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The MA Performance Dance has grown from a longstanding tradition of postgraduate study in dance at Chichester. Read more
The MA Performance Dance has grown from a longstanding tradition of postgraduate study in dance at Chichester. Offering dance graduates as well as dance artists, at different stages of their artistic lives, the chance to undertake a Masters Degree or Post Graduate Diploma in the UK’s leading Practice as Research department.[ae1] The programme enables students to develop their dance practice as a performer working intensively with a wide variety of established and up and coming international choreographers and performing with the University’s touring performance company: mapdance.

Course content
The MA performers route is led by mapdance company Artistic Directors, Yael Flexer and Detta Howe.
Working intensively with international guest choreographers, students develop their technical and performance skills and deepen understanding of the creative process through experiencing varied choreographic methodologies and artistic approaches.
mapdance operates as a professional company with daily technique classes and rehearsals. From mid-February to May, the company tours nationally and internationally whilst also offering educational workshops.

The 2016/17 Repertory includes new commissions and from Shobana Jeyasingh, Lea Anderson, Hagit Yakira and Cai Tomos.
The Techniques for Performance module accompanying the repertory module (and compulsory for performers route) focuses on excellence in contemporary dance performance involving daily technical training in various dance techniques including release and contemporary techniques, contact improvisation, pilates and Ballet work. This module normally runs autumn and spring semesters.

The MA Performance Dance operates in the context of a professional performance programme and a series of presentations by visiting artists and researchers.

Guest lecturers on the MA have included practitioners and curators all working at the edges of dance research.
There are also opportunities to engage in cutting-edge research with interactive technologies or to market yourself professionally as an artist using DVD and website technologies.
Audition Dates 2017:
28h February, 28th March and 23rd May.
Fees and Finance
Auditions for the post-graduate mapdance programme are currently available.
To apply for 2017-2018, please contact Admissions
To find out more about MA Performance Dance visit mapdance

Home tuition fees 2017
MA Performance Dance - Full Time including dissertation £10,440
Alumni Discount 10% for students applying within five years of completion of an undergraduate course at Chichester: £9396
Overseas fees 2016 are £14,450
Find out more in the application pack here, application form and reference form.

Where this can take you
This course is suitable for you if you are a recent graduate or a dance artist who wishes to extend their technical and performance skills (and have completed a recognised BA degree).

It will offer you …
o an opportunity to work with international established and up and coming choreographers reflect on your professional practice and prior training
o intensive technical training through a variety of contemporary techniques, Pilates, contact improvisation and Ballet
o an opportunity to tour the repertoire across the UK and internationally
o an opportunity to develop your teaching skills within the context of a touring company
o time to deepen your understanding of your professional skills through practice, research and scholarship
o professional Development
o deepening your ability to articulate what you do in written and spoken form
o a stepping-stone toward PhD study

You will develop skills in…
o performance
o technique
o teaching in the context of a touring company
o choreographic methodology and critical thinking
o working independently (via dissertation projects)
o research and the articulation of that research in writing

It will give you…
o tools and skills to support you in the transition to professional practice
o extensive experience of working with established choreographers alongside touring and networking that can aid you in gaining work as a performer or in establishing your work as an independent artist
o a qualification that can aid in obtaining work within educational and HE institutions
o preparation for further study i.e. PhD or professionally-related qualifications
Work placements

There are opportunities to engage with cutting edge research into interactive technologies and to market yourself professionally as an artist using DVD and website technologies.

People you'll meet
Now in its 11 year mapdance is directed by co-artistic directors Yael Flexer and Detta Howe.

This year the company is commissioning choreographers:
o Shobana Jeyasingh
o Lea Anderson
o Hagit Yakira
o Cai Tomos

Indicative modules
The MA in performance includes three core modules: Repertory, Techniques for Performance and Reflective Practice.
The postgraduate diploma includes two core modules: Repertory and Techniques for Performance and an optional module.
Repertory Module:
The repertory module: mapdance encompasses intensive creation periods with international guest choreographer. Students develop their technical and performance skills and deepen understanding of the creative process through experiencing varied choreographic methodologies and artistic approaches. Operating as a professional company with daily technique classes and rehearsals, the creation periods begin in Sept through to February. From mid-February to May, the company tours nationally and internationally whilst also offering educational workshops.

Techniques for Performance Module:
The Techniques for Performance module accompanying the repertory module (and compulsory for performers route) focuses on excellence in contemporary dance performance involving daily technical training in various dance techniques including release and contemporary techniques, contact improvisation, Pilates and Ballet work. This module normally runs autumn and spring semesters.

Teaching and Assessment
Assessment on the MA performers route is based on four core modules, Repertory (60 credits), Techniques for Performance (30 credits) Reflective Practice (30 credits) and Dissertation (60 credits).
Assessment on the postgraduate diploma performers route is based on two core modules, Repertory (60 credits), Techniques for Performance (30 credits) and one optional module.

Assessment Techniques for Performance is continuous, that is process based.
Similarly the Repertory module is continuously assessed however the assessment is comprised by marks given by guest choreographers during the creation process and marks given by both Artistic Directors in rehearsal and on tour assessing both process and performance.

Applications & Course Pre-requisites
Application to the course is made by completing the online application form and completing the additional requirements.
You will also be invited to attend an audition and an interview.

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The MA Dance Masters by Research contributes to a longstanding tradition of postgraduate study in dance at Chichester. Offering dance graduates as well as dance artists, at different stages of their artistic lives, the chance to undertake a Masters Degree in the UK’s leading Practice as Research department. Read more
The MA Dance Masters by Research contributes to a longstanding tradition of postgraduate study in dance at Chichester. Offering dance graduates as well as dance artists, at different stages of their artistic lives, the chance to undertake a Masters Degree in the UK’s leading Practice as Research department. The programme enables students to develop their own research interests and, supported by tutors design a programme of dance research that addresses specific areas of interest.

Course content
The MA Dance Masters by Research enables students to develop their own research interests and, supported by tutors design a programme of dance research that addresses specific areas of interest, as an example, projects might explore areas such as; Dance and Postmodernism, Community Dance Practice, Dance in Education, Popular Dance, Site-Specific Dance Practices, Dance and technology, Dance Film, Dance and Interdisciplinary Arts Practices, Dance History, Dance and Politics.
Guest lecturers on the MA include scholars, practitioners and curators all working in innovative areas of dance research.

Our facilities
Our dance facilities include four superb dance studios, a fully-equipped 250-seat theatre and a 110-seat studio theatre. In addition, there is a newly refurbished large gymnasium space together with two new sprung-floor spaces in the new academic building. Our students will use the facilities within our dance technical team to enhance their understanding of scenography, sound and cameras, and the editing suites to support their choreography and creative practice situated in the Learning and Information Zone of the library.
Over the past few years, we’ve redeveloped both of our campuses so that you have the best facilities available for your degree. We pride ourselves on the quality of the learning environment we can offer our students.

At the Bishop Otter campus there is an integrated approach to the provision of learning resources and support. We offer a substantial collection of books, journals and other materials to help you further your research. A range of study areas for group and quiet study including Wi-Fi areas for laptop use are available, or you can use our open access PC and Mac areas. We use an electronic learning environment with an expanding portfolio of online library resources from anywhere at any time.
The Learning Resource is the hub of the learning environment. It has two upper floors of library resources, one for silent study and one for quiet study, both of which have recently been refurbished. On the ground floor, you’ll find the Support and Information Zone, Media Centre, Otter Gallery, Costa Coffee and a variety of IT resources.

The Bishop Otter LRC also offers:
o 130 open access PC workstations
o 45 Apple iMacs
o Ample printing facilities
o Netbooks available on loan
o Professional editing suites
o Media loans counter
o Wi-Fi and plug points throughout

Where this can take you

This course is suitable for you if you are a dance / arts professional, teacher, recent graduate or a dance artist who wishes to extend their research skills.

It will offer you …
o an opportunity to work with nationally and internationally established dance scholars and practitioners
o time to deepen your understanding of your professional skills through practice, research and scholarship
o Professional Development
o deepening your ability to articulate what you do in written and spoken form
o a stepping-stone toward PhD study
You will develop skills in…
o critical thinking
o working independently (via dissertation projects)
o research and the articulation of that research in writing
It will give you…
o preparation for further study i.e. PhD or professionally-related qualifications
o a qualification that can aid in obtaining work within educational and HE institutions
Indicative modules

Core modules:
Independent Research Project module:
Your research skills will be facilitated through the formulation and realisation of a self-directed research project in broadly based dance practices, which underpin the MA programme. You will be expected to contextualise your work in the light of contemporary developments in dance research.

Dissertation module:
The Dissertation emphasises independent research where you select an area of investigation with the advice of tutors. This may arise from earlier modules studied on the degree. The research may focus on performance practice, professional practice (i.e. teaching and community dance practices) applied critical, historical or epistemological issues.

Optional modules
In addition to the two core modules, students are required to select two optional modules, these normally include options such as; Artist as Producer, Pedagogical Skills, Body in Site, Dance Writing and Criticism, Performing Politics.
Assessment for this programme employs various methods chosen as the most appropriate for demonstrating achievement of the learning outcomes for each module. All modules are assessed by means of programme work in the form of essays, practical choreography presentations, ,reports, presentations, learning journals, portfolios, online tasks and group working.

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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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Master’s Degree in Quantitative Finance and Risk Management draws on the recognized excellence of our engineering school in quantitative finance, and makes great use of the collaborations with the Universities of Paris-Dauphine and Cergy-Pontoise. Read more
Master’s Degree in Quantitative Finance and Risk Management draws on the recognized excellence of our engineering school in quantitative finance, and makes great use of the collaborations with the Universities of Paris-Dauphine and Cergy-Pontoise. The Master is primarily going to appeal to international students, "free movers" or those from our partner universities or for high-potential foreign engineers who are looking for an international career in the domain of finance. This program leads to a Master degree and a Diplôma accredited by the French Ministry of Higher Education and Research.

Objective

This Master’s degree covers the whole chain of quantitative finance, from theoretical aspects to the application in a professional setting. The chain can be described as follows:
o Description of the market and financial products
o Mathematical models of finance
o Mathematical models of risk
o Numerical resolution: computer-aided simulation
o Calibration and asset evaluation

Specific details of the Master:
o The Master came from the Financial Engineering option (IFI) taught at the ESITI for the last 13 years (all students from the option have found work as soon as their compulsory internships finished, and have an average salary 20% higher than the norm in this sector).
o In and of itself, the Master is intrinsically international.
o The theoretical teaching of this Master is very thorough, covering everything needed to know in the associated professions. As a consequence, the students are very adaptable within the work market.
o The Master offers a 3-skilled approach, in Computer Science, Mathematics and Finance.

Practical information
The Master’s degree counts for 120 ECTS (European Credit Transfer System) in total and lasts two years. The training lasts 1316 hours (646 hours in M1 and 670 hours in M2). The semesters are divided as follows:
o M1 courses take place from September until June and count for a total of 60 ECTS
o M2 courses take place from September until mid-April and count for a total of 44 ECTS
o A five-month internship (in France) from mid- April until mid- September for 16 ECTS. Usual indemnities are around 1000 € per month.

Non-French speakers will be asked to participate to a one week intensive French course that precedes the start of the program and allows students to gain the linguistic knowledge necessary for daily interactions.

Organization

M1 modules are taught from September to June (60 ECTS, 646 h):
• Mathematics
• Measure and Integration (2 ECTS, 20 h)
• Functional Analysis (3 ECTS, 30 h)
• Stochastic Processes-Discrete/Continuous Time (5,5 ECTS, 55 h)
• Optimization (2,5 ECTS, 30 h)
• Jump Processes and Application (3 ECTS, 30h)
• Partial Differential Equations (3 ECTS, 30 h)
 Calibration, Simulation and Numerical Analysis
• Monte Carlo Simulations (3 ECTS, 30 h)
• Finite Difference Methods (2,5 ECTS, 25 h)
• Calibration of Financial Models (2 ECTS, 20 h)
• Bloomberg trading room (3ECTS, 30h)
• C++ and Object Oriented Design (2 ECTS, 20 h)
• VBA Programming (3 ECTS, 30 h)
• Interdisciplinary Project (5 ECTS, 5 h)
 Finance and Insurance
• Introduction to Quantitative Finance (3 ECTS, 25 h)
• Risk Management in a mono-period Financial Market & Derivatives (4 ECTS, 40 h)
• Contingent Claims Valuation (3 ECTS, 30 h)
• Portfolio Management and Financial Risks (3 ECTS, 30 h)
• Mathematics Applied to Insurance (3 ECTS, 30 h)
• French as Foreign Language
• French as Foreign Language (4,5 ECTS, 96 h)

M1 modules are taught from September to June (60 ECTS, 646 h):
• Mathematics
• Measure and Integration (2 ECTS, 20 h)
• Functional Analysis (3 ECTS, 30 h)
• Stochastic Processes-Discrete/Continuous Time (5,5 ECTS, 55 h)
• Optimization (2,5 ECTS, 30 h)
• Jump Processes and Application (3 ECTS, 30h)
• Partial Differential Equations (3 ECTS, 30 h)
• Calibration, Simulation and Numerical Analysis
• Monte Carlo Simulations (3 ECTS, 30 h)
• Finite Difference Methods (2,5 ECTS, 25 h)
• Calibration of Financial Models (2 ECTS, 20 h)
• Bloomberg trading room (3ECTS, 30h)
• C++ and Object Oriented Design (2 ECTS, 20 h)
• VBA Programming (3 ECTS, 30 h)
• Interdisciplinary Project (5 ECTS, 5 h)
• Finance and Insurance
• Introduction to Quantitative Finance (3 ECTS, 25 h)
• Risk Management in a mono-period Financial Market & Derivatives (4 ECTS, 40 h)
• Contingent Claims Valuation (3 ECTS, 30 h)
• Portfolio Management and Financial Risks (3 ECTS, 30 h)
• Mathematics Applied to Insurance (3 ECTS, 30 h)
• French as Foreign Language
• French as Foreign Language (4,5 ECTS, 96 h)

M2 modules take place from September to Mid-April (60 ECTS, 670h)
• Mathematics
• Mathematical Statistics (2 ECTS, 21 h)
• Mathematical Tools in Finance (4,5 ECTS, 54h)
• Calibration, Simulation and Numerical Analysis
• Advanced Numerical Methods for PDEs in Finance(2,5 ECTS, 30 h)
• Advanced Spreadsheet Programming (2 ECTS, 24h)
• Simulations (2 ECTS, 24 h)
• Calibration (3 ECTS, 30 h)
• Theoretical and Practical Finance
• Theory of Contingent Claims (4,5 ECTS, 54 h)
• Interest Rate, Exchange and Inflation Markets (2,5 ECTS, 30 h)
• Portfolio Managment (2,5 ECTS, 30 h)
• Imperfect Markets (2 ECTS, 20 h)
• Dynamic Hedging and Risk Measures (2 ECTS, 21 h)
• Business Evaluation (2,5 ECTS, 35 h)
• Jump Processes and Applications (2 ECTS, 21 h)
• Careers and financial products (2 ECTS, 30 h)
• Practical Fixed Income Management (2 ECTS, 24 h)
• French as Foreign Language
• French as Foreign Language (4 ECTS, 72 h)
• Master's Thesis (9 ECTS, 150 h)
• Internship (22 weeks from mid-April to)

Teaching

Fourteen external teachers (lecturers from universities, teacher-researchers, professors etc.), supported by a piloting committee, will bring together the training given in Cergy.

All the classes will be taught in English, with the exception of:
• The class of FLE (French as a foreign language), where the objective is to teach the students how to understand and express themselves in French.
• Cultural Openness, where the objective is to enrich the students’ knowledge of French culture.
The EISTI offers an e-learning site to all its students, which complements everything the students will learn through their presence and participation in class:
• class documents, practical work and tutorials online
• questions and discussions between teachers and students, and among students
• a possibility of handing work in online

All Master’s students are equipped with a laptop for the duration of the program that remains the property of the EISTI.

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Our Historical Research & Public History MA offers a rich and intensive study of historical research and public history. The programme is designed to produce talented and sought-after historians who are able to apply their skills not only to academia but also to the practice of history in the public sphere. Read more
Our Historical Research & Public History MA offers a rich and intensive study of historical research and public history. The programme is designed to produce talented and sought-after historians who are able to apply their skills not only to academia but also to the practice of history in the public sphere.

The Historical Research & Public History MA is a one-year programme taught primarily through seminars of no more than 10 students, over the course of 86 full contact hours.

In addition, you will receive 11 hours of intensive one-to-one tutorials, in which our academics will engage and work with you to clarify, challenge, defend and develop the arguments and ideas that you express in your essays. The tutorial method is the gold standard of a humanities education. It draws out your potential by providing the deepest insights and sharpens your intellectual skills. Graduate students are also welcome to attend lectures in all the other degree programmes being offered in history or other disciplines at NCH.

MA students are also strongly encouraged to attend 40 hours of lectures on ‘History, Heritage & Memory’, which are delivered by the History Faculty as part of the College’s History BA degree. You may also attend the regular professorial lectures that are delivered to our undergraduates and friends of the College in order to further enrich their studies, led by the College’s world-leading Visiting Professors including Bettany Hughes, Sir Christopher Ricks, Richard Dawkins, Steven Pinker, and others.

NCH understands the importance of thinking about your future while you are studying for your degree, so that you are ready to succeed in whatever you choose to do as soon as you graduate. All postgraduate students at NCH have the opportunity to benefit from the College’s professional development advisory service where you will work with our careers department on an individual basis throughout your time at NCH.

Whether you decide to pursue a career or start their own business, NCH will help identify a professional or academic future that best matches your ambitions and aptitudes, and to prepare you for success after graduation.

Research and archives

You will be introduced to major research libraries and archives including the National Archives, Senate House Library, the British Library and the British Museum, which is located mere steps from NCH.

You will be taught how to search these archives for primary sources – dating from the medieval, early modern and modern past and including manuscript sources, printed texts and quantified data – and how to research, evaluate and critique a wide range of different source materials.

You will learn to distinguish between and assess different historical perspectives, and to evaluate the usefulness of inter-disciplinary approaches to history, including anthropology, the history of art, and literary studies.

Public history

The public history strand of the programme teaches you how to critically appraise the ways in which historical knowledge can contribute to a wider public engagement with the past, and the challenges and complexities of reconstructing the past for a public audience.

During your studies, you will meet with professionals who practise History in the public realm, including historical novelists, media producers, museum curators and keeper of historic archives. The faculty will also organise a study trip a major historic house, or another site of historic interest.

Programme outline

Our Historical Research & Public History MA is a one-year programme of study, or can be studied part-time across three years.

Each of the programme’s seven courses have been developed and will be delivered by the History Faculty at NCH, led by award-winning academic, historian and broadcaster Dr Suzannah Lipscomb.

o Course 1: The Historian’s Craft
o Course 2: Depth Study I*
o Course 3: Public History
o Course 4: Depth Study II*
o Course 5: Dissertation I
o Course 6: Applied Public History
o Course 7: Dissertation II

* Depth Studies are chosen from:

o The Royal Court: Ritual, Culture & Power in Medieval England, 1150-1300
o Reality & Utopia: Renaissance Political Thought
o Cross-Cultural encounters in the Early Modern World
o The Later Victorian Age: Society & Culture, 1870-1900
o African Americans & Economic Inequality from Civil War to Civil Rights

Where we teach

New College of the Humanities has the great fortune of being based in one of the best locations for a higher education institution in the UK. Situated in the heart of Bloomsbury, the main building is mere steps from the Senate House Library and the British Museum, and just a few minutes’ walk to Oxford Street, Covent Garden, Theatreland and an array of galleries and museums.

The majority of your seminars and weekly one-to-one tutorials will take place in The Registry on Bedford Square, which is home to the College’s teaching and administrative facilities.

The Registry is a stunning and recently refurbished Grade I listed, five-storey townhouse, situated in the centre of one of the most beautiful examples of a Georgian terrace. It stands opposite the tranquil and beautiful Bedford Square Gardens, the first garden square with an imposed architectural uniformity, which set the style for garden squares across London.

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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.

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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.

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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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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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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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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