelerated master’s in education.
Walden University now offers six accelerated MS in Education (MSEd) specializations to help you earn your degree faster. Designed for self-motivated education professionals, these accelerated MSEd specializations enable you to complete your master’s degree in education online:
Walden’s MS in Education accelerated model is a fully online, instructor-led format in which you’ll find the same focus on enhancing teacher effectiveness as you would in our non-accelerated online program.
After the first course, you can take one course at a time, earn your degree faster by taking two courses at once, or choose a combination of the two throughout the program to fit your changing needs.
In Walden’s online accelerated MSEd model, you can gain the skills and professional knowledge required to help diverse student populations thrive in the classroom and beyond by exploring the latest education theories and research-based strategies. Combining self-directed and non-self-directed online coursework, Walden’s master’s in education accelerated model offers the choice of six MSEd specializations.
Courses are taken two at a time during the program, after the initial course. In self-directed courses, you progress at your own pace, with assignments due at three different intervals in the course. In non-self-directed courses, you complete weekly assignments and participate in discussions. A faculty member provides guidance throughout the courses and assesses all work you submit. You’ll earn the same respected MSEd in less time and for less than $10,000—a tuition savings of more than 40% over the traditional program.
Graduates of this program will be prepared to:
Walden University understands the needs and wants of education professionals. In fact, Walden University was founded in 1970 by two teachers, Bernie and Rita Turner, with the main purpose of creating a student-centered higher education institution for adult learners to pursue their degrees while balancing their work, families, and other commitments.
Find detailed information for this program, including possible occupations, completion rate, program costs, and median student loan debt.
*Rates are subject to change. The accelerated model is available for new students only. While the MSEd accelerated program is designed to be completed in 12 months, time to completion varies by student, depending on individual progress and credits transferred, if applicable. For a personalized estimate of your time to completion, call an enrollment advisor at 1-866-492-5336.
This course is for people already working in a healthcare setting (in areas including psychiatry, clinical and forensic psychology, occupational therapy, social work, nursing, general medical practitioners) who are interested in delivering Cognitive Behavioural Therapy (CBT) in clinical settings. It will provide sufficient theoretical and skills training and can develop your career as a therapist and the service you provide.
CBT is the model of psychotherapy most tested by research trials for a range of mental and even physical disorders, ranging from depression, anxiety and phobias to eating disorders, schizophrenia and chronic pain. Healthcare professionals are increasingly required to demonstrate a flexible, multidisciplinary approach to make the best use of skills and resources.
The NHS actively promotes provision of evidence-based management. CBT is the evidence-based psychotherapy par excellence. It can be effective as a stand-alone treatment and can also be used in conjunction with other medical or psychological treatments. The model is versatile and creative and its techniques can be used selectively in general medical, psychological and nursing practice, as well as informing whole courses of integrated treatment.
This course will help you refine your CBT skills, empower you to use the model in a range of clinical situations, and focus on the development of a respectful and pro-active relationship with patients. The therapeutic alliance is central to the delivery of CBT and the course will teach you to forge a positive collaborative relationship with patients as a means of improving and maintaining the patient’s mental health.
The teaching and learning methods used will encourage participative and independent learning and you will arrange to see patients one day per week. Assessment methods will include essays, audio recordings of therapy sessions, case studies and supervisor assessments. Class sizes are usually around 30 for the PgCert and 15 for the PgDip. The course is delivered by staff of NHS Lothian and Greater Glasgow.
You will attend a 10-day induction block followed by a four day teaching block in the first week of every month. Links with industry/professional bodies On completion, you can apply to be accredited by the BABCP (British Association for Behavioural and Cognitive Psychotherapies) in due course.
15 credits: CBT for Anxiety and Depression/ Principles of Cognitive Behavioural Therapy/ Research Skills in CBT/ Advanced CBT for Anxiety Disorders/ Introduction to Complex Adaptation of CBT 30 credits: Application of Cognitive Behavioural Therapy If studying for the MSc, you will also complete a dissertation of a research project within a chosen specialist area of CBT. The components of the dissertation will include: a research proposal; a literature review; and a paper for publication.
There is a growing demand for therapists specifically trained in this field. This course will enable you to develop your career and the service you provide.