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On this course you study. -Development through the lifespan – from infancy, childhood and adolescence into adulthood and old age. Read more
On this course you study:
-Development through the lifespan – from infancy, childhood and adolescence into adulthood and old age.
-Stability and change in our physical, cognitive, social and emotional development.
-Similarities and differences in the development of individuals and how factors such as biology and environment shape our development.

This course is accredited as conferring eligibility for the Graduate Basis for Chartered Membership. This is the first step towards becoming a Chartered Psychologist.

The course is ideal if you are a:
-Psychology graduate seeking to advance your knowledge of developmental psychology.
-Graduate from a non-psychology background wanting to apply developmental psychology in the workplace.
-Graduate considering professional training in a developmental field, such as educational psychology or in areas of psychology requiring Graduate Basis for Chartered Membership.
-Graduate considering a research career.

During your studies you:
-Gain insight into how and why developmental changes take place, for example, in memory, problem-solving ability and emotional understanding.
-Explore why children differ in their development, for example, in attributes such as self-esteem and motivation.
-Gain a thorough grounding in traditional and contemporary developmental theories.
-Gain comprehensive knowledge and experience of developmental psychology research methods, enabling you to carry out good quality research.
-Apply your knowledge of lifespan development in various practical settings including education and healthcare.

You improve key skills such as:
-Critical thinking.
-Group working.
-Report writing.
-Data analysis.
-IT ability.

We also offer you the opportunity to gain experience of teaching students on our undergraduate programmes.

For more information, see the website: https://www.shu.ac.uk/study-here/find-a-course/msc-developmental-psychology

Professional recognition

This course is accredited by the British Psychological Society (BPS) and confers eligibility for the Graduate Basis for Chartered Membership (GBC), provided you achieve an overall mark of at least 50 per cent and pass your dissertation. This is the first step towards becoming a Chartered Psychologist.

Course structure

Starts September. Full time – 1 day per week for 1 year. Part time – typically 1 day per week for 2 years.

Modules
-Research issues in developmental psychology
-Cognitive development and psychobiology
-Psychology of differential and social development
-Research methods and statistics
-Continuing professional development
Option module
To make sure you graduate with the degree you want, you also choose an option module from one of the following: healthy and clinical ageing; clinical neuropsychopharmacology; theory and practice in counselling and therapy.

Assessment: coursework essays; research protocols; research reports; journal article reviews; sample lectures; presentations; exams; individual research project.

Other admission requirements

Typically you need qualifications equivalent to the above, and if English is not your first language you must have an IELTS score of 6.5 overall with a minimum 6.0 in writing and a minimum of 5.5 in all other skills. For equivalencies see our English language entry requirements web page. If your English language skill is currently below IELTS 6.5 we recommend you consider a Sheffield Hallam University Pre-sessional English course which will enable you to achieve an equivalent English score. If you do not have these qualifications, or you are unsure whether you have the equivalent, please contact us.

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Applied Human Nutrition is a practical, research driven masters course detailing the science behind the nutritional requirements of humans from pre-conception to old age. Read more
Applied Human Nutrition is a practical, research driven masters course detailing the science behind the nutritional requirements of humans from pre-conception to old age.

Recently there has been a significant rise in diet-related illnesses around the globe, such as obesity, type 2 diabetes, certain cancers and cardiovascular disease. Poor nutrition is causing increasing public health problems in all sectors and ages, especially among the young and the elderly. On the other hand, in some areas of the world deficiency diseases and malnutrition are common.

A key focus of this course is examining the provision of food and nutrients to the body to facilitate optimum physical and mental development and maintenance of health throughout a lifetime. It also emphasises the specific problems of global nutrition and the public health implications.

The course is suited to graduates with a background in the biological sciences. Applications are encouraged from UK, EU and international students with an interest in acquiring expertise in nutrition, and from graduates who wish to pursue careers as nutritionists.

See the website http://www.brookes.ac.uk/courses/postgraduate/applied-human-nutrition/

Why choose this course?

- High profile speakers from the food industry, government and research bodies regularly present at our nutrition seminar series, keeping students up-to-date with current thinking on nutrition, food and policy topics.

- You have opportunities to work with our Functional Food Centre, the UK's first research centre dedicated to functional foods, in undertaking your research project - involving you in some of the cutting edge research that helps the government and food industry develop new products with specific health and nutritional benefits.

- Our Functional Food Centre has excellent links with the food industry, giving students an opportunity to undertake their research project externally or to develop contacts for career progression.

- Our course is accredited by the Association for Nutrition (AfN), the largest learned society for nutrition in Europe. There is increasing recognition among employers, in industry and in the public sectors that registration with the AfN is a sign of quality, which could enhance graduate career prospects.

Teaching and learning

Teaching is organised on a module-credit basis, with each module involving approximately 200 hours of student input and approximately 36 hours of staff contact, normally delivered through three hours' teaching each week for 12 weeks. Learning methods include lectures, directed reading, workshops, seminars, practical and project work. The research project will be supervised on a one-to-one basis.

Each module is assessed individually, generally on the quality of written or design work, and to some extent on verbal presentations. Assessment methods may include essays, seminar papers, formal written examinations, in-class tests, project work, design and verbal presentations, workshops, simulations, and practical exercises.

Teaching staff are drawn primarily from the Department of Sport and Health Sciences, but will include visiting speakers from business and industry, local government, consultancies, research bodies and other universities.

The Functional Food Centre is an internationally-renowned research group consisting of visiting professors, fellows, research assistants and PhD students, who are all researching nutrition and food topics.

Specialist facilities

As one of the biggest European Centres for Glycaemic Index testing, the Functional Food Centre boasts impressive facilities including a dedicated product development kitchen and fully equipped sensory booths

How this course helps you develop

There are a number of networking opportunities with people from the nutrition profession through the Functional Food Centre's links with the food industry, public health bodies and other research institutes. In addition, students will benefit from the experience of meeting and listening to high-profile speakers from food companies, government and other universities who give key-note lectures.

Careers

Graduates pursue a range of nutrition-related careers, particularly in health promotion as food and health co-ordinators: in industry with food and drink manufacturers and retailers, medical food companies, food service providers and trade associations; in government and policy to improve the health of the population; and in research in universities, food companies or research institutes.

Free language courses for students - the Open Module

Free language courses are available to full-time undergraduate and postgraduate students on many of our courses, and can be taken as a credit on some courses.

Please note that the free language courses are not available if you are:
- studying at a Brookes partner college
- studying on any of our teacher education courses or postgraduate education courses.

Research areas and clusters

We have a number of research strengths and exciting projects currently underway that you can can get involved in during your research projects.Some of the areas of interest include:
- Glycaemic control and the development of low glycaemic index foods
- Female nutrition and the role of the menstrual cycle in energy regulation
- Appetite and satiety
- Childhood obesity and the factors influencing it
- Sensory testing of foods
- Weight management
- Management of type 2 diabetes with nutrition and physical activity
- Functional food ingredients and their effect on energy regulation
- Antioxidant properties of foods

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The programme provides a multi-disciplinary advanced education in public policy and ageing studies; specifically how the challenges that arise in economic, social, political and health arenas are perpetuated or remediated by the state, the market, the voluntary sector and the family. Read more
The programme provides a multi-disciplinary advanced education in public policy and ageing studies; specifically how the challenges that arise in economic, social, political and health arenas are perpetuated or remediated by the state, the market, the voluntary sector and the family.

Key benefits

• Led by the Institute of Gerontology, one of the leading centres for the study of ageing and later life worldwide, and run in conjunction with the Department of Political Economy.
• Provides a truly interdisciplinary programme drawing on a wide range of professional and disciplinary expertise and experience including policy analysts, sociologists, demographers, geriatricians, and clinicians.
• Offers close links with, and regular speakers from, social policy and healthcare arenas to give students insights and up-to-the-minute knowledge of these areas as they affect ageing and older people.
• Offers an awareness of national, cross-national and comparative perspectives of ageing populations, the ageing process and older people in society throughout the programme.
• Provides strong links with King’s Health Partners, one of only six Academic Health Sciences Centres in England bringing together three NHS Trusts (Guy’s and St. Thomas’, King’s College Hospital, and South London and Maudsley).
• Provides internship opportunities with policy and voluntary organisations to enhance students’ employability and career opportunities.
• Programmes are available at PG Certificate, PG Diploma and Masters degree level.

Visit the website: http://www.kcl.ac.uk/study/postgraduate/taught-courses/public-policy-and-ageing-ma-pg-dip-pg-cert.aspx

Course detail

- Course purpose -

Aimed at students interested in government, policy, politics, NGOs, voluntary sector, development work, comparative studies and ageing who wish to develop specialist understanding of policymaking for old age and ageing populations. It combines theoretical studies of public policy with multidisciplinary studies of ageing and later life.

- Course format and assessment -

Lecture and tutorial-based teaching using problem-based tasks and projects, assessed through coursework essays and written examinations. Dissertation based on an independent project.

Career prospects

Students have gone onto pursue a range of careers including analytical positions in government and the public sector, policy positions in public and voluntary organisations and think tanks, consultant positions in geriatric medicine and psychiatry, specialist health care practice focusing on older people, and research and academic posts in universities internationally. Many of our students now work in strategic positions promoting the well being of older people around the world.

How to apply: http://www.kcl.ac.uk/study/postgraduate/apply/taught-courses.aspx

About Postgraduate Study at King’s College London:

To study for a postgraduate degree at King’s College London is to study at the city’s most central university and at one of the top 20 universities worldwide (2015/16 QS World Rankings). Graduates will benefit from close connections with the UK’s professional, political, legal, commercial, scientific and cultural life, while the excellent reputation of our MA and MRes programmes ensures our postgraduate alumni are highly sought after by some of the world’s most prestigious employers. We provide graduates with skills that are highly valued in business, government, academia and the professions.

Scholarships & Funding:

All current PGT offer-holders and new PGT applicants are welcome to apply for the scholarships. For more information and to learn how to apply visit: http://www.kcl.ac.uk/study/pg/funding/sources

Free language tuition with the Modern Language Centre:

If you are studying for any postgraduate taught degree at King’s you can take a module from a choice of over 25 languages without any additional cost. Visit: http://www.kcl.ac.uk/mlc

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This course focuses on the normal and abnormal changes that occur in the human brain from childhood through to adulthood through to old age. Read more
This course focuses on the normal and abnormal changes that occur in the human brain from childhood through to adulthood through to old age. Key topics include rare cognitive neuropsychological disorders and relatively common clinical and neurodegenerative disorders. The course is taught by staff members who conduct cutting-edge research in these fields and by professionals in educational psychology, clinical psychology and neuropsychology.

You'll have the opportunity to apply for a placement at one of two long established progressive specialist neurological care and rehabilitation facilities, where you'll gain valuable clinical experience. If you're more interested in research, internal placements working with a member of staff in the Psychology Research Group will be offered as part of the course.

Through the study of normal and abnormal patterns of development across the lifespan, this course provides a fascinating programme of study if you're wishing to become a researcher in this area and/or are seeking further professional development by gaining a unique and relevant qualification in an increasingly difficult job market.

Core units:
Ageing & Neurodegenerative Disorders
Advanced Research Methods
Clinical & Cognitive Neuropsychology
Neurodevelopmental Disorders
Advanced Statistics
Key Transferable Skills- Presentation & Scientific Writing
Research Project.

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If you’re committed to a career as a qualified systemic psychotherapist then this postgraduate certificate (PG Cert) is your first stepping stone. Read more
If you’re committed to a career as a qualified systemic psychotherapist then this postgraduate certificate (PG Cert) is your first stepping stone. Over two years you’ll study flexibly to fit around your work commitments. The course is also for any professional who wants to develop skills in working systemically with individuals, couples and families.

See the website http://www.anglia.ac.uk/study/part-time/family-therapy-and-systemic-practice

Our PG Cert is the first two years of a four-year qualification for Family and Systemic Psychotherapy. Made up of two modules, our course is accredited by the Association of Family Therapy (AFT), so you can be confident that you’re developing skills that are up-to-date and relevant for a career in family psychotherapy. Each module can be studied alone as part of your continued professional development, or they can be combined as you work towards your full training to become a qualified systemic (family) psychotherapist.

Our course is suitable whatever client groups you work with and will build on your knowledge, beliefs and experiences within your own work context. You’ll develop a deep understanding of systemic thinking and practice and how to put this into practice with clients and families, exploring a range of presenting problems and contexts spanning the lifecycle from birth to old age.

Teaching times: Year 1, Tuesdays 3-8pm. Year 2. Wednesdays 3-8pm. Seventeen weeks of the year during term-time.

See the website http://www.anglia.ac.uk/study/part-time/family-therapy-and-systemic-practice

Careers

By successfully completing your PG Cert you’ll be able to continue your studies to the completion of your MSc, which will then allow you to register as a family and systemic psychotherapist, on the basis that you fulfil AFT requirements. You’ll also be able to refer to yourself as a systemic practitioner, which will be a significant addition to your professional portfolio.

- Links with industry and professional recognition
Our course is carried out at a Child and Adolescent Mental Health Unit and we have strong links with the local mental health trust, allowing you to come into contact with a wide range of professionals already working in family psychotherapy.

Core modules

An Introduction to Working Systemically with Individuals, Couples and Families
Further Developments in Systemic Practice

Please note that you will need to complete all of the above core modules. This course does not have any optional modules. Modules are subject to change.

Assessment

You’ll be assessed in a range of ways to determine your expertise as an advanced reflective practitioner, including case and paper presentations to peers, a reflective portfolio, a case study and, at the end of the second module, a presentation to peers on a systemic concept of your choice and its application to practice. Assessment is on-going throughout the course and small group learning develops your skills with formative and informal feedback available on an ongoing basis.

Your faculty

The Faculty of Health, Social Care & Education is the largest provider of health, social care and education courses in the East of England, with over 6,000 students from more than 20 countries.

With 95% of our students finding full-time employment within six months of graduating, you can be sure that our courses have been designed with your career in mind. We’ve been educating nurses, midwives and social workers for over 25 years.

At the cutting edge of research, we offer a range of internationally recognised undergraduate and postgraduate degree courses taught by friendly and experienced staff.

Designed to enhance your learning experience, our facilities include state-of-the-art simulated skills laboratories that mirror real-life clinical situations and UK hospital wards. Our students also benefit from our Early Childhood Research and Resource Centre; a space in which they can experiment with equipment and play activities.

You’ll study in an exciting, modern faculty which has strong links with regional, national and international organisations, including healthcare trusts, schools and academic institutions.

Your enthusiasm. Our passion. Your best foot forward.

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This course explores the biological basis of age-related musculoskeletal decline and associated pathologies, including factors influencing the decline and interventions to maintain good musculoskeletal health as we age. Read more
This course explores the biological basis of age-related musculoskeletal decline and associated pathologies, including factors influencing the decline and interventions to maintain good musculoskeletal health as we age.

With rapidly changing demographics, falling birth rate and increasing life expectancy, we are an ageing population. However, healthy lifespan is not keeping pace with increased longevity and people are living longer but not necessarily in good health.

A significant contributor to ill health in old age is physical frailty and poor musculoskeletal function and health. Osteoarthritis alone affects 6 million people in the UK and the health consequences of low physical activity, in terms of years of life lost, are more significant than those of smoking.

The course is aimed at life science graduates interested in gaining an in depth understanding of the ageing process and how it specifically affects musculoskeletal function and health. It is suitable for those considering a research career as this Masters programme has a significant research component and the course is taught exclusively by active researchers in a national centre of excellence.

Designed also to appeal to allied health professionals, such as physiotherapists, dieticians and those working with the elderly in a clinical context. Supplying students with an in depth understanding of musculoskeletal ageing, equipping them with practical skills to assess and research the topic and learning practical approaches to minimise the impact of ageing on this major body system are the aims of this course.

About the College of Medical and Dental Sciences

The College of Medical and Dental Sciences is a major international centre for research and education, make huge strides in finding solutions to major health problems including ageing, cancer, cardiovascular, dental, endocrine, inflammatory diseases, infection (including antibiotic resistance), rare diseases and trauma.
We tackle global healthcare problems through excellence in basic and clinical science, and improve human health by delivering tangible real-life benefits in the fight against acute and chronic disease.
Situated in the largest healthcare region in the country, with access to one of the largest and most diverse populations in Europe, we are positioned to address major global issues and diseases affecting today’s society through our eight specialist research institutes.
With over 1,000 academic staff and around £60 million of new research funding per year, the College of Medical and Dental Sciences is dedicated to performing world-leading research.
We care about our research and teaching and are committed to developing outstanding scientists and healthcare professionals of the future. We offer our postgraduate community a unique learning experience taught by academics who lead the way in research in their field.

Funding and Scholarships

There are many ways to finance your postgraduate study at the University of Birmingham. To see what funding and scholarships are available, please visit: http://www.birmingham.ac.uk/pgfunding

Open Days

Explore postgraduate study at Birmingham at our on-campus open days.
Register to attend at: http://www.birmingham.ac.uk/pgopendays

Virtual Open Days

If you can’t make it to one of our on-campus open days, our virtual open days run regularly throughout the year. For more information, please visit: http://www.pg.bham.ac.uk

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This MSc in Applied Clinical Nutrition is intended for frontline health professionals who provide advice to the public about nutrition-related aspects of health and disease. Read more
This MSc in Applied Clinical Nutrition is intended for frontline health professionals who provide advice to the public about nutrition-related aspects of health and disease. It has been developed to meet the growing need for community and acute care professionals to have a fundamental knowledge of nutrition, as they become increasingly tasked with the responsibility to provide nutritional support and advice.

You will acquire an in-depth knowledge of the relationship between diet and disease, from the molecular to the population level, and discover the nutrients required throughout each stage of the life cycle to maintain optimal health status. You will also develop a clear understanding of the factors that determine behaviour change in relation to nutrition and health.

If you are a health professional that would like to advance your knowledge of the role nutrition plays in managing health to a high level, this course will equip you with the necessary nutritional expertise to work alongside nutrition-based health professionals to make important contributions to the nutritional wellbeing of patients.

What will I study?

You will learn about the metabolism of nutrients with regards to their effect on the causation and prevention of disease and explore the psychological models of behaviour and behaviour change in relation to food choice. The dietary and nutrient requirements needed to maintain optimal health status from pre-conception to old age will also be considered.

A key element of the programme is the development of nutritional assessment competencies including dietary assessment, anthropology and functional tests in order to learn about nutrition support and the role it plays in improving health outcomes. In addition, you will study the concept of nutrition counselling to enable you to approach patients sensitively and confidently when nutritional status is a concern for health outcomes.

The knowledge and skills you develop throughout the course will be utilised in a project-based module that will provide you with the opportunity to complete a research project relevant to your own interests or area of employment. This will be underpinned by a dedicated module enhancing your knowledge of research methods and the research process.

How will I study?

The programme incorporates a variety of teaching and learning strategies including lectures, workshops, student-led seminars, practical activities and case studies. This varied approach is designed to meet a range of learning needs, encourage problem-solving skills and foster peer discussion and communication. Teaching will usually be delivered during the daytime.

How will I be assessed?

Assessment methods are varied and include a combination of essays, case studies, presentations and examinations.

Who will be teaching me?

You will be taught by specialists in the fields of nutrition, health, physiology, biochemistry and psychology. The programme team are actively engaged in nutrition-related research and consultancy and will use this expertise to support and enhance your learning experience.

What are my career prospects?

You will be able to register with the Association for Nutrition as an Associate Nutritionist upon completion of the course via the submission of a portfolio of evidence.

This programme provides ideal preparation to progress into nutrition-related roles in many organisations within the public and private sector. These include local authorities, charitable organisations, the NHS, health promotion organisations, the leisure industry and the private sector. Alternatively, you may wish to progress onto PhD study to further develop a specialist knowledge of nutrition.

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'Pensions, Aging and Retirement' is one of the specialized tracks of the Master's program in Economics. Tilburg University is ranked #11 worldwide in Business and Economics (Times Higher Education, 2016). Read more
'Pensions, Aging and Retirement' is one of the specialized tracks of the Master's program in Economics.

Tilburg University is ranked #11 worldwide in Business and Economics (Times Higher Education, 2016).

Understand the economic aspects of pensions, aging and retirement:
Aging populations increasingly raise economic and policy questions on a firm and national level for every developed country - creating an urgent demand for professionals with the expertise to offer informed solutions.
The track 'Pensions, Aging and Retirement' will bring you a scientific understanding of the various aspects of aging.

Create solutions for financial institutions and government policy:
You will learn how economic theories and models can be applied to create solutions for financial institutions and government policy. The track is closely linked to research institute Netspar which is a renowned institute involved in the development of financial products and facilities for the ‘old age’ European citizens.

Career perspectives

This track offers you a qualification that leads to a host of different career options in the public and private sector as well as academia, thanks to the growing demand for specialists with in-depth knowledge of the issues pertaining to aging societies.

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Geriatric medicine is an expanding, acute speciality. With increasing numbers of elderly people the need for specialist training will continue. Read more
Geriatric medicine is an expanding, acute speciality. With increasing numbers of elderly people the need for specialist training will continue.

This comprehensive course is offered in collaboration with the North Western Postgraduate Medical Deanery and will ensure that the theory underpinning knowledge is delivered alongside and applied to the clinical situation. It meets the needs of clients and physicians and ensures that a quality service is delivered effectively and efficiently. It is a modular course delivered off-site on a part-time, day release basis

Visit the website: http://www.salford.ac.uk/pgt-courses/geriatric-medicine

Suitable for

Specialist registrars in geriatric medicine.

Format

All teaching will endeavour to be evidence-based, holistic and multi-disciplinary, recognising that there is more to modern practice than simply technical medicine. It is a modular course delivered off-site on a part-time, day release basis.

Modules

• Medical Ethics and Law (30 credits)
• Medical Training and Communication (15 credits)
• Health Service Management (15 credits)
• General Principles of Ageing (30 credits)
• Common Diseases of the Older Adult I (30 credits)
• Common Diseases of the Older Adult II (30 credits)
• Psychiatry of Old Age (30 credits)
• Medicine of the Older Adult (30 credits)
• Dissertation (60 credits)

Assessment

A mixture of the following:

• Presentation
• Written assignments
• Teaching session

Career Prospects

This exciting and innovative course will enable you to gain a critical appreciation and in-depth understanding of the theoretical background underpinning your speciality. It also provides an opportunity to critically evaluate and appraise the current contextual and practice issues involved in the delivery of your specialist field.

How to apply: http://www.salford.ac.uk/study/postgraduate/applying

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At present we are experiencing an unprecedented seniorpopulation growth, which means that older people and related ageing issues are more prominent than ever. Read more
At present we are experiencing an unprecedented seniorpopulation growth, which means that older people and related ageing issues are more prominent than ever. More than half of all elderly people, who have ever lived, are alive today. Thanks to recent, successful advances in medical research concerning treatment of cumulative damage sustained by the ageing body, death has been banished to old age.

Thus, the ageing process can be (partially) avoided and extended if sufficient energy is invested into maintenance and repair. We can anticipate ongoing improvements in the length and quality of our lives and expect a future with more years lived in good health. This has major consequences for persons, organisations and societies.

Visit the website: http://en.mastersinleiden.nl/programmes/vitality-and-ageing/en/introduction

Course detail

Care for the elderly differs from that of children and adults, as it often involves the treatment of multiple, concurrent diseases. Therefore, the elderly require a different, integral treatment strategy. This essential new way of thinking and operating is not sufficiently incorpoorated in current academic and clinical practice yet. This master aims to address this gap.

Consequences of getting older

Despite best efforts, for older persons life often ends with a period of poor health and disabilities. Care for the elderly differs from that of children and adults, as it often involves the treatment of multiple, concurrent diseases (multi-morbidity) which leads to under- and over-treatment. Above all, not only purely biomedical aspects need to be considered but other influencing factors such as vitality and social networks. Healthcare organisations and governmental organisations face the challenges of our aging society.

For pioneers of tomorrow

Applications will be accepted from young students who realise that the question of ageing is a great and important societal challenge. Students have various backgrounds, to inspire multidisciplinary thinking and working. Students come from various countries, as the problems are common to all societies. Students are looking to deepen their knowledge of ageing, improve their basic scientific and academic skills and develop themselves to powerful professionals. Upon successful completion of the master’s degree, they will be able to shape the future of the ageing society.

Reasons to choose Vitality and Ageing at Leiden University:

- Group of international students
- Intensive supervision and personal development
- Multidisciplinary programme
- Theoretical and practical
- Excellent national and international teachers
- LUMC: ‘ageing and vitality’ is prominent theme in research and education

Careers

The master’s programme focuses on biological aspects of the ageing process (gerontology), and medical aspects of the care for elderly people (geriatrics). The organisation and management of the health care process, and society is also closely examined. These different perspectives are an excellent preparation for various follow-up steps, including:

- further education in science (leading to a PhD degree)
- further medical education (geriatrics, internal medicine, general practice)
- management position in care organisations or governmental organisations

How to apply: http://en.mastersinleiden.nl/arrange/admission

Funding

For information regarding funding, please visit the website: http://prospectivestudents.leiden.edu/scholarships

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Modern life and society require people to stay mobile. While this is true for all stages of life, it is in particular important when we grow older. Read more
Modern life and society require people to stay mobile. While this is true for all stages of life, it is in particular important when we grow older. This master programme equips you with the knowledge and skills to study human behaviour in traffic, and to conceive of interventions that keep people mobile.

Reduced mobility in old age results in a significant increase in the cost to society, not only because of the need for hired transport but also because of secondary consequences, like less social integration, lower satisfaction with life, and reduced mental agility, which can then lead to tertiary consequences like isolation and depression.

This programme makes you an expert in this field. Different disciplines cover the broad theme of mobility and offer courses that examine social perspectives, that consider how a decline in the ability to process information affects mobility, and that focus on the clinical effects of ageing (e.g. dementia). A practical course element provides hands-on training using state-of-the-art assessment techniques and instruments. This will enable you to acquire the skills you will need in the applied and research field, e.g. for assessment in the field and in advanced driving simulators.

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Learn how to teach science and chemistry to 11 to 16-year-olds with this National College for Teaching and Leadership (NCTL)-accredited PGCE School Direct course. Read more
Learn how to teach science and chemistry to 11 to 16-year-olds with this National College for Teaching and Leadership (NCTL)-accredited PGCE School Direct course. You’ll attend sessions at both London Met and one of our partnership schools in London, learning the principles of teaching chemistry and getting the vital hands-on experience necessary for later employment. Trainees on our PGCE School Direct Secondary courses achieve high results, with 95% receiving an Ofsted good or outstanding grade by the end of the course and 96% going on to obtain employment, often with one of their placement schools. In the most recent (2014-15) Destinations of Leavers from Higher Education (DLHE) survey, 100% of graduates from this course were in work or further study within six months.

More about this course

Successfully complete this NCTL-accredited PGCE Secondary Science with Chemistry course to achieve Qualified Teacher Status (QTS) and become a science teacher for students up to 14 years old and chemistry teacher for 15 to 16-year-olds. You may also the opportunity to teach at the 16 to 18 age range.

You’ll develop your teaching strategies and pedagogical techniques at London Met as well as exploring the fundamentals of how children learn. These study sessions will include collaborative projects and school-based work with other trainees, as well as how to implement teaching and pupil assessment.

The PGCE School Direct course benefits from our London location, which will widen your experience of teaching in multicultural urban environments. Through your two placements at our partnership secondary schools, you’ll help develop lesson plans and contribute to the development of pupils’ scientific skills and knowledge. London Met also provides you with the opportunity to teach children over 16 years old wherever possible.

We place great emphasis on the importance of gaining feedback from your peers and colleagues during your placements. You’ll complete a weekly reflection and contribute to discussions online in order to further develop your understanding of the role of a secondary teacher. Our commitment to your development has lead to positive reviews from Ofsted:

"Headteachers are particularly complimentary about the fact that the trainees and newly qualified teachers are prepared well to meet the specific challenges of pupils in the context of London schools."
Ofsted 2015.

Your assessment will consist of four elements:
-School placement A
-School placement B, where your teaching ability will be assessed in relation to the standard for Qualified Teacher Status
-A Professional Practice Portfolio, which is compiled throughout the year, detailing personal experiences and reflections on your development as a teacher, largely in relation to your practical teaching experience
-The Educational Research Assignment, which allows you to explore an educational issue

There are no examinations.

Professional accreditation

This course is accredited by the National College for Teaching and Leadership (NCTL).

Modular structure

The modules listed below are for the academic year 2016/17 and represent the course modules at this time. Modules and module details (including, but not limited to, location and time) are subject to change over time.

Year 1 modules include:
-Curriculum Studies (core, 30 credits)
-Professionalism and Inclusive Practice (core, 30 credits)
-School Experience to Progress Point 2 (core, 15 credits)
-School Experience to Progress Point 5 (core, 45 credits)

What our students say

“The course is well-structured and gives a solid grounding in the pedagogical disciplines needed for a career in teaching. However the highlight for me has been the quality of the subject tutors. All the tutors I have worked with have been highly knowledgeable, approachable and more than capable of pushing students to reach their potential as future teachers.” Martin Gadgill, trainee of our PGCE Secondary Science with Chemistry

After the course

On successful completion of the course you will achieve Qualified Teacher Status (QTS) for teaching science at Key Stage 3 (ages 11 to 14 years old) and Key Stage 4 (ages 14 to 16 years old), and your chemistry specialism at Key Stage 4. London Metropolitan's students have an excellent rate of gaining Qualified Teacher Status and finding teaching positions within six months of graduating. Our trainees have gone on to become chemistry teachers at schools including Cardinal Pole Catholic School, South Hampstead High School, Platanos College and more.

Funding

Funding is available for many postgraduate courses leading to Qualified Teacher Status (QTS). Depending on your teaching subject and degree classification, you may be eligible for a bursary or scholarship of up to £30,000 through the teacher training bursary.

Moving to one campus

Between 2016 and 2020 we're investing £125 million in the London Metropolitan University campus, moving all of our activity to our current Holloway campus in Islington, north London. This will mean the teaching location of some courses will change over time.

Whether you will be affected will depend on the duration of your course, when you start and your mode of study. The earliest moves affecting new students will be in September 2017. This may mean you begin your course at one location, but over the duration of the course you are relocated to one of our other campuses. Our intention is that no full-time student will change campus more than once during a course of typical duration.

All students will benefit from our move to one campus, which will allow us to develop state-of-the-art facilities, flexible teaching areas and stunning social spaces.

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UCL's Scandinavian Studies MA offers an intellectually exciting and flexible range of options focusing on Nordic culture in a global context. Read more
UCL's Scandinavian Studies MA offers an intellectually exciting and flexible range of options focusing on Nordic culture in a global context. No prior knowledge of a Nordic language is required, though students can opt to consolidate their language or translation skills, or to start Danish, Finnish, Icelandic, Norwegian or Swedish from scratch.

Degree information

Option modules include advanced translation skills, Nordic cinema, Nordic literature in global perspective, the transnational politics of the region, and material cultures as well as modules on Viking and medieval Scandinavia. Assessed modules are supplemented with workshops and a summer school providing opportunities for networking and career development in publishing, translation, filmmaking, and the heritage and creative sectors.

Students undertake modules to the value of 180 credits.

The programme offers two pathways: taught and research. Taught: one core module (30 credits), three optional modules (90 credits), dissertation (60 credits). Research: one core module (30 credits), two taught modules (60 credits), dissertation (90 credits).

A Postgraduate Diploma, one core module (30 credits), three optional modules (90 credits) full-time nine months or part-time two years, is offered. A Postgraduate Certificate, one core module (30 credits), one optional module (30 credits) full-time three months, part-time six months, is offered.

Core module - Language, Culture and History. This core module permits research into two areas of major contemporary interest; for example, topics explored during the current year include the following: Trauma; Memory; Visual Culture; Queer(y)ing Sexuality

Optional modules - students take a choice of optional modules on topics such as the following:
-Advanced Scandinavian Translation
-Nordic Cinema: Contextualising Dreyer, Bergman and Dogme 95
-Introduction to Old Norse
-Crime and Small Communities in Nordic Literature
-Advanced Old Icelandic Literature
-Sources for the Viking Age

Dissertation/report
All students undertake an independent research project which culminates in a substantial dissertation.

Teaching and learning
The programme is delivered through a combination of seminars, lectures and reading and language classes. Student performance is assessed through written examination, coursework, and the dissertation.

Careers

An MA in Scandinavian Studies offers prospects for employment in the private as well as in the public sector, whether in Scandinavia or in the English-speaking world. Former graduate students in the department are to be found in a range of challenging careers, which include work in IT and management, museums and university teaching.

Employability
In the UK and abroad, the Nordic countries are increasingly recognised for the success of their political and social model, and for their film, literature, food and design. Our MA graduates bring their deep understanding of Scandinavian culture to careers in which knowledge of the region is key: publishing, the arts, commerce and information management. Expertise in Nordic languages is rare in the UK, and employer demand is accordingly high. Our MA allows students to hone their Nordic language skills or to try a new language. Many of our graduates launch careers with translation companies and as freelancers.

Why study this degree at UCL?

UCL Scandinavian Studies is the largest independent Scandinavian department in the UK. Our research and teaching encompasses the languages, literatures, cultures, histories and politics of the entire Nordic region, ranging from the Viking Middle Ages to the present day.

Facilities are excellent: UCL boasts possibly the best Scandinavian Studies library outside Scandinavia, and students also have the outstanding collections of the British Library close at hand. Excellent links with universities in mainland Scandinavia, Iceland and Finland provide further benefits.

The department is home to the Viking Society for Northern Research, a leading publisher of Old Norse texts and monographs on medieval Scandinavia.

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This is a new strand of the PGCE Science where you will specialise in Physics. Students who successfully complete this route will be in a strong position to gain employment as teachers of Physics up to post-16 and general science at least to KS3 and possibly KS4. Read more
This is a new strand of the PGCE Science where you will specialise in Physics. Students who successfully complete this route will be in a strong position to gain employment as teachers of Physics up to post-16 and general science at least to KS3 and possibly KS4.

This course will attract bursaries from the Department for Education, for further information please visit the http://www.education.gov.uk.

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

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 UWE's 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. The course centres on learning about the nature, content and teaching of all aspects of the science curriculum for 11-16 year olds and of specialist Physics for 14-19 year old eg. A level.

During your 12 weeks of study at the university, a range of aspects of teaching and learning of the Science curriculum will be addressed, e.g.
• Common misconceptions in Science
• Learning Science through out-of school trips and visits
• Supporting Numeracy and literacy through Science teaching
• Safety in Science lessons
• The nature of Science

Format

We will introduce you to a range of teaching styles, classroom management skills, lesson planning and assessment procedures both in the University and through classroom support from teachers in schools. You will consider strategies to support young people in their learning of science. You will also consider the use of a range of teaching styles and resources, including the appropriate use of information and communications technology (ICT)'

You will participate in sessions with other Physics graduates, and in mixed Science groups. You will also work with graduates from other disciplines where cross-curricular issues, such as learning theories and behaviour management are covered. If you have the knowledge and the passion to teach Science with Physics then this PGCE course is for you.

We recognise that embarking on a new course of study can sometimes be quite a challenging undertaking. You will have support from a number of staff in the university including; your group tutor, a personal tutor from you 14 - 19 specialism (Physics). Additionally any student can get support on a range of issues from a Department Student Adviser.

Placements

24 weeks are spent on placement: a total of eight weeks in one placement during the autumn term and 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.

There is an opportunity to spend time in a primary school and some students may also visit other institutions, such as special schools, science learning centres or colleges of further education.

Trainees in some placements also have the opportunity for a third placement during the final weeks of the course.

You will also be provided with opportunities to work in collaboratively with young people as a whole subject group or with other scientists.

Assessment

In order to pass the course, trainees are required to pass each unit. They 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 Qualified Teacher Status (QTS) Before the end of the course it is recommended that trainees take the computer-based QTS skills tests in Numeracy, Literacy and ICT.

Careers / Further study

The Postgraduate Certificate in Education (PGCE) programmes now include 40 credits of assessment at Master's Level (Level M). For candidates who opt not to attempt the requisite credit at Level M, a Professional Graduate Certificate in Education will be available as an alternative award.

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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This is a new strand of the PGCE Science where you will specialise in Chemistry. Students who successfully complete this route will be in a strong position to gain employment as teachers of Chemistry up to post-16 and general science at least to KS3 and possibly KS4. Read more
This is a new strand of the PGCE Science where you will specialise in Chemistry. Students who successfully complete this route will be in a strong position to gain employment as teachers of Chemistry up to post-16 and general science at least to KS3 and possibly KS4.

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

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.

The course is part of UWE's 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. The course centres on learning about the nature, content and teaching of all aspects of the science curriculum for 11-16 year olds and of specialist Chemistry for 14-19 year old e.g. A -level.

Structure

During your 12 weeks of study at the university, a range of aspects of teaching and learning of the Science curriculum will be addressed, e.g.

• Common misconceptions in Science
• Learning Science through out-of school trips and visits
• Supporting Numeracy and literacy through Science teaching
• Safety in Science lessons
• The nature of Science

We will introduce you to a range of teaching styles, classroom management skills, lesson planning and assessment procedures both in the University and through classroom support from teachers in schools. You will consider strategies to support young people in their learning of science. You will also consider the use of a range of teaching styles and resources, including the appropriate use of information and communications technology (ICT).

Format

You will participate in sessions with other Chemistry graduates, and in mixed Science groups. You will also work with graduates from other disciplines where cross-curricular issues, such as learning theories and behaviour management are covered. If you have the knowledge and the passion to teach Science with Chemistry then this PGCE course is for you.

We recognise that embarking on a new course of study can sometimes be quite a challenging undertaking. You will have support from a number of staff in the university including; your group tutor and a personal tutor from your 14-19 specialism (Chemistry). Additionally any student can get support on a range of issues from a Department Student Adviser.

Assessment

In order to pass the course, trainees are required to pass each unit. They 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 Qualified Teacher Status. Before the end of the course it is recommended that trainees take the computer-based QTS skills tests in Numeracy, Literacy and ICT.

Careers / Further study

The Postgraduate Certificate in Education (PGCE) programmes now include 40 credits of assessment at Master's Level (Level M). For candidates who opt not to attempt the requisite credit at Level M, a Professional Graduate Certificate in Education will be available as an alternative award.

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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