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Wedi’i ddysgu ar y cyd gan Ysgol y Gymraeg ac Ysgol y Saesneg, y cwrs MA Llenyddiaethau Cymru yw’r cwrs cyntaf yn unlle yn y byd sy’n canolbwyntio ar astudio a chymharu testunau o’r ddau brif draddodiad yng Nghymru (lle bo angen, mewn cyfieithiad i’r Saesneg). Read more
Wedi’i ddysgu ar y cyd gan Ysgol y Gymraeg ac Ysgol y Saesneg, y cwrs MA Llenyddiaethau Cymru yw’r cwrs cyntaf yn unlle yn y byd sy’n canolbwyntio ar astudio a chymharu testunau o’r ddau brif draddodiad yng Nghymru (lle bo angen, mewn cyfieithiad i’r Saesneg). Cymru yw’r unig un o genhedloedd Celtaidd gwledydd Prydain i fod ag iaith frodorol hyfyw a siaredir ar raddfa eang a llenyddiaeth gyfoes gyffrous. Ar ben hynny, hi yw’r unig genedl yng ngwledydd Prydain y mae ei llenyddiaeth Saesneg unigryw yn parhau ar yr ymylon o fewn ei chyfundrefn addysg ei hun. Ar lefel brifysgol, oherwydd rhaniad ieithyddol a fodolai yn yr 20fed ganrif, anogwyd astudiaeth ar y ddwy lenyddiaeth ar wahân – agendor nad yw ysgolheigion cyfoes ond megis dechrau ei phontio. Oherwydd ei chanolfan ddiwylliannol wirioneddol ddwyieithog, mae Bangor yn lle delfrydol i astudio’r ddau draddodiad llenyddol hyn, ac i ystyried y cwestiwn ynglÅ·n â beth sy’n digwydd i lenyddiaeth yn y Saesneg os nad hwn yw’r prif draddodiad.

Rhan Un:

Mae rhan gyntaf y cwrs yn cynnwys tri modiwl sy’n ceisio rhoi dealltwriaeth i fyfyrwyr o hanes llenyddol a diwylliannol modern Cymru, eu galluogi i ddatblygu eu dealltwriaeth o faterion allweddol ym maes ysgolheictod llenyddol modern Cymru ac ystyried themâu allweddol ar draws y ddau draddodiad llenyddol, o safbwynt traws-gymunedol.

Rhagarweiniad: "Pwy Sy’n Siarad dros Gymru?": Yn y modiwl rhagarweiniol hwn, gofynnir i fyfyrwyr ystyried sut y deallwyd ac y deellir materion yn ymwneud â hunaniaeth Gymreig o 1840 tan y presennol. Bydd myfyrwyr yn nodweddiadol yn astudio gwahaniaethau mewnol yng Nghymru, Prydeindod, cysyniadau o hunaniaeth Geltaidd, Cymru fel cenedl ôl-drefedigaethol, profiadau cyfochrog â chenhedloedd eraill Prydeinig sydd wedi’u "dominyddu", mudiadau cenedlaethol. Mae’n bosib yr astudir gweithiau gan yr awduron canlynol: Hywel Teifi Edwards, Saunders Lewis, Raymond Williams, Matthew Arnold, J.R. Jones, M. Wynn Thomas, Tony Conran, Dai Smith, Kirsti Bohata.
Moderniaeth Gymreig: Gofynnir i fyfyrwyr ystyried sut y bu i lenyddiaeth ar draws y ddau draddodiad ieithyddol gofnodi dyfodiad moderniaeth, a’r newidiadau a ddilynodd yn ei sgil. Gall themâu gynnwys diwydiant, dosbarth, trefoli, cyfalafiaeth, diwylliant gwledig, crefydd, newid ieithyddol ac alltudiaeth. Gall llenorion i’w hastudio gynnwys Caradoc Evans, Lynette Roberts, Caradog Pritchard, Dylan Thomas, Kate Roberts, R.S. Thomas, Arthur Machen, Emyr Humphreys, Idris Davies.
Rhywedd a Chymru: Bydd y myfyrwyr yn astudio’r berthynas rhwng rhywedd a’r genedl Gymreig, a sut mae rolau rhywedd wedi newid dros y ganrif ddiwethaf. Gall themâu gynnwys rhywioldeb, gwrywdod a diwydiant, cynrychiolaethau ar sail rhywedd o’r gofod a wladychwyd, y corff gwrywaidd, merched a chynrychiolaethau o dir. Gall llenorion i’w hastudio gynnwys: Elin ap Hywel, Jan Morris, John Sam Jones, Glyn Jones, Jane Aaron, Lewis Jones, Gwyneth Lewis, Rhys Davies, Amy Dillwyn, Menna Gallie.
Rhan Dau:

Paratoi traethawd hir 20,000 o eiriau, wedi’i ysgrifennu naill ai yn Saesneg neu yn Gymraeg, ar bwnc o’ch dewis chi yn ymwneud ag unrhyw agwedd ar y llenyddiaethau sydd o ddiddordeb i’r myfyriwr, wedi’i ymchwilio a’i ysgrifennu dan oruchwyliaeth unigol arbenigwr yn y maes.

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Nid oes llawer o eiriau sydd mor atgofus a chyfareddol â ‘Cheltaidd’, yn dwyn i gof cywreinrwydd gemwaith yr Oes Efydd, adeiladwaith enfawr Côr y Cewri a Newgrange, chwedlau Arthur a Cú Chulainn a chrefft Farddol brenhinoedd a thywysogion y canol oesoedd. Read more
Nid oes llawer o eiriau sydd mor atgofus a chyfareddol â ‘Cheltaidd’, yn dwyn i gof cywreinrwydd gemwaith yr Oes Efydd, adeiladwaith enfawr Côr y Cewri a Newgrange, chwedlau Arthur a Cú Chulainn a chrefft Farddol brenhinoedd a thywysogion y canol oesoedd. Ond mae ‘Celtaidd’ hefyd yn gysylltiedig â’r Dadeni, yr Ymoleuo a’r Byd Newydd; Rhamantiaeth, Chwyldro a brwydr ieithoedd, llenyddiaeth a hunaniaethau cenedlaethol cyfan i oroesi yn y cyfnod Modern.

Mae’r cwrs course newydd hwn ym Mhrifysgol Bangor yn rhoi’r cyfle a’r gallu i fyfyrwyr fedru didoli’r ffeithiau a’r ffuglen, ac i ateb yn fanwl y cwestiwn:

‘Pwy oedd – a phwy yw – y Celtiaid?’

Yn ystod un flwyddyn academaidd bydd modiwlau yn cael eu dysgu gan arbenigwyr yn Ysgolion Cymraeg; Hanes, Hanes Cymru ac Archaeoleg; a Cherddoriaeth, yn canolbwyntio ar lenyddiaeth, archaeoleg, crefydd, mytholeg, hynafiaeth, hanes celf a cherddoriaeth, er mwyn archwilio diwylliant a hunaniaeth y bobl Geltaidd o’r bryngaerau cynhanes i seneddau datganoledig ac annibynnol heddiw.

Bydd myfyrwyr hefyd yn cael arweiniad wrth wneud eu hymchwil eu hunain ar gyfer traethawd hir gradd Meistr ar bwnc o’u dewis.

Mae’r holl gyfarwyddyd ar gael yn Gymraeg a Saesneg, ac mae cefnogaeth gynhwysfawr ESOL ar gael lle bo angen.

Dyma rai o’r prif bynciau sy’n cael eu trafod yn y cwrs course:

A yw’r ‘Celtiaid’ yn bodoli mewn gwirionedd, ac os felly, pwy a beth ydynt? Sut allwn ni drafod cwestiynau o’r fath, gyda pha fethodoleg a gyda pha dystiolaeth?
Sut mae’r gair ei hun (‘Celt’, ‘Keltoi’, ac yn y blaen) wedi cael ei ddefnyddio ar hyd y canrifoedd, o haneswyr Clasurol i gerddorion pop modern?
Beth yw cryfderau a gwendidau ‘Celtomania’ a ‘Celtosgeptigiaeth’? Sut mae’r cysyniad o’r ‘Celtiaid’ wedi ei ddarganfod a’i wrthod mewn gwahanol feysydd fel Llenyddiaeth, Archaeoleg, Ieithyddiaeth, Cerddoriaeth, Crefydd?
Sut y cyfrannodd ysgolheigion cyfandirol y bedwaredd ganrif ar bymtheg at greu’r ‘Celtiaid’?
Sut y gwnaeth y bobl sy’n siarad ieithoedd Celtaidd ennill eu hunaniaeth eu hunain a sut maent yn dal i wneud hynny? Beth mae’r testunau canoloesol (Cyfreithiau, Chwedlau, Barddoniaeth Llys, Bywydau’r Seintiau) a chanfyddiadau archeolegol yn dweud wrthym, a beth sydd gan hanes diweddar i’w ddweud?
Beth yw’r prif ffynonellau tystiolaeth am hanes a hunaniaeth y bobl ‘Geltaidd’ (hynny yw, y rhai sy’n siarad ieithoedd Celtaidd yn y cyfnod modern)? Sut ydym ni’n defnyddio’r ffynonellau hyn? A all Arthur a Cú Chulainn ddweud rhywbeth buddiol wrthym?
Sut mae hunaniaethau ethnig a chenedlaethol y ‘Celtiaid’ modern wedi eu portreadu a’u trafod mewn perthynas â’r cysyniad hwn o’r ‘Celtaidd’?
Beth oedd perthnasedd gwleidyddol ac ideolegol y ‘Celtiaid’ a beth ydyw erbyn hyn?
Gyda materion fel hyn dan sylw, mae’r cwrs course wedi ei lunio i ddatblygu sgiliau’r myfyrwyr trwy gynllun astudiaeth uwch arbenigol. Un amcan pwysig yw rhoi hyfforddiant dadansoddol perthnasol i’r myfyrwyr, fel eu bod yn gyfarwydd â’r datblygiadau damcaniaethol ac ymarferol diweddaraf mewn perthynas ag Astudiaethau Celtaidd. Ar ôl cwblhau’r cwrs, bydd gan fyfyrwyr sail gadarn ym mhrif ddulliau a ffynonellau’r ddisgyblaeth, a byddant hefyd wedi datblygu sgiliau y gellir eu trosglwyddo’n eang ac a fydd yn berthnasol i amrywiaeth fawr o yrfaoedd.

Fframwaith y Cwrs
Mae’r course yn gwrs un flwyddyn (llawn amser) a gellir hefyd ei wneud yn rhan amser (gan amlaf hyd at dair blynedd). Ceir dwy ran i’r rhaglen gradd:

Rhan 1:

Mae hon yn elfen gwbl hyfforddedig, ac mae’n cyfrannu 120 credyd. Mae gan bob modiwl hyfforddedig bwysiad credyd o 40 credyd. Dysgir rhan 1 yn ystod dau semester y flwyddyn academaidd. Mae’r dysgu yn ystod semester 1 gan amlaf rhwng diwedd mis Medi a mis Rhagfyr. Mae’r dysgu yn ystod semester 2 gan amlaf rhwng diwedd mis Ionawr a dechrau mis Mai.

Bydd y modiwlau yn Rhan 1 yn cael eu hasesu trwy gyfrwng traethodau.

Rhan 2:

Mae rhan 2 yn cynnwys traethawd hir dan oruchwyliaeth o oddeutu 20,000 gair, ar bwnc o’ch dewis, a benderfynir ar ôl trafod gyda chynghorwr traethawd hir. Cwblheir yn ystod misoedd yr haf, rhwng diwedd mis Mai a mis Medi, a dylai myfyrwyr llawn amser gyflwyno eu traethodau hir erbyn mis Medi yn y flwyddyn galendr ar ôl cofrestru.

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This course is designed to give graduates a systematic training in the application of modern scientific methods in archaeology. It provides the necessary practical, analytical and interpretative skills to apply a wide range of specialist approaches in archaeology. Read more
This course is designed to give graduates a systematic training in the application of modern scientific methods in archaeology. It provides the necessary practical, analytical and interpretative skills to apply a wide range of specialist approaches in archaeology. It aims to prepare students not only for research in archaeological science, but also to further career prospects in all areas of mainstream archaeology. Students normally follow one of three pathways.
-Environmental Archaeology focuses on subsistence and health through studies of animal bones, plant remains and biomarkers in human and non-human hard tissue. It also introduces environmental issues which impact on human beings, including environmental change.
-Landscape Archaeology focuses on understanding and interpreting landscapes in the past using scientific methods.
-Biomolecular Archaeology allows students to specialise in the use of biomolecular methods to study both human remains and artefacts.

The pathways are intended to guide students through appropriate modules; they are indicative rather than prescriptive and students may choose to take the optional modules offered in any combination, subject to timetabling.

For more information on the part time version of this course, please view this web-page: http://www.brad.ac.uk/study/courses/info/archaeological-sciences-msc-part-time

Why Bradford?

-Individual modules are available to candidates wishing to enhance their specialist knowledge in a particular area
-This course includes hands-on experience in the Division's laboratories, a substantial individual research dissertation and has a wide range of option choices
-First destination figures indicate that about 85% of postgraduates in Archaeological Sciences achieve work or further studies in the discipline or cognate areas

Modules

(C) = Core, (O) = Option

Semester 1 (60 Credits - 3 x (C) Modules and 30 Credits from the (O) Modules listed):
-Quantitative Methods (10 Credits) (C)
-Analytical Methods 1* (10 Credits) (C)
-The Nature of Matter 1 (10 Credits) (C)
-Analysis of Human Remains (20 Credits) (O)
-GIS: Theory and Practice (10 Credits) (O)
-Archaeozoology (10 Credits) (O)
-Introduction to Forensic Archaeology (20 Credits) (O)

Semester 2 (60 Credits - 4 x (C) Modules and 20 Credits from the (O) Modules listed):
-Analytical Methods 2* (10 Credits) (C)
-Research Skills (10 Credits) (C)
-Techniques and Interpretation in Instrumental Analysis (10 Credits) (C)
-Topics in Archaeometry (10 Credits) (C)
-Forensic Taphonomy (20 Credits) (O)
-Funerary Archaeology (10 Credits) (O)
-Past Environments (20 Credits) (O)
-Site Evaluation Strategies (20 Credits) (O)
-Soils and Chemical Prospection (10 Credits) (O)

End of Semester 2 onwards (60 Credits - 1 x (C) Module):
-Dissertation (MSc) (60 Credits) (C)

* Students must take at least 20 credits from Analytical Methods 1 and 2. These comprise a wide choice of 10 credit modules run as short courses are shared with the MSc Analytical Sciences. These modules are run as short courses.

Semester 1:
-X-Ray Diffraction
-Separation Science
-Vibrational Spectroscopy

Semester 2:
-Mass Spectrometry
-Stable Light Isotope Analysis
-Electron Microscopy

Career support and prospects

The University is committed to helping students develop and enhance employability and this is an integral part of many programmes. Specialist support is available throughout the course from Career and Employability Services including help to find part-time work while studying, placements, vacation work and graduate vacancies. Students are encouraged to access this support at an early stage and to use the extensive resources on the Careers website.

Discussing options with specialist advisers helps to clarify plans through exploring options and refining skills of job-hunting. In most of our programmes there is direct input by Career Development Advisers into the curriculum or through specially arranged workshops.

The course prepares students not only for research in archaeological science, but also furthers career prospects in mainstream archaeology or scientific analysis. The course is well-suited both to students who wish to use it as a foundation from which to commence research or as vocational training to enhance employment prospects in archaeology.

Career destinations have included PhDs at Universities of York, Bradford, Oxford, Texas A&M, Catamarca; UNESCO research; archaeological project managers; conservation science and teaching.

Read less
This course is designed to give graduates a systematic training in the application of modern scientific methods in archaeology. It provides the necessary practical, analytical and interpretative skills to apply a wide range of specialist approaches in archaeology. Read more
This course is designed to give graduates a systematic training in the application of modern scientific methods in archaeology. It provides the necessary practical, analytical and interpretative skills to apply a wide range of specialist approaches in archaeology.

It aims to prepare students not only for research in archaeological science, but also to further career prospects in all areas of mainstream archaeology.

Students normally follow one of three pathways.
-Environmental Archaeology focuses on subsistence and health through studies of animal bones, plant remains and biomarkers in human and non-human hard tissue. It also introduces environmental issues which impact on human beings, including environmental change.
-Landscape Archaeology focuses on understanding and interpreting landscapes in the past using scientific methods.
-Biomolecular Archaeology allows students to specialise in the use of biomolecular methods to study both human remains and artefacts.

The pathways are intended to guide students through appropriate modules; they are indicative rather than prescriptive and students may choose to take the optional modules offered in any combination, subject to timetabling.

To find out more about the part time version of this course, please view this web-page: http://www.brad.ac.uk/study/courses/info/archaeological-sciences-pgdip-part-time

Why Bradford?

-Individual modules are available to candidates wishing to enhance their specialist knowledge in a particular area
-This course includes hands-on experience in the Division's laboratories, a substantial individual research dissertation and has a wide range of option choices
-First destination figures indicate that about 85% of postgraduates in Archaeological Sciences achieve work or further studies in the discipline or cognate areas

Modules

(C) = Core, (O) = Option

Semester 1 (60 Credits - 3 x (C) Modules and 30 Credits from the (O) Modules listed):
-Quantitative Methods (10 Credits) (C)
-Analytical Methods 1* (10 Credits) (C)
-The Nature of Matter 1 (10 Credits) (C)
-Analysis of Human Remains (20 Credits) (O)
-GIS: Theory and Practice (10 Credits) (O)
-Archaeozoology (10 Credits) (O)
-Introduction to Forensic Archaeology (20 Credits) (O)

Semester 2 (60 Credits - 4 x (C) Modules and 20 Credits from the (O) Modules listed):
-Analytical Methods 2* (10 Credits) (C)
-Research Skills (10 Credits) (C)
-Techniques and Interpretation in Instrumental Analysis (10 Credits) (C)
-Topics in Archaeometry (10 Credits) (C)
-Forensic Taphonomy (20 Credits) (O)
-Funerary Archaeology (10 Credits) (O)
-Past Environments (20 Credits) (O)
-Site Evaluation Strategies (20 Credits) (O)
-Soils and Chemical Prospection (10 Credits) (O)

* Students must take at least 20 credits from Analytical Methods 1 and 2. These comprise a wide choice of 10 credit modules run as short courses are shared with the MSc Analytical Sciences. These modules are run as short courses.

Semester 1:
-X-Ray Diffraction
-Separation Science
-Vibrational Spectroscopy

Semester 2:
-Mass Spectrometry
-Stable Light Isotope Analysis
-Electron Microscopy

Career support and prospects

The University is committed to helping students develop and enhance employability and this is an integral part of many programmes. Specialist support is available throughout the course from Career and Employability Services including help to find part-time work while studying, placements, vacation work and graduate vacancies. Students are encouraged to access this support at an early stage and to use the extensive resources on the Careers website.

Discussing options with specialist advisers helps to clarify plans through exploring options and refining skills of job-hunting. In most of our programmes there is direct input by Career Development Advisers into the curriculum or through specially arranged workshops.

The course prepares students not only for research in archaeological science, but also furthers career prospects in mainstream archaeology or scientific analysis. The course is well-suited both to students who wish to use it as a foundation from which to commence research or as vocational training to enhance employment prospects in archaeology.

Career destinations have included PhDs at Universities of York, Bradford, Oxford, Texas A&M, Catamarca; UNESCO research; archaeological project managers; conservation science and teaching.

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*Welsh language course*. Mae’r cwrs Ysgifennu Creadigol wedi ei rannu’n Rhan 1 a Rhan 2 a rhaid pasio’r rhan gyntaf yn llwyddiannus er mwyn cael mynediad i’r ail ran. Read more
*Welsh language course*

Mae’r cwrs Ysgifennu Creadigol wedi ei rannu’n Rhan 1 a Rhan 2 a rhaid pasio’r rhan gyntaf yn llwyddiannus er mwyn cael mynediad i’r ail ran. Mae Rhan 1 yn cynnwys 3 modiwl 40 credyd yr un sef ‘Themâu Creadigol’, ‘Technegau Cyfansoddi’ a ‘Mathau Llenyddol’. Mae Rhan 2 y cwrs yn cynnwys 1 modiwl 60 credyd sef portffolio o waith creadigol hyd at 20,000 o eiriau, a phennir canlyniad y cwrs cyfan ar farc cyfartalog dwy ran y cynllun. Mater i’w drafod rhwng y myfyriwr a’i gyfarwyddwr academaidd fydd union natur y portffolio, ac mae amryw fodelau’n bosib, e.e. nofel fer, casgliad o storïau byrion neu gerddi, cyfuniad o farddoniaeth a rhyddiaith. Rhoddir ystyriaeth ofalus i ofynion unigol pob myfyriwr wrth bennu union gynnwys y modiwlau, a chynllunnir rhan gyntaf y rhaglen gyda golwg ar y posibiliadau creadigol a all fwydo’r ail ran.

Y prif gyswllt dysgu yw hwnnw gyda’r cyfarwyddwr academaidd a threfnir i’w gyfarfod yn rheolaidd drwy gydol cofrestriad y myfyriwr. At hynny, mae cymuned ôl-radd fywiog o fewn Ysgol y Gymraeg a threfnir cyfres o seminarau wythnosol yn ystod Semester 1 a 2. Yn y seminarau hyn cynigir arweiniad i faterion technegol sy’n berthnasol i’r holl fyfyrwyr ôl-radd, bydd cyfle i glywed cyd-fyfyrwyr yn cyflwyno papurau am eu projectau unigol, a hefyd i ddysgu am ymchwil gyfredol gan staff Ysgol y Gymraeg ac ysgolion academaidd eraill. At hynny, cynhelir seminarau ysgrifennu creadigol rheolaidd a bydd cyfle i glywed awduron gwadd fel Wiliam Owen Roberts, Lloyd Jones, Angharad Tomos ac Ifor ap Glyn yn trafod eu gwaith. Yn ogystal, os yw myfyriwr ôl-radd am ddilyn yn anffurfiol unrhyw un o fodiwlau israddedig yr ysgol er mwyn cyfoethogi ei brofiad dysgu, bydd cyfle iddo wneud hynny.

Cysylltiadau Ymchwil / Cysylltiadau Diwydiannol
Ers rhai blynyddoedd, bu nifer o fyfyrwyr yn Ysgol y Gymraeg yn dilyn cyrsiau MA a noddwyd gan arian o ffynonellau Ewropeaidd, ac y mae hynny wedi arwain at nifer o gysylltiadau gwerthfawr gyda chwmnïau a sefydliadau fel Cwmni Da, Rondo Media, Gwasg Carreg Gwalch, Gwasg y Bwthyn, Canolfan Ysgrifennu Tŷ Newydd, a’r cylchgrawn Barn. Mae’r profiadau gwaith a gafwyd gyda’r cwmnïau a’r sefydliadau hyn wedi cryfhau cyflogadwyedd y myfyrwyr ôl-radd yn fawr.

Rhagolygon Gyrfaoedd
I amryw fyfyrwyr mae cwrs MA yn gyfle i ymestyn eu hastudiaethau israddedig drwy ganolbwyntio ar broject ôl-radd a chyn ymgymryd â chwrs hyfforddiant pellach, e.e. ymarfer dysgu. Yn ddiweddar, mae’r profiadau a’r sgiliau a enillir drwy gwrs MA wedi bod o gymorth i fyfyrwyr wrth sicrhau swyddi gyda chyfnodolion fel Golwg 360 a’r Cymro, gwasg fel Y Lolfa, rhaglen deledu fel Hacio, a Chanolfan Bedwyr ym Mhrifysgol Bangor. I fyfyrwyr eraill, mae MA wedi cynnig sylfaen i ymchwil bellach ar lefel MPhil a PhD.

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Our MSc in Management (with specialism in Entrepreneurship) is an intensive one-year programme that offers you a unique opportunity to develop your knowledge and understanding of small business enterprise and entrepreneurship, while gaining a thorough grounding in the core theories and concepts that are central to a career in management today. Read more
Our MSc in Management (with specialism in Entrepreneurship) is an intensive one-year programme that offers you a unique opportunity to develop your knowledge and understanding of small business enterprise and entrepreneurship, while gaining a thorough grounding in the core theories and concepts that are central to a career in management today. It will be of particular interest to graduates looking to start your own enterprise, whether that be an online business, a family firm or even a social enterprise.

You will start by studying management theory across a range of core disciplines, including Finance and Accounting, Organisational Behaviour and Strategic Management. In term two you will gain a deeper insight into entrepreneurship by studying two units: Enterprise and Entrepreneurship, and Digital Enterprise. Finally, in the summer term the dissertation provides an opportunity for independent research and in-depth investigation into a particular aspect of entrepreneurship.

Our programme is designed for graduates of any discipline who aspire to a career in management. You will not require any prior academic or practical experience in business or management but would benefit from having an inquisitive mind-set and a genuine interest in interrogating research in the field, to develop your knowledge and understanding for use in later practice.

You will be part of a dynamic and diverse body of staff and students at the School of Economics, Finance and Management and will be taught by experts, many of whom are actively engaged in conducting pioneering research at international level. Our school was ranked sixth in the UK for its research impact, reflecting the quality and contribution our research plays in shaping policy and practice in the UK, Europe and globally.

Programme structure

Term One
You will study the four core units that are common to all of our MSc Management programmes:
• Finance and Accounting for Management
• Organisational Behaviour
• Strategic Management
• Studying Management

Term Two
You will deepen your understanding of entrepreneurship by studying two core units that are central to this specialism. This will be supported by choosing two further management units that will broaden your skills and give further opportunity to tailor your studies to your own interests and career aspirations:
• E-commerce
• Enterprise and Entrepreneurship
• Two further management units. Optional units vary from year to year but typically include:
o Business Ethics and Corporate Social Responsibility
o Consumer Behaviour
o International Business
o Leadership
o Managerial Economics
o Marketing Management
o Operations Management
o Organisational Creativity
o Project Management
o Strategic Human Resource Management
o Strategic Management Accounting

Unit availability is subject to staffing and timetable constraints. Please note: the number of available places on some units may be capped.

Term Three
The final part of the MSc is a project-based dissertation of between 12,000 to 15,000 words in which you will research a current theme or topic in entrepreneurship. You will be able to tailor your investigation to a setting that reflects your personal interests or future career aspirations. The dissertation provides the perfect opportunity to apply the skills and knowledge you have learned in both the management and the entrepreneurship aspects of the programme. It is also a powerful way of showcasing your talent to future employers, providing you with the confidence and platform to launch your own business ideas.

Careers

We aim to guide, teach and develop knowledgeable, thoughtful and entrepreneurial people who can apply management techniques from a range of disciplines. This MSc Management (with a specialism in Entrepreneurship) provides excellent preparation for a career in management. Previous graduates from the School of Economics, Finance and Management have gone on to work around the world at a variety of leading companies, such as Lloyds TSB, L’Oréal, Deutsche Bank, LG Electronics, WHO-US, Hangzhou, Abercrombie and Fitch, and Marks & Spencer. We also anticipate that many of our graduates will have the knowledge and confidence to develop their own business.

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The EuroMBA is more than an MBA. It offers managers a chance to develop their business skills while building an international network spanning the entire globe. Read more
The EuroMBA is more than an MBA. It offers managers a chance to develop their business skills while building an international network spanning the entire globe.

With participants of an average of 11 years of professional working experience, with over 20 different nationalities, and with more than 50% of the participants living outside of their country of origin, the EuroMBA gives you access to a truly global community.

The power of partnership

Why study at one business school when you can study at six? The partners combined resources gives participants an incomparable experience. Strengthen your business skills and experience the knowledge and culture of our six European destinations. Organised around a contemporary theme in management, students attend one residential week at each of this EuroMBA partner institution:

Entrepreneurship at Aix-Marseille Graduate School of Management (France)
Global Responsibility at Audencia Nantes School of Management (France)
Business Life Cycle at EADA Business School Barcelona (Spain)
Strategies for Innovative Growth at HHL Leipzig Graduate School of Management (Germany)
Managing Emerging Markets at Kozminski University (Warsaw, Poland)
Organisation Learning and Transformational Change at Maastricht University School of Business and Economics (the Netherlands)

The Curriculum:

• Introduction Seminar: This 4 day workshop will bring you up to speed, with its focus on writing and presentation skills, intercultural communication as well as being introduced to our online learning environment: IBM Connections.
• Our six residential weeks throughout Europe cover a wide spectrum of topics on international and current management issues. Company visits and leadership training provide you with practical skills and insights.
• Online courses: The ten core online business modules ensure you develop an in-depth view needed for general management positions and give you a chance to build a solid international network via the multicultural teamwork. Study wherever and whenever, with daily online support from our international staff.

o Strategic Management
o Change Management
o International Management
o Management Accounting
o Corporate Finance
o Human Resource Management
o Technology and Innovation Management
o International Marketing
o Managerial Economics
o Operations and Supply Chain Management

• Thesis: the final challenge. Facing business problems but never sure to how to solve them? The final thesis is a business project where we will provide you with an expert coach to help you solve those bigger issues.

Admissions Requirements:
• Bachelors degree or equivalent
• At least 5 years of professional experience
• Proficiency in English

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The results of unsustainable human development in the 21st century are evident as climate change, species extinction, pollution, poverty and inequality become inescapable global realities. Read more

About the course

The results of unsustainable human development in the 21st century are evident as climate change, species extinction, pollution, poverty and inequality become inescapable global realities. The next big challenge for society is to transform our economy to incorporate the principles of sustainability. This presents an exciting opportunity to rethink, redesign and rebuild a positive future for business practice.

The MSc in Sustainability, Entrepreneurship and Design (with Professional Development) is an 18-month programme – 12 months for the study at Brunel followed by a six-month professional development phase. There is an option to complete the MSc in Sustainability,
Entrepreneurship and Design in 12 months (without the professional development phase) but students will be encouraged to engage with the professional development phase to achieve the maximum from the programme.

Brunel University also offers the Graduate Entrepreneur post-study visa, which represents a perfect opportunity for our international graduates to apply their new skills in the UK following graduation.

The course is jointly run between the College of Health and Life Sciences, the School of Engineering, Design and Physical Sciences, and Brunel Business School.

Aims

This programme will equip entrepreneurial minded graduates with two essential ingredients:

- firstly, the mindset and ability to play a key role in building a sustainable world – one that is not only prosperous, but also environmentally stable and socially inclusive
- secondly, hands-on experience, such that they can become entrepreneurs, business leaders, change-makers and innovators.

Upon graduating, students will be able to become key figures in local, regional, national or global businesses; holistic thinkers and visionary leaders in their communities, corporations, businesses, non-profit organizations and government agencies.

They will be encouraged to infuse environmental awareness into societies and make tangible contributions to the theory and practice of environmental protection, sustainable business and a circular (green) economy.

Course Content

Core modules

Introduction to Strategic Sustainable Development
Entrepreneurship
Business Planning
International Business Ethics, Sustainability and Corporate Governance
Sustainable Design
Professional Design Studio
Integrated Assessment - Sustainability, Entreprenuership and Design
Dissertation
Sustainable Development in Practice (Compulsory for the MSc with professional development).

Teaching

The programme will be delivered beginning with an overview of core concepts and followed by progressively deeper consideration and application of the concepts later on through a self-directed learning approach. It is structured to provide leadership opportunities and move progressively from learning the "rules of the game" to "playing the game". This means that as the programme progresses it becomes less instructor-led and more student-led where students direct their learning towards their own needs and tap the collective wisdom of the group via project work.

There will be four integrated streams:

1. Ecological and sustainability theory
2. Leadership
3. Design and Innovation
4. Business planning and start up.

The benefits of this combination will be unique; students will be cross trained, drawing upon the resources of a world class university. They will develop three complementary networks of peers and alumni and engage in Brunel’s collegiate experience, interacting with students and faculty from three corners of the university. Through this combination, graduates will able to enter the professional arena with an energetic and inspired approach to societal change.

By taking part in the programme, students will gain:

o The deep scientific knowledge for strategic planning towards a sustainable society, including ecological theory and sustainability design principles
o Innovation, creativity and team working skills
o Experiential learning and mentorship from leading entrepreneurs and business leaders
o Communication skills to enable working with members of engineering, design and marketing teams
o Leadership skills
o Intensive corporate exposure
o Career paths as sustainability practitioners in business, academia, government, and community organisations.
o Business start up opportunities
o Membership of the Made in Brunel Sustainable Business alumni, an elite group of successful ecopreneurs and their mentors
o Additional support to enhance your employability skills beyond the MSc through the Business Life Programme.

Assessment

- Integrated coursework on core sustainability and business, and sustainability & design module content.
- Formal written examinations
- Individual and Group coursework assignments
- Oral and Poster presentations
- Dissertation in the form of a Business plan, product design or research proposal
- Reflective Portfolio (for optional six-month Professional Development period)

Special Features

The programme has a number of innovative features. For example:

The fusion of environmental education with design, entrepreneurial and business skills

Structural flexibility - so that the needs and desires of individuals can be met through offering optional modules within various themes relevant to sustainable enterprise

Practice based assessments - for example, the development of a detailed business plan for those who wish to start their own business, a product design for those taking the designer/innovator route, or a research proposal for those wishing to pursue a career in research or bid writing

Professional development activities - following the multidisciplinary learning programme, students will undertake a six month professional development activity in which - for example - they will undertake an internship or start their own business. (The provision of incubator space for these students will be an integral part of the MSc and is another distinctive feature of the programme. The students will also be equipped with pitching skills and a business mentor).

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These programmes are designed to meet the needs of existing or aspiring managers in health and social care organisations (including the voluntary or independent sector) who wish to develop new strategic management skills to enhance their career prospects. Read more
These programmes are designed to meet the needs of existing or aspiring managers in health and social care organisations (including the voluntary or independent sector) who wish to develop new strategic management skills to enhance their career prospects. They meet the professional and academic needs of health and social care managers and through this, the needs of the individual's organisation.

Most students who undertake this programme of study are already employed in practising and/or in management roles within the fields of health, social care, public, voluntary/community sector organisations.

For more information on the part time version of this course, please view this web-page: http://www.brad.ac.uk/study/courses/info/health-and-social-care-management-msc-part-time.

Why Bradford?

Continuing professional development funding may be available for some modules and courses. However, access to funding for part or all of an award cannot be guaranteed.

Modules

(C) = Core, (O) = Option

Semester 1 - 60 Credits (2 x (C) Modules):
-Managing In Organisations (30 credits) (C)
-Managing Self and Others (30 credits) (C)

Semester 2 - 60 Credits (2 x (O) Modules):
-Coaching and Mentoring (30 credits) (O)
-Developing Organisational Health (30 credits) (O)
-Human Resource Development (30 credits) (O)
-Human Resource Management (30 credits) (O)
-Independent Management Study (10 or 20 credits - to be used where there is a deficit in credit from previous study) (O)
-Project Management (30 credits) (O)
-Quality and Service Improvement (30 credits) (O)
-Strategic Business and Service Planning (30 credits) (O)

End of Semester 2 onwards - 60 Credits (1 x (C) Module):
-Management Project (60 credits) (C)

Career support and prospects

The University is committed to helping students develop and enhance employability and this is an integral part of many programmes. Specialist support is available throughout the course from Career and Employability Services including help to find part-time work while studying, placements, vacation work and graduate vacancies. Students are encouraged to access this support at an early stage and to use the extensive resources on the Careers website.

Discussing options with specialist advisers helps to clarify plans through exploring options and refining skills of job-hunting. In most of our programmes there is direct input by Career Development Advisers into the curriculum or through specially arranged workshops.

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Candidates for the M.A.O. degree must be M.B. graduates (or acceptable equivalent) of at least three years standing. Read more
Candidates for the M.A.O. degree must be M.B. graduates (or acceptable equivalent) of at least three years standing. A candidate must either be a graduate of the University of Dublin or have been for at least one year prior to registration a fulltime or part-time member of staff of the College, or a formally appointed Research Fellow of the College or a Registrar in one of the teaching hospitals with which the College has a formal association. Applications must be made on the official form which may be obtained from the Graduate Studies Office.

Work for this degree may be carried out elsewhere than in the College itself save that in the case of candidates who are not graduates of the University of Dublin, the bulk of the research work eventually submitted must be carried out while they are on the staff of the College or Hospital, as the case may be. A thesis for examination must be presented not less than twelve months or not more than five years after the date of registration. Applications to the M.A.O. register must first be assessed for acceptance by the internal Professional Higher Degrees Committee.

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After the financial crisis, are there new fault-lines emerging in international relations? What is/was the war on terror? Is there any prospect of global justice? Has globalisation rendered nation states less relevant?. Read more

OVERVIEW

After the financial crisis, are there new fault-lines emerging in international relations? What is/was the war on terror? Is there any prospect of global justice? Has globalisation rendered nation states less relevant?

If you are interested in finding answers to the big global questions, then this is the programme for you

o The MA in International Relations is concerned with analysing the key theoretical and empirical issues in international relations
o You will discuss the historical significance of globalisation and how it relates to a number of key issues in international relations, including state sovereignty and international order, conflict and war, human rights and the political economy of North-South relations
o You will also undertake a critical survey of the main theories and concepts associated with the study of international politics
o The programme will provide you with a set of cutting-edge analytical skills and knowledge that will allow you to think, talk and write critically about contemporary international issues, as well as providing a firm foundation for further study

Why study with us?

The School of Politics and International Relations at Queen Mary was rated amongst the top 20 Politics departments in the UK in the 2008 Research Assessment Exercise.

The school has particular strengths in international security, conflict and war, the political economy of North-South relations, international political theory, Middle East politics, and the transition from the Cold War to the contemporary post-Cold War world.

Key features of this programme

o Cutting-edge critical programme - theory included, with a real focus on developing students' critical thinking and analytical skills
o A focus on the traditional geographic areas of international relations as well as emerging areas of interest in the developing world
o This programme is led by research active staff, who are responding to the very latest global events, so content is very timely
o The diversity of our staff and students mean that Queen Mary is a great place to study International Relations


You will undertake your degree through our cutting-edge online learning platform, QMPLUS. You will also have access to Queen Mary's online libraries and databases.

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Regenerative Medicine. MSc ( 1 year Full-time ). Overview. Regenerative medicine is an interdisciplinary field, which aims to repair diseased or damaged tissues using biological or cell-based technologies. Read more
Regenerative Medicine
MSc ( 1 year Full-time )

Overview

Regenerative medicine is an interdisciplinary field, which aims to repair diseased or damaged tissues using biological or cell-based technologies. It is a rapidly growing area of biomedical research that encompasses stem cell biology, tissue engineering, drug delivery, and nanotechnology. This MSc course provides advanced, multi-disciplinary training in the scientific principles and clinical applications of regenerative medicine, and is delivered jointly by Barts and The London School of Medicine and Dentistry and the School of Engineering and Materials Science.

Taught modules will develop a strong scientific foundation in the biology of stem cells and regeneration and the fundamental principles of biomaterials, tissue engineering and cellular reprogramming. Through an intensive 12-week research project, students will then gain hands on experience applying these concepts to problems in human health and the development of novel regenerative technologies.

Upon completion of the MSc in Regenerative Medicine, students will be well placed for further training at the PhD level or professional careers in the biotechnology and pharmaceutical industries.

Structure
The MSc in Regenerative Medicine is a one year, full-time programme. Students are required to complete 180 credits comprising taught and research modules.


Taught Modules (15 credits each)

o Cellular and Molecular Basis of Regeneration
o Stem Cell and Developmental Biology
o Advanced Tissue Engineering and Regenerative Medicine
o Research Skills and Methodology
o Biomaterials in Regenerative Medicine
o Tissue-specific Stem Cells
o Induced Pluripotent Stem Cells and Genome Engineering
o Ethics and Regulatory Affairs

Research Project in Regenerative Medicine (60 credits)
During the final 12 weeks of the course, students will work full time on their laboratory-based research projects. Students will select research projects from a wide range of topics in regenerative medicine. Examples include research on the cellular and molecular aspects of tissue regeneration, disease pathogenesis, development of stem cell therapies, design of novel nano-biotechnologies, or engineering biomaterials and tissue scaffolds.


Entry requirements
As a multi-disciplinary course, the MSc is appropriate for a wide range of students. Graduates with degrees in biological sciences or medicine will gain an in-depth understanding of the cellular and molecular aspects of regenerative medicine as well as an introduction to the interdisciplinary fields of biomaterials and tissue engineering. Similarly, students with a physical sciences background will have the opportunity to broaden their experiences and acquire new skills in the biological sciences.
Admission to the course is selective, and based upon academic credentials, research experience, and motivation. At a minimum, students must have an undergraduate degree equivalent to UK second-class honours from a recognised academic institution. Applicants are required to submit a statement of purpose and letter of recommendation with their application.
Applications are accepted all year round, but there are limited places to ensure high-quality training, so please apply early to avoid disappointment.

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**This course is only available through the medium of Welsh**. Mae nifer y cymunedau a’r gweithleoedd dwyieithog ac amlieithog ar gynnydd, a chynllunio ieithyddol yn faes o bwysigrwydd cynyddol. Read more
**This course is only available through the medium of Welsh**

Mae nifer y cymunedau a’r gweithleoedd dwyieithog ac amlieithog ar gynnydd, a chynllunio ieithyddol yn faes o bwysigrwydd cynyddol. O’r herwydd, ceir mwyfwy o alw am unigolion sydd â’r wybodaeth a’r sgiliau angenrheidiol i lunio strategaethau a systemau effeithiol sy’n hyrwyddo cydraddoldeb ieithyddol. Wrth i ystyriaethau ieithyddol ddod yn flaenoriaeth ar gyfer llawer o feysydd - datblygu, cynllunio, addysg, iechyd, TG, marchnata - mae angen i staff mewn amrywiaeth eang o feysydd ddatblygu dealltwriaeth a sgiliau ym maes cynllunio ieithyddol. Ar ben hynny, mae cyhoeddi Mesur y Gymraeg (Cymru) (2011) wedi newid y fframwaith cyfreithiol ynghylch defnyddio'r Gymraeg ac felly’n golygu galw cynyddol fyth am weithlu dwyieithog, amryddawn.

Mae’r MA mewn Polisi a Chynllunio Iaith yn archwilio, mewn modd arloesol a chynhwysfawr, faes sy’n dod yn fwyfwy pwysig yng Nghymru a’r tu hwnt. Mae’r rhaglen yn elwa o arbenigedd amrywiol ysgolion Prifysgol Bangor ym meysydd Gwyddorau Cymdeithas, Ieithyddiaeth, Y Gyfraith, Busnes, Y Gymraeg, a Gwyddorau Iechyd a fydd yn rhoi i fyfyrwyr ddealltwriaeth o’r cwestiynau theoretig yng nghyswllt Cynllunio Iaith, yn ogystal â’r cwestiynau cymhwysol hollbwysig.

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This course is aimed primarily at staff who are currently employed in the higher education sector in teaching and/or learner support roles. Read more
This course is aimed primarily at staff who are currently employed in the higher education sector in teaching and/or learner support roles.

Courses of this nature are an accepted part of the career development of HE teaching staff.

Why Bradford?

-It serves the needs of you and your fellow participants, in terms of helping to support you to build on and develop your existing professional knowledge, skills and values associated with being a teacher and enabler of student learning in higher education
-Unusually for the field of education, many people start work as teachers in HE without having had much experience or training. In this course we therefore support people in making the transition to becoming an established HE teaching professional. As an accredited programme, successful participants will be eligible to become Fellows of the Higher Education Academy
-The course is a work-based learning course developed in collaboration with the employer (the University), and this is recognised by the fact that the PGCHEP is one of the University's ESCALATE programmes (the University's employer engagement initiative). The course forms a key part of the University of Bradford's framework for the professional development of teaching staff, and will act as a platform for your ongoing CPD in this area
-The course is addressed to the needs of students - through engaging with the course, you will be in a better position to evaluate and enhance the quality of your own students' experiences

Modules

(C) = Core, (O) = Option
Stage 1 (30 Credits - 2 x (C) Modules and 1 x (O) Module):
-Inclusive Curriculum Design (20 Credits split over both Stages, 10 Credits per Stage) (C)
-Teaching Practice and Professional Development (20 Credits split over both Stages, 10 Credits per Stage) (C)
-Learning and Teaching in Higher Education (20 Credits split over both Stages, 10 Credits per Stage) (O)
-Learning and Teaching in Higher Education (GTAa and P/T Tutors) (20 Credits split over both Stages, 10 Credits per Stage) (O)

Stage 2 (30 Credits - 2 x (C) Modules and 1 x (O) Module)
-Inclusive Curriculum Design (20 Credits split over both Stages, 10 Credits per Stage) (C)
-Learning and Teaching in Higher Education (20 Credits split over both Stages, 10 Credits per Stage) (O)
-Learning and Teaching in Higher Education (GTAa and P/T Tutors) (20 Credits split over both Stages, 10 Credits per Stage) (O)
-Teaching Practice and Professional Development (20 Credits split over both Stages, 10 Credits per Stage) (C)

Career support and prospects

The University is committed to helping students develop and enhance employability and this is an integral part of many programmes. Specialist support is available throughout the course from Career and Employability Services including help to find part-time work while studying, placements, vacation work and graduate vacancies. Students are encouraged to access this support at an early stage and to use the extensive resources on the Careers website.

Discussing options with specialist advisers helps to clarify plans through exploring options and refining skills of job-hunting. In most of our programmes there is direct input by Career Development Advisers into the curriculum or through specially arranged workshops.

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The Secondary Postgraduate Certificate in Education is a one academic year (36 week) course that trains graduates to be secondary school teachers of History. Read more
The Secondary Postgraduate Certificate in Education is a one academic year (36 week) course that trains graduates to be secondary school teachers of History.

The PGCE programme has been designed to train teachers to practice as a subject specialist teacher for the secondary age range (11-16). Trainees are assessed against the standards for Qualified Teacher Status (QTS) across the age range. Trainees will also often gain experience of the 16-18 age range, although they will not be formally assessed in this phase.

Course detail

If you believe that a study of History is central to the broad and balanced education of any young person, a good grounding in the subject and a history degree, if you have a passion for the subject and are not afraid to work hard to share it in a lively and engaging manner then this might be the course for you!

The course is active and practical allowing trainees to develop professional competence through work undertaken in schools and in the University. Trainees work with young people, develop their expertise in their specialist subject area, share and discuss educational issues and study relevant educational research. The course is just the beginning of what we hope will be a process of continual professional development throughout a challenging and rewarding career.

Structure

The course is part of the Department of Education's programme for Initial Teacher Training. Units studied are:

• Enabling Learning
• Meeting Curriculum Challenges
• Becoming a Teacher

These units are studied in both the school and the University-based parts of the course, the work on each site being complementary.

In subject studies sessions, students get the opportunity to:

• Find out about the History curriculum
• Look at planning for stimulating, active learning
• Consider ways to stretch young people's curiosity and interest in history, including using:
o Historical sources
o Role play and drama
o Objects and artefacts
o Fieldwork (including optional residential fieldwork)
o Storytelling
o ICT

Format

We recognise that embarking on a new course of study can sometimes be quite a challenging undertaking. Students have three main sources of support and information from the University during the course: firstly, there is the Group Tutor in their subject area. Secondly, each student is allocated a Personal Tutor, and thirdly, any student can get support on a range of issues from the Department Student Adviser.

Placements

24 weeks are spent on placement: a total of eight weeks in one placement during the autumn term and either 12 weeks in a second placement with a further four weeks in an alternative setting (museum or heritage site, or archive education department or special school or ICT centre), or 16 weeks in a second placement during the spring and summer.

As well as teaching, the programme includes contact time with a Senior Professional Tutor and a Subject Mentor, directed study time and personal study time.

Assessment

In order to pass the course, trainees are required to pass each unit. You are assessed on a number of written assignments and also on classroom practice against the standards specified by the Secretary of State for the award of QTS.

How to apply

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

Funding

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

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

Scholarships and other sources of funding are also available.

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

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