• University of Bristol Featured Masters Courses
  • University of Derby Online Learning Featured Masters Courses
  • Aberystwyth University Featured Masters Courses
  • University of Leeds Featured Masters Courses
  • Northumbria University Featured Masters Courses
  • Jacobs University Bremen gGmbH Featured Masters Courses
  • University of Edinburgh Featured Masters Courses

Postgrad LIVE! Study Fair

Birmingham | Bristol | Sheffield | Liverpool | Edinburgh

Kingston University Featured Masters Courses
Nottingham Trent University Featured Masters Courses
King’s College London Featured Masters Courses
Xi’an Jiaotong-Liverpool University Featured Masters Courses
Teesside University Featured Masters Courses
"philosophy" AND "of" AND…×
0 miles

Masters Degrees (Philosophy Of Mind)

We have 117 Masters Degrees (Philosophy Of Mind)

  • "philosophy" AND "of" AND "mind" ×
  • clear all
Showing 1 to 15 of 117
Order by 
Master's specialisation in Philosophy of Mind (Research). Philosophy of mind and cognition touches on some of the most profound questions about ourselves. Read more

Master's specialisation in Philosophy of Mind (Research)

Philosophy of mind and cognition touches on some of the most profound questions about ourselves: What does it mean to have a mind? How is the brain related to the mind? What is consciousness? How can our mental states drive our actions? Do we have free will?

Traditionally, philosophy of mind is part of the analytical method in philosophy. Recently, however, a more phenomenological approach to typical questions in the philosophy of mind has provided a refreshing new look on old topics. Additionally, the advance of cognitive neuroscience is providing a new method to address old questions. Philosophy of Mind and Cognition in Nijmegen combines traditional analytical theorizing with insights from phenomenology and the empirical sciences.

Information for students of the Research Master

In Philosophy of Mind and Science you study problems such as mental causation, phenomenal consciousness and the nature of mental state attribution from the viewpoint of neurophenomenenology and the embodied embedded cognition paradigm.

The research carried out in this section (‘cognitiefilosofie') covers a number of traditional topics: mental causation, perception of, for example, colour, phenomenal consciousness and qualia, theories of mind, mental content and the nature of folk-psychology.

These subjects are specifically addressed against the backdrop of the idea that cognition is essentially embodied. This is the basic premise of the 'embodied embedded cognition paradigm', the 'enactive' approach to cognition and specific body-based forms of neurophenomenology.

Three smaller research projects take place within this section: (1) 'The Bisected Mind', the idea that folk psychology can be regarded as an interpretation of body-based behavioural tendencies and tries to reconcile indeterminacy of mental state attribution with mental realism (Slors). (2) 'Phenomenal Consciousness and Mental Causation', which addresses the problem of the causal efficacy of phenomenal states as well as the possibility of a science of consciousness (van de Laar). (3) 'Colour Perception', which aims to reconcile different theories on the nature of colour and colour perception by developing the idea that the concept of colour is multi-layered, instead of monolithic (van Leeuwen).

See the website http://www.ru.nl/masters/philosophy/mind

Career prospects

Philosophy has a unique role within contemporary society. Unlike other academic disciplines, its subject matter is not limited to one set of questions, or one domain of investigation. Philosophers delve into all aspects of science and society. In order to do this, they must possess two essential skills, namely the ability to analyse complex issues logically and conceptually and the ability to document their conclusions in clear and persuasive language. Such skills are not innate. They require intensive training. The Research Master's programme in Philosophy constitutes the first professional step towards the acquisition of these skills.

Job positions

This programme has been designed for people with the ambition to do research. Graduates tend to fall into three groups. A majority of the students continue their research within academia by applying for a doctoral programme in the Netherlands or abroad. We take particular pride in the fact that more than 75 percent of our graduates manage to obtain a PhD position within two years of graduating. A second group goes on to teach philosophy at secondary schools. And a third group enter research-related professions outside of education. Our graduates are also represented in journalism, science policy, and politics.

Our approach to this field

Philosophy has a unique role within contemporary society. Unlike other academic disciplines, its subject matter is not limited to one set of questions, or one domain of investigation. Philosophers delve into all aspects of science and society. In order to do this, they must possess two essential skills, namely the ability to analyse complex issues logically and conceptually and the ability to document their conclusions in clear and persuasive language. Such skills are not innate. They require intensive training. The Research Master's programme in Philosophy constitutes the first professional step towards the acquisition of these skills.

Our research in this field

What makes this programme special?

The English-taught Research Master's programme in Philosophy is a two-year course that is meant for students of proven ability who wish to prepare for an academic career in philosophy. We offer the following to provide you with the best possible academic background:

- A combination of internationally acclaimed research and excellent teaching

- Research seminars in the history of philosophy, continental philosophy and analytic philosophy

- A broad range of specialisations in Philosophical Anthropology, Metaphysics, Philosophy of mind, Philosophy of language and Logic, Philosophical Ethics, Social and Political Philosophy and the History of Philosophy

- An emphasis on the training of research skills

- A personal supervisor who guides you throughout the programme

- An excellent preparation for post-graduate life by means of the specialised character of the Research Master's thesis, which is composed of a publishable article and of a PhD research proposal

- A high chance of obtaining a PhD position in the Netherlands or abroad

- An international climate.

See the website http://www.ru.nl/masters/philosophy/mind

Radboud University Master's Open Day 10 March 2018



Read less
On this programme you will explore issues in philosophy of mind and the cognitive sciences, such as the nature of intentionality, physicalism, philosophical issues concerning rationality and interpretation, and consciousness. Read more
On this programme you will explore issues in philosophy of mind and the cognitive sciences, such as the nature of intentionality, physicalism, philosophical issues concerning rationality and interpretation, and consciousness.

You will be taught by a vibrant community of philosophers, who pursue original research on a wide range of topics giving you expert supervision for your dissertation.

Taught by experts – you will study alongside some of the finest minds in Philosophy. We are ranked second among all Philosophy departments in the UK in the Research Excellence Framework 2014.

Friendly and relaxed atmosphere – Staff within the Department of Philosophy are very approachable and happy to offer additional advice on academic performance.

Small classes – teaching on the masters-level modules involve mainly small-group seminars allowing you to really get to grips with the learning material. Experience of engagement with staff at an equal level

Be a part of an active postgraduate community – you will join a lively and stimulating Department where you can contribute to on-going research activities, including research seminars and events such as our weekly speaker series and various workshops, reading groups and conferences throughout the year.

Access to a wide range of services – as a postgraduate student you will have access to services such as the Academic Writing Advisory Service and the Bank of Assessed Work which will aid your transition from undergraduate to postgraduate level, or back into academia after a time away.

Read less
This two-year part-time Masters Degree in Literature and Arts course offers the opportunity to study the literature and arts of three different periods of English history (ranging from the c16th to the c19th) in an interdisciplinary manner over four five day residences and two online modules. Read more
This two-year part-time Masters Degree in Literature and Arts course offers the opportunity to study the literature and arts of three different periods of English history (ranging from the c16th to the c19th) in an interdisciplinary manner over four five day residences and two online modules. The course offers full access to the library and electronic resources of the university, a team of expert tutors, and a high level of personal and academic support.

VIDES (volume of interdisciplinary essays)

VIDES 2016 - Volume 4
In the second year, as part of the preparation for the dissertation, each student writes a short essay around two documents or artefacts which they have chosen which comment on a particular topic but from contrasting viewpoints. The student group is divided up into a number of small committees responsible for peer reviewing and editing the journal, deciding on its house-style and designing it.

To make navigation around the journal easier the volume is also presented on the open.conted site where you can find a list of all the essays with their abstracts to help you identify the essays which are of interest you. We hope you enjoy the read!

If you have enjoyed VIDES 2016 - Volume 4 you might also like to read VIDES 2015 - Volume 3, VIDES 2014 - Volume 2 and VIDES 2013 - Volume 1.

Visit the website https://www.conted.ox.ac.uk/about/mst-in-literature-and-arts

Description

This literature and arts course brings together the creative, intellectual and manufactured output of people in the past. It has a twofold aim – to explore the past through the lens of human creativity, and to inform our understanding of that creativity by studying the context within which it emerged. It is therefore an interdisciplinary programme which encompasses literature, art and architectural history, history, philosophy and theology. Based in Oxford, and taking full advantage of the remarkable human and cultural resources which this university has at its disposal, the literature and arts course is designed around three sequential periods of British history, from Early Modern (c.1450) to the early twentieth century (c.1914). By studying each period through a range of disciplines, students will acquire a broad and multi-faceted picture of the past. In this framework giant achievements such as Milton’s poetry or Wren’s architecture can be understood not only as products of their times but also in so far as they stand as uniquely inspired statements, or as harbingers of future developments.

Interdisciplinary study raises challenges for a student in terms of methodologies. How do I analyse and interpret a picture when I have only ever worked with text? A poem when I have only worked with documentary sources? A building when I have only ever studied abstract ideas? How do I make viable connections between these different areas of study? An online element offered towards the beginning of the course will provide the opportunity to discover, practise and develop these skills, and to engage with current theoretical discourses concerning the way scholars relate with their source material. Similarly a more advanced on-line component in the second year will focus on interdisciplinary research skills, including trying out those skills by contributing to a small volume of papers on a subject related to the chosen dissertation topic.

Whilst focusing on British history and culture, the course will begin with an introductory unit which sets Britain in a world context and explores her cultural relationship with the rest of the world since the sixteenth century. Using the layout of the Ashmolean museum’s international collections with its emphasis on global interaction, this unit will principally be concerned with the formation of British culture through the stimuli of influences beyond Europe.

The literature and arts course aims to enable students to specialise in certain disciplines and ultimately in a particular historical period, whilst structuring their learning within a strong contextual and critical framework. It aims to enable students to make the most of the university’s resources (e.g. its libraries, computer facilities, museums and historic monuments), to provide a high quality of academic and pastoral support, and to maximise the potential for learning within a peer group. It sets out to encourage a richly democratic view of cultural history in which all men’s and women’s lives play their part.

Programme details

Structure of the Literature and Arts Course
Year One

Two core courses in year one will introduce students to post-graduate research skills and methodologies and use a series of case studies to explore some of the challenges inherent in the practice of interdisciplinary study.

Students will also take two options during year one, which will allow them to begin to specialise either by period or theme.

Year Two

A third option at the start of year two will enable students to gain wide-ranging insight into their chosen area of study before deciding on their dissertation topic. A final core course in cultural theory will prepare the student for the writing of the dissertation. This involves writing an article for and contributing to the production process of the course's online journal, Vides. The dissertation occupies the final two terms of year two.

Core Courses

Core courses will be both residential and delivered through online distance learning modules.

Residences: students will attend tutorials, seminars and lectures during five-day residences in October, February and late June/July in year one and in October of year two, plus an initial residential induction weekend, prior to the first core course. Residences will account for eighty face to face teaching hours over the two years (structured around intensive discussion in seminars).

Distance-learning: these modules are fully supported by a dedicated Virtual Learning Environment. Students will engage in on-line group discussions using the course website and email. Students will also have access to the electronic on-line resources of Oxford University's Library Services, including the Bodleian Library, and all other University libraries, including the English Faculty Library, the History Faculty Library, the Philosophy Faculty Library and the Theology Faculty Library. These modules are designed such that students need not have a sophisticated understanding of IT; materials may be provided in a variety of ways to suit the student's preference and situation.

In keeping with the Oxford ethos of tutorial instruction, individual tutorials and supervisions will be an integral part of the programme, most notably with regard to the dissertation. Individual supervision will be undertaken both face-to-face and by e-mail.

Options

Each of the options residences is structured in the same way, beginning with an historical introduction to the period and ending with a plenary discussing where connections can be made between the subjects studied through the week. The options are taught in the mornings and afternoons and represent a range of disciplines, specifically Literature, History, Visual Culture and Philosophy/Theology/History of Ideas. Each student chooses two options out of four offered. Please note that due to timetabling constrictions it is not always possible to allocate each student to their preferred options. The following list indicates the subjects which were available in 2014/15, there may be some changes for 2016.

Late Medieval and Early Modern
Shakespeare in History - Dr Lynn Robson
Tudor Monarchy– Dr Janet Dickinson
The Role of Wit, Conceit and Curious Devices in Tudor and Jacobean Art and Architecture - Dr Cathy Oakes
The Uses of History in Seventeenth-century England - Dr Gabriel Roberts

The ‘Long Eighteenth Century’
Writing, Money and the Market - Dr Carly Watson
British Collectors and Classical Antiquities – Dr Stephen Kershaw
The British Empiricists: Locke, Hume and Berkeley – Dr Peter Wyss
Overseas Trade and the Rise of Britain as a Superpower - Dr Mike Wagner

The ‘Long Nineteenth Century’
Love and Sex in the Victorian Novel - Dr David Grylls
Dante Gabriel Rossetti and Late Nineteenth Century British Culture – Professor Barrie Bullen
The British Empire and the Indian Mutiny– Dr Yasmin Khan
'Habits of Heart and Mind' - Victorian Political Culture – Professor Angus Hawkins

Dissertation

A dissertation of 11,000 words will be the focus of the final two terms of the second year.

The final core course, delivered in Hilary term of the second year, is envisaged both as a graduate-level survey of relevant cultural theory, which will provide the necessary intellectual contexts for the students' chosen dissertation topics, and as an opportunity to fine-tune the students' research and writing skills in preparation for the dissertation. After completing Vides, students will decide on their dissertation subject in consultation with the Course Director. They will be advised on reading lists and a timetable of work by their dissertation supervisor.

The dissertation is intended to demonstrate the student's knowledge and awareness of more than one subject discipline in this final piece of assessment.

Who should take the course?

The design of the Masters Degree in Literature and Arts is part-time over two years, and as such it is intended for gifted students who, due to their obligations to professional work or caring duties, would otherwise be unable to pursue higher degrees. The MSt in Literature and Arts is taught in the format of regular short residences in Oxford, together with an element of closely-monitored distance-learning.

The course is ideal for the following:

- Graduates in Humanities disciplines who have entered employment, but who wish to maintain their momentum of study progressing to a postgraduate qualification. This group will include teachers, librarians, and archivists, and others involved in humanities-related professions.

- Humanities graduates who would like to study part-time because of other responsibilities (including caring roles).

- Graduates who have reached a stage in life where they wish to pursue a new area of study, either for personal development, or to establish new career paths.

While the Masters Degree in Literature and Arts can be seen as a stand-alone qualification, it will also prepare students for doctoral work.

Find out how to apply here - http://www.ox.ac.uk/admissions/graduate/applying-to-oxford

Read less
This two year course uniquely combines a professional course; that is, an ARB/RIBA Part 2 course with a Cambridge Master’s degree in Philosophy. Read more
This two year course uniquely combines a professional course; that is, an ARB/RIBA Part 2 course with a Cambridge Master’s degree in Philosophy. It provides advanced teaching, research and practice opportunities in environmental design, including the social, political, historical, theoretical and economic aspects of architecture, cities and the global environment.

The course is a hybrid of independent research through design and a structured technical learning resource. It is designed for mature students that join the program with a distinct area of interest and provides guidelines to their scientific research, access to specialists of various fields relevant to their studies, and a matrix of deliverables that foster an informed body of work underpinned by a sophisticated set of design and presentation techniques.

The main outcome is a design thesis consisting of a detailed design proposition, supported by a written argument of up to 15,000 words. This is preceded by four essays or design exercises equivalent of 3,000 - 5,000 words. The course is closely connected with research interests within the Department’s Martin Centre for Architectural and Urban Studies. A number of the academics and researchers teach and supervise on the course.

Key benefits

- In the 2014 Research Excellent Framework, Cambridge Architecture’s research work was ranked 1st in the UK, achieving the highest proportion of combined World Leading research. 88% of the research produced by the Department was rated as World Leading or Internationally Excellent (Unit of Assessment 16: Architecture, Built Environment and Planning). This consolidates our top ranking established in the previous Research Assessment Exercise of 2008.

- Ranked 1st for Architecture by the Guardian's 2015 University Guide.

Visit the website: http://www.graduate.study.cam.ac.uk/courses/directory/aharmpaud

Course detail

The programme propagates a twofold understanding of environmental design and mediates between its technical/architectural, and social/political aspects. Both trajectories are studied within a specific geographic area/region, its local set of conditions and global entanglements setting the parameters for each student’s research. Based on the area/region’s characteristics, students speculate on the expansion and adaptation of one of its specific traits and its environmental performance. The outcome of this first part of the course is an experimental adaptation of an indigenous typology, producing a speculative environmental prototype. This prototype is examined scientifically and tectonically, using real and virtual modelling alongside various other media and serves a particular demand and a specific set of site conditions. Complementing this tectonic first part, the design direction of the second part of the course is broader in scale and highly speculative in nature. It draws upon the technical findings of the initial research, but focuses on the socio-political conditions and cultural traditions shaping the area of focus in order to build a set of far-reaching proposals. Together, both parts of this research through design result in a heightened understanding of the performance/efficiency/specificity of a certain environmental issue and the environment it is embedded in.

Format

The course is structured by two terms focusing on design and detailed technical analysis (residence in Cambridge), an interim field work period (elsewhere), and a third term focusing on regional analysis/research (residence in Cambridge). These complementary term components, together with the practice placement, provide an opportunity to explore distinct interests within design practice in various settings, whilst offering a sound framework to pursue meaningful research.

Candidates are free to choose a geographic area/region of their interest that frames their study throughout the programme. Following an initial familiarization with their chosen specific locality and a global assessment of the given environment at hand, students are expected to identify a technical/architectural issue that is indigenous or characteristic to the area/region of interest and holds potential to develop.

The focus shall be primarily with issues of contemporary construction, not excluding the consideration of historical or traditional building methods that are still prevalent. More generally, candidates develop an understanding of the complexity of environments and their various aspects being inseparable from, and integrated with each other. More importantly, however, students will develop highly particular areas of expertise that they may draw on for the remainder of the course.

The programme positively encourages students to develop complex architectural proposals that meet RIBA/ARB criteria for Part II exemption and to acquire knowledge and develop and apply research skills in the following areas:

- role of environmental and socio-political issues in architecture and urban design
- The wider environmental, historical, socio-cultural and economic context related to architecture and cities
- The building science and socio-political theories associated with architecture and urban design
- Modelling and assessment of building and urban design
- Monitoring and surveying of buildings and urban environments
- Human behaviour, perception and comfort, and their role in building and urban characteristics
- Research methods and their application through academic and design methods.

In so doing, the candidates develop the following skills:

Intellectual Skills

- Reason critically and analytically
- Apply techniques and knowledge appropriately
- Identify and solve problems
- Demonstrate independence of mind

Research Skills

- Identify key knowledge gaps and research questions
- Retrieve, assess and identify information from a wide range of sources
- Plan, develop and apply research methods
- Apply key techniques and analytical skills to a new context
- Report clearly, accurately and eloquently on findings

Transferable Skills

- Communicate concepts effectively orally, visually and in writing
- Manage time and structure work
- Work effectively with others
- Work independently
- Retrieve information efficiently
- Assimilate, assess and represent existing knowledge and ideas

Assessment

The design thesis represents 60% of the overall mark and consists of a:

- written dissertation of not more than 15,000 words (20%). The word count includes footnotes but excludes the bibliography. Any appendices will require the formal permission of your Supervisor who may consult the Degree Committee. Students submit two hard copies and one electronic copy of their thesis for examination at the end of May.

- design project (40%) submitted for examination at the end of July in hard and electronic copy.

Candidates present their design thesis to examiners at an Exam Board held at the end of the second year. Students must remain in or be prepared to return to Cambridge to attend the examination.

- Four essays or equivalent exercises of 3,000 - 5,000 words, including footnotes/endnotes but excluding the bibliography, on topics approved by the Course Directors will be presented for examination. The first three of these essays are submitted during Year 1; one at the beginning of the Lent (Spring) Term and two at the beginning of the Easter (Summer) Term. The remaining essay is submitted at the beginning of the Easter (Summer) Term in Year 2.

The first essay constitutes an essay or equivalent (5%) and an oral presentation (5%), the second is a pilot study (10%) and the third is a design submission (10%). The final essay is a project realisation essay (10%).

- The course requires regular written, visual and oral presentations in the Studio. Effective communication of research findings and design concepts are an important criterion in all areas of the students' work, and assessed at all stages.

- A logbook of work and research carried out during the fieldwork period will be presented at the beginning of the Easter Term of Year 2 for assessment. The logbook is not awarded a mark.

Continuing

To continue to read for the PhD degree following the course, MPhil in Architecture & Urban Design students must achieve an overall average score of at least 70%. Continuation is also subject to Faculty approval of the proposed research proposal, and, the availability of an appropriate supervisor.

How to apply: http://www.graduate.study.cam.ac.uk/applying

Funding Opportunities

Candidates for this course (which is not considered to be a 'research track' masters course) who are considered 'Home' for fees purposes are not eligible for most funding competitions managed by the University. Home students usually fund themselves and take out a loan from the Student Loans Company (see: http://www.slc.co.uk/).

General Funding Opportunities http://www.graduate.study.cam.ac.uk/finance/funding

Read less
This one-year programme (two years part-time) is designed to give a deeper understanding of historical, philosophical and cultural issues in science and medicine from antiquity to the present day. Read more
This one-year programme (two years part-time) is designed to give a deeper understanding of historical, philosophical and cultural issues in science and medicine from antiquity to the present day. Research training includes historical methods, philosophical analysis and socio-cultural models, providing an interdisciplinary environment for those interested in progressing to a PhD or those simply interested in HPSM studies.

Former students have gone on to attract major doctoral funding awards and jobs in the media, government and NGOs. The core teaching staff are attached to the Department of Philosophy, the Northern Centre for the History of Medicine (co-run with Newcastle University) and the School of Medicine, Pharmacy and Health. Modules are taught via lectures, seminars, personal tutorials and workshops. The diversity of staff research interests allows you to focus your research on a wide variety of topics, including historical, philosophical and/or cultural aspects of biology, biomedical ethics, the body, the environment, gender, medical humanities, medicine, and the physical sciences.

Programme Structure

Core Modules:
-Research Methods in the History and Philosophy of Science and Medicine
-Dissertation (Philosophy, Health, or History)

Optional Modules:
Students choose a total of three optional modules, with at least one from List A and one from List B. The module titles below are those offered in 2015/16. Not all the modules will necessarily run every year.
List A:
-History of Medicine
-Science and the Enlightenment
-Ethics, Medicine and History
-Gender, Medicine and Sexuality in Early Modern Europe
-Gender, 'Sex', Health and Politics

List B:
-Philosophical Issues in Science and Medicine
-Phenomenology and the Sciences of Mind
-Current Issues in Metaphysics
-Philosophy of Social Sciences
-Ethics of Cultural Heritage

Learning and Teaching

The MA in the History and Philosophy of Science and Medicine (HPSM) provides the opportunity for in-depth engagement with historical, philosophical and cultural issues in science and medicine from antiquity to the present day. In the process, students develop critical abilities and independent research skills in an interdisciplinary environment that prepare them for further postgraduate study and for a wide range of careers where such skills are highly prized.

Students select three topic modules from two lists of usually five historical and five philosophical options. They are also required to take a Research Methods in the History and Philosophy of Science and Medicine module and to complete a double-module dissertation in the Department of Philosophy, the Department of History, or the School of Medicine, Pharmacy and Health.

Topic modules are typically taught via seven two-hour seminars, two one-to-one tutorials, and a workshop at the end of the module. Seminars incorporate staff-led discussion of topics, student presentations and small group discussions, in the context of a friendly, supportive environment. Seminars serve to (i) familiarise students with topics, positions and debates, (ii) help them to navigate the relevant literature, (iii) refine their oral and written presentation skills and (iv) further develop their ability to independently formulate, criticise and defend historical and philosophical positions. Students are expected to do approximately four hours of reading for each seminar. In consultation with the module leader students decide upon an essay topic, and the most appropriate supervisor available for their topic is allocated. At this point, they begin a more focused programme of reading and independent study, and also benefit from the one-to-one supervisions with the expert supervisor. These supervisions provide more focused teaching, tailored to a student’s chosen essay topic. Supervisions further enable students to develop and refine their own historiographical or philosophical positions, convey them clearly and support them with well constructed arguments. In the workshop students present a draft of their essay and receive further feedback from their peers as well as staff.

The core modules of the programme are the Research Methods module and the double-module Dissertation. The former consists of nine seminars, each of 2 hours duration and a feedback session. They introduce students to relevant methodologies and approaches in the history of medicine, history of science, philosophy of science, and medical humanities, as well as to HPSM resources in the University Library, research tools, MA-level essay composition and format, and other research-related matters. They also include focused advice and discussion concerning dissertation proposals, which students are required to submit as part of this module.

Having completed the three topic modules and the research methods module, students start work on their dissertations. The nature of the dissertation will vary depending upon the topic studied and the department in which the module is undertaken. Students are offered up to six one-to-one tutorials of up to an hour each, with a supervisor who will be an expert in their chosen field. The supervisions help to further refine skills acquired during the academic year (such as presenting and defending an argument in a clear, structured fashion) and to complete a substantial piece of high quality independent research.

In addition to this core teaching, students benefit from a range of activities, including an MA Dissertation Workshop, research seminars of the Centre for the History of Medicine and Disease, and regular meetings of EIDOS, the Philosophy Department’s postgraduate society. They are welcomed as full participants in the Department’s research culture, and are thus strongly encouraged to attend a range of other events, including weekly Research Seminars, and occasional Royal Institute of Philosophy Lectures, conferences, workshops and reading groups. The programme director remains in regular contact with the students throughout the year and is available to discuss any issues that might arise (personal or academic).

Read less
The MA in Philosophy is a distance-learning programme designed for those with a broad interest in core areas of philosophical concern, such as mind and body, moral philosophy, philosophy of religion, and the history of philosophy. Read more
The MA in Philosophy is a distance-learning programme designed for those with a broad interest in core areas of philosophical concern, such as mind and body, moral philosophy, philosophy of religion, and the history of philosophy.

Course Overview

By focusing on such areas of Philosophy the MA Philosophy services the needs of graduates who wish to build upon their first degree in Philosophy or a cognate discipline, e.g. as preparation for a research degree.

The programme also meets the needs of teachers of A-level Philosophy, in that its modules overlap core parts of the A-level Philosophy curriculum, such as Philosophy of Religion, Ethics, and History of Philosophy (covered in the module The Philosophy of Philosophy).

However the MA Philosophy is sufficiently broad in extent to be also suitable for anyone who is looking to broaden their acquaintance with, and understanding of, philosophy as it is practiced in the English speaking world today.

Candidates will be able to choose from a range of modules covering a variety of different themes and specialist areas. The modules are built around the research specialisms of our academic staff all of whom are research active and regularly publish their thoughts and ideas.

The MA Applied Philosophy is a modular programme. In part I, students take six 20-credit modules. In part II, students are required to write a dissertation.

Modules

-Philosophy of Religion
-Moral Philosophy
-Mind and Body
-Knowledge and Culture
-Self and Society
-Social and Political Philosophy
-Applied Ethics
-The Self: East and West
-Buddhist Philosophy
-Continental Philosophy

Key Features

The programme is based upon an established pool of expertise in related concerns, and covers a range of projects undertaken over a number of years:

Staff are research active and regularly attend academic conferences.

Study cutting edge areas of academic interest

The staff expertise represents a considerable bank of knowledge and skills that will underpin this programme and will ensure student experience a high quality educational experience.

"Studying an MA in Philosophy with the University of Wales Trinity St David has been a personally challenging and enriching experience. If you have a desire for personal development and require flexibility with your studies then this is the place for you. The distance learning courses offer excellent value for money. You can avail of as much or as little supervision as you need and you are given feedback every step of the way. I have no hesitation recommending this programme of study." - Tanya Fitzpatrick, MA Philosophy

Assessment

Assessment is usually based on written work in the form of long and short essays, reports, book reviews and reflective pieces.

Read less
The MRes in Philosophy is a distance-learning programme and is divided into a 60 credit taught part and a Dissertation of 120 credits amounting to up to 30,000 words in total. Read more
The MRes in Philosophy is a distance-learning programme and is divided into a 60 credit taught part and a Dissertation of 120 credits amounting to up to 30,000 words in total. It is designed for those with a broad interest in core areas of philosophical concern, such as mind and body, moral philosophy, philosophy of religion, and the history of philosophy.

Course Overview

By focusing on such areas of Philosophy the MRes in Philosophy services the needs of graduates who wish to build upon their first degree in Philosophy or a cognate discipline, e.g. as preparation for a research degree.

The programme also meets the needs of teachers of A-level Philosophy, in that its modules overlap core parts of the A-level Philosophy curriculum, such as Philosophy of Religion, Ethics, and History of Philosophy (covered in the module The Philosophy of Philosophy).

However the MRes Philosophy is sufficiently broad in extent to be also suitable for anyone who is looking to broaden their acquaintance with, and understanding of, philosophy as it is practiced in the English speaking world today.

Candidates will be able to choose 3 modules from a range of modules covering a variety of different themes and specialist areas. The modules are built around the research specialisms of our academic staff all of whom are research active and regularly publish their thoughts and ideas.

Students will take a dissertation of 25,000-30000 words valued at 120 credits.

Modules

Students will choose three modules. Below is an illustrative list of modules available:
-Philosophical Research Skills
-Philosophy of Religion
-Moral Philosophy
-Mind and Body
-The Philosophy of Philosophy
-Aesthetics
-Environmental Philosophy
-Knowledge and Culture

Key Features

The programme is based upon an established pool of expertise in related concerns, and covers a range of projects undertaken over a number of years:

Staff are research active and regularly attend academic conferences.

Study cutting edge areas of academic interest.

The staff expertise represents a considerable bank of knowledge and skills that will underpin this programme and will ensure student experience a high quality educational experience.

Assessment

A range of assessment methods are used from essays and short written evaluation, to the creation of publicity flyers, feasibility reports, oral presentations and reflective pieces.

Read less
The Philosophy, Politics and Economics of Health MA aims to equip students with the skills necessary to play an informed role in debates concerning distributive justice and health. Read more

The Philosophy, Politics and Economics of Health MA aims to equip students with the skills necessary to play an informed role in debates concerning distributive justice and health. It explores the central ethical, economic and political problems facing health policy in the UK and globally, especially in relation to social justice.

About this degree

The programme covers relevant areas of moral and political theory, comparative policy analysis, and health economics, to allow students to come to a wide understanding of background issues, history and constraints, in order to be able to make a positive contribution to current debates in this field.

Students undertake modules to the value of 180 credits.

The programme consists of three core modules (45 credits), five optional modules (75 credits) and a research dissertation (60 credits).

A Postgraduate Diploma of 120 credits is available, consisting of three core modules (45 credits), and five optional modules (75 credits).

Core modules

  • Philosophy Politics and Economics of Health
  • Health Policy and Reform
  • Key Principles of Health Economics

Optional modules

Students may choose from the list of recommended modules below, or other relevant modules in UCL, with the approval of the convenors. Please note that some modules fill up very quickly, so places cannot be guaranteed.

  • Bioethics Governance
  • Comparative Human Rights Law
  • Law and Governance of Global Health
  • Global Justice and Health
  • Illness
  • Madness
  • Conflict, Humanitarianism and Health
  • Ethics and Regulation of Research
  • Contemporary Political Philosophy
  • Normative Ethics
  • Politics and Ethics
  • Health Inequalities over the Life-course
  • From Imperial Medicine to Global Health, 1860s to Present
  • Death, Dying and Consequences
  • Disability and Development
  • Introduction to Deafhood
  • Global Health and Development
  • Anthropology and Psychiatry
  • Medical Anthropology

Dissertation/report

All students undertake an independent research project which culminates in a dissertation of up to 12,000 words.

Teaching and learning

The programme is taught through a combination of lectures, seminars and tutorials. Student performance is assessed through examinations, presentations and coursework (depending on the options chosen), and the dissertation.

Further information on modules and degree structure is available on the department website: Philosophy, Politics and Economics of Health MA

Funding

Applicants for this programme may be eligible for a number of funding opportunities including UCL graduate scholarships. The Health Humanities Centre can nominate one candidate to apply for a Wellcome Trust Master's Award.

For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the Scholarships and Funding website.

Careers

Graduates have gone on to funded research in bioethics and in health policy, and to jobs in the health service, law, journalism, as well as medical education.

Recent career destinations for this degree

  • Public Health Doctor, NHS (National Health Service)
  • MBBS Medicine (Graduate Entry Programme), Newcastle University
  • Health Policy Adviser, Doctors of the World UK
  • PhD in Critical Theory, University of Brighton
  • Policy Officer, WHO (World Health Organization) and studying Medicine, The University of Western Australia

Employability

The programme equips students with an ability to think precisely and rigorously about complex problems in health systems and beyond; to work with others to explore solutions; and to write cogently and concisely. Public and private sector health employers and NGOs particularly prize these skills in graduates. The skills that the programme teaches also provide an ideal springboard to further academic study.

Careers data is taken from the ‘Destinations of Leavers from Higher Education’ survey undertaken by HESA looking at the destinations of UK and EU students in the 2013–2015 graduating cohorts six months after graduation.

Why study this degree at UCL?

This MA is the only Master's programme in the world of its type. The compulsory modules provide necessary core skills, while the wide range of options enables students to further their own particular interests.

UCL is at the forefront of research in interdisciplinary research and teaching in philosophy, health humanities and global health through units such as the Health Humanities Centre, the Institute for Global Health and the Institute of Health Equity. The programme draws on highly regarded researchers in a range of UCL departments, and students benefit by instruction from some of the leaders in their fields.

Students further benefit from UCL's location in London, which is one of the world centres of philosophical activity, home of a number of internationally renowned journals - Philosophy; Mind & Language; Mind - and which enjoys regular visiting speakers from across the world. London has over 60 active philosophers making it one of the largest and most varied philosophical communities in the world.



Read less
“The persuasive power of an odor cannot be fended off, it enters into us like breath into our lungs, it fills up, imbues us totally. Read more
“The persuasive power of an odor cannot be fended off, it enters into us like breath into our lungs, it fills up, imbues us totally. There is no remedy for it”

Patrick Suskind, Le Parfum

The inescapability of a scent’s inebriation is very much akin to the power of attraction of a beautifully designed dress. It is with this idea in mind that newest postgraduate course of IFA Paris was built: offering an innovative approach to Perfume and Cosmetics management through the integration of its 20 years expertise in fashion.

The philosophy of the MBA in Perfume and Cosmetics Management revolves around 3 pillars:

Discovery:
Students are being immersed in a workshop environment allowing them to get an intensive and practical training fostering creativity while at the same time allowing them to discover each strategic components and stakeholders of the beauty industry

Experimentation:
While travelling between IFA’s campus locations in Paris and Shanghai our students are able to experience first-hand the intrinsic characteristics of emerging and mature markets thanks to IFA Paris learning by doing pedagogy.

Self-affirmation:
The overarching Capstone thesis reflects the students’ commitment to the development of a unique and individual project.

The MBA in Perfume and Cosmetics Management also takes advantage of the unique heritage and bi-cultural affiliation of IFA Paris as it “sits” perfectly at the confluence of a geographical dichotomy:

The West as the upholder of traditional luxury values:
Participants will spend 2 terms in Paris in order to have access to what the rest of the world considers as the birth place of luxury.

The East as the catalyst transforming the “Luxe DNA”:
Thanks to IFA Paris unique combination of campus rotation system and synergetic curriculum, participants will be able to explore the latest market and technological evolutions in the beauty industry in an area of the world (North Asia) considered as the most important source of growth.

The development of 7 special seminars provides participants with “windows” into unique activities or phenomenon of the beauty industry. They are organized across our campuses of Paris and Shanghai according to the market specificities of those 2 locations. While in France students will be exposed to the traditional art of perfume making through an immersive experience thanks to our Olfactory Lab and our seminar titled “Parfums a la Francaise”. During their rotation in Shanghai participants will discover the booming segment of skin care for men and explore the different invasive and non-invasive plastic surgery techniques. The ultimate goal is to offer participants the opportunity to improve their professional portfolio with experiences that will ultimately render their profile more sophisticated and attractive to potential employers.

Finally, from inception to graduation, and regardless of their location, Postgraduate students of IFA Paris will benefit from the support of a unique department called the “Career and Alumni Center”. The industry relation arm of IFA Paris’ academic courses is in charge of organizing bi-weekly guest lectures and field trips to attune our students with the latest trends in the beauty industry.

Capitalizing on strong collaborations with groups such as LVMH, Richemont or Kering, the Career and Alumni Center will give access to exclusive brand launch events, fashion shows, art exhibitions or professional trade-shows in order to build the students’ own professional network.

Our MBA Courses are structured with the ECTS framework in mind as set by the Bologna Convention. Upon completion of their studies participants will gather a total of 120 ECTS that they will be able to transfer if they wish to further their studies. The Course is also accredited by IDEL/IDEART* and is certified as “International Master”.
*For more information feel free to visit http://www.idel-labels.eu

Course structure

Our Perfume and Cosmetics Management course covers a wide range of modules clustered into five main module groupings:

Marketing and Management:

This grouping encompasses a series of modules that will be sequentially planned based on the structure of a marketing plan. The overall body of knowledge acquired by the students will prepare them to:

Analyse complex marketing challenges based on practical case studies
Allocate resources strategically to achieve pre-determined objectives
Craft brand DNAs allowing for the achievement of a sustainable competitive advantage

Business Issues:

The capacity to listen and interpret markets’ signals is a key component of today’s managers. It needs to be continuously cultivated. Within this module grouping students will discover the idiosyncrasies of the fashion industry from an economic and financial view point.

Distribution and Retail:

New technologies are shaping the cosmetics and perfume offering of the 21st century in ways that do not always relate to product innovation. A large part of the most recent innovations concern the distribution and retail sector, with interesting cross-overs between the Fashion and the Cosmetics and Perfume industries.

Cosmetics and Perfume Environment:

Is perfume still a luxury? Are socially responsible brands more impactful? How is the impact of the fashion industry in the development of the cosmetics and perfume industry?... This module grouping will challenge students and develop their critical thinking approach in regards with the industry.

Cosmetics and Perfume Lifestyle:

While our MBA Program does not aim at creating technicians we believe it is important for our students to be totally immersed within the environment of cosmetics and perfumes. This is why we have devised a series of groundbreaking seminars and workshops: to allow our students to experience the specificities of the future industry they’ll be working for. From a week in an olfactory lab to test and create perfumes to a foray into the crafting of perfumes “A La Francaise”, everything has been devised to provide a groundbreaking experiential learning.

The Foundation workshop will be taught over 2 full weeks (75 Hours) and comprise the following modules:

Principles of Marketing – 15 Hours
Quantitative Research Approaches – 15 Hours
Accounting Principles – 15 Hours
Working Methodology – 15 Hours
Project Management – 15 Hours

Student Workload:

522 Hours of Face-to-Face lectures
783 Hours of Self-Study
840 Hours of capstone project
200 Hours of industry contact and collaboration

Read less
The UCL Doctorate in Clinical Psychology is the largest professional training course for Clinical Psychologists in the United Kingdom, and welcomes high-calibre candidates from the UK and abroad. Read more
The UCL Doctorate in Clinical Psychology is the largest professional training course for Clinical Psychologists in the United Kingdom, and welcomes high-calibre candidates from the UK and abroad. The course provides a first-rate training in clinical psychology, leading to a doctoral qualification accredited by the UK’s Health and Care Professions Council (HCPC) and the British Psychological Society (BPS). The Course’s overarching aim is to train independently minded, scientifically-oriented and compassionate clinicians capable of taking a leadership role in health services at home or abroad.

The UCL Course is at the forefront of many of the national and local developments and innovations which impact on the profession, and many members of staff are closely involved in NHS planning at both national and local level. We aim to equip trainees with the knowledge and skills they need to become effective clinical practitioners in a rapidly changing NHS. The Course has an explicitly pluralistic ethos and exposes trainees to a variety of approaches. It also encourages practice that demonstrates an awareness of equal opportunities and a sensitivity to the multi-cultural contexts routinely encountered in clinical work in London.

The course is three years in length and consists of a mixture of taught lectures, seminars and workshops running alongside a series of 6 placements based in clinical services in and around London. The academic programme is delivered by a highly experienced team of clinical psychologists, many of whom are world-leaders in their academic and clinical fields. The clinical placements provide trainees with opportunities to develop their skills under experienced supervision in a wide variety of contexts, using a broad range of models, and with a wide spectrum of clients.

As a course that is based in one of the world’s top research-intensive universities, UCL trainees have the opportunity to conduct high-quality research under the supervision of leading scientists in the field.

Core Purpose and Philosophy of the Course http://www.ucl.ac.uk/dclinpsy/docs/app_docs/core_purpose_and_philosophy

Applying to the Course

The course welcomes applications from interested candidates from the UK and EU. International candidates apply directly to UCL. Further details can be found on the following webpage: https://www.ucl.ac.uk/dclinpsy/international/

For details of the application process for UK and EU candidates, please choose from the options below.

At present trainees are full-time employees of the health service, and their University fees are paid directly by the NHS. Although there is a possibility that these arrangement may not apply to candidates entering programmes in 2017, this is unclear. As such, candidates should not be deterred from making applications.

This message will be updated as soon as more information is forthcoming.

The closing date for for receipt of applications for courses starting in Autumn 2017 is 1pm on 30th November 2016.

Further Entry Requirements

The UCL Doctorate in Clinical Psychology is a 3-year full-time programme which entitles graduates to apply for registration as a Clinical Psychologist with the Health Professions Council and as a Chartered Clinical Psychologist with the British Psychological Society.

Candidates need to meet some basic academic criteria. After that, they also need to demonstrate (by gaining some relevant clinical experience) that they have some awareness of the roles undertaken by clinical psychologists, are familiar with the sorts of clients psychologists see, and have an idea of the contexts within which psychologists work. In addition, they need to show that they have the appropriate personal characteristics needed to work effectively with a wide range of potentially vulnerable individuals, and to contribute to the work of fellow professionals in the NHS or equivalent organisations.


Candidates who have not achieved a good 2.1 may need to think carefully about whether it makes sense to pursue a training in Clinical Psychology, since it is unlikely that they will be offered a place on a Doctoral Course. However, we recognise that sometimes degrees under-represent someone's academic ability - for example, illness or major life-events may have meant that there were periods when it was hard to maintain a good standard of work. If this is the case applicants need to offer clear evidence of their academic capacity in their application. This evidence must be supported by an academic referee who has monitored the candidate's work and can clearly demonstrate that certain academic achievements results underestimate the applicant's academic abilities.

Candidates with a 2.2 will not usually be accepted on the course unless there is unequivocal evidence of subsequent academic achievement equivalent to a good 2.1. In practice this means obtaining a higher degree, but the type of degree needs to be thought about carefully. Some Masters degrees will not offer enough academic challenge, making it hard for an academic referee to make the unequivocal judgment about a student's ability that a course needs. The more academically demanding a course, the more likely it is that they will be able to do this.

Graduate basis for chartered membership
In order to be considered for a place on any training course in Clinical Psychology it is essential to have Graduate Basis for Chartered Membership (GBC)with the British Psychological Society (BPS), usually at the time of applying or certainly by the time shortlisting is completed (in February). Graduate Basis for Chartered Membership is the same as Graduate Basis for Registration: all that has changed is the name. So if you previously had GBR you will now have GBC. The usual way of obtaining this is by completing an undergraduate degree in Psychology, or by taking a qualifying exam or programme which confers eligibility.

Not all Psychology programmes confer eligibility for GBC. If you are unsure whether you are entitled to GBC you should check this with your programme staff or write to the BPS (St Andrews House, 48 Princess Road East , Leicester LE1 7DR; Tel: 0116 254 9568; e-mail: ) for more details.


Relevant clinical experience
In order to have a realistic chance of being selected it is essential to gain some relevant clinical experience before applying to the course. There are several reasons for this. It gives applicants a chance to test out whether work in this field is for them - it is much better to discover this before making a major career commitment. It also means that courses know that candidates' applications are realistic, and gives them an idea of how applicants have responded to the clinical work they have undertaken. Many trainees find that they make good use of their pre-training experience during training, so it is not 'wasted' time.

We know that asking for relevant experience causes people to think twice about applying for Clinical Psychology course. It means that there is a gap between completing an undergraduate degree and starting training, with no guarantee of getting on a course. This presents a real challenge to many people, not least a financial one. There is also a risk - widely recognised by courses - that potential applicants feel themselves obliged to work for a number of years in the hope of gaining enough experience to be taken onto a course. We know that most people work for around 1-2 years before getting on a course, and in most cases this should be sufficient.

Being clear about what counts as experience is hard to specify, especially because suitable posts vary enormously. As above, and very broadly, candidates should look for experience which gives them:

. an idea of what clinical psychologists actually do
. some direct clinical contact with the sort of clients psychologists work with
. an idea of what work with clients actually entails
. a sense of the organisational context in which clinical psychology usually operates

One common route is to find work as an Assistant Psychologist. These posts are advertised in the BPS Bulletin (distributed monthly to all members of the BPS) and also (although less frequently) in other relevant publications - for example, the health section of papers such as The Guardian.

As assistant posts are in relatively short supply, it is important to emphasise that they are not the only route to gaining relevant experience. For this reason applicants should think broadly about the possible options open to them. For example, employment in a social work context or as a nursing assistant in a psychiatric unit, or as a worker in a MIND Day Centre would be extremely valuable; all would count as relevant experience. Another route is to take a post as a research assistant, though the research should usually offer at least some direct involvement in a clinical area. It is worth remembering that a very "academic" research post would not give candidates much of a sense of how the clinical world operates, or how they react to the sorts of clients seen in clinical contexts.

There is something of a myth that applicants need to build an extensive 'portfolio' of experience, with more than one client group, and with a mixture of research and clinical experience. Speaking at least for selectors at UCL, we are not looking for this. We are looking for people whose posts map onto the bullet-pointed criteria just above, and who can show (and reflect on) the benefits of this experience in the way they present themselves. Basically it is the quality of experience - and what the person makes of it - that is as important as the quantity of experience.

Read less
Curating Science will enable you to develop an independent academic and curatorial practice at the intersection of histories, philosophies and social studies of science, science communication and museum studies. Read more

Curating Science will enable you to develop an independent academic and curatorial practice at the intersection of histories, philosophies and social studies of science, science communication and museum studies.

You will engage with current debates in science communication and interpretive practice in museums, including cutting-edge art-science practices that are reimagining ways of knowing and being in the 21st Century. Alongside this, you will be encouraged to develop innovative practices of dialogic and participative engagement, developing their own ways of convening public spaces for debate.

You will undertake a range of active learning activities from developing displays, programmes and events to developing digital content and designing their own research projects. You will be supported throughout by an interdisciplinary academic staff team drawn from museum and curatorial studies and the histories and philosophies of science, as well as professionals from our partner institutions.

Students can specialise in their own areas of interest, through choosing from an array of optional modules that explore contemporary curatorial strategies, technologies and media, cultural memory, histories of medicine, audiences, participation and engagement. You will have the option of undertaking a negotiated placement with a museum or heritage organisation.

Course content

All students on the MA in Curating Science will take three core modules.

The History and Theory of Modern Science Communication allows students to explore how science, technology and medicine have been communicated to a wider public in the past. Students will identify how the processes and purposes of science communication has changed over the last two centuries and debate the consequences for science communication of the introduction of new media, ranging from the radio to the internet. The module addresses these questions by surveying the development of science communication since 1750, and by examining the changing theoretical perspectives that have underpinned these developments. Students will learn to re-examine the processes of contemporary science communication in the light of a deeper understanding of this history.

Interpreting Cultures is underpinned by action learning and puts contemporary curation in an international context. From the outset, students work on an interpretation intervention with one of the archives and collections on campus (such as The Stanley & Audrey Burton Gallery; Special Collections; Treasures of the Brotherton; Marks and Spencer Company Archive; ULITA ― an Archive of International Textiles; Museum of the History of Science, Technology and Medicine). This intensive experience of project planning, management, collaboration and team working prepares students for the option of undertaking a negotiated work placement in the second semester or optional modules exploring audiences, participation or engagement.

Through our Advanced Research Skills modules, students are equipped to undertake assessments and ultimately develop their own research project. The modules build to a symposium in Semester 2 where students present initial research findings towards a dissertation on a research topic of interest.

In addition, students choose from a range of optional modules offered by the School of Fine Art, History of Art and Cultural Studies and the School of Philosophy, Religion and History of Science. These include the opportunity to complete a placement or consultancy project role in either curational approaches or engagement.

Course structure


Compulsory modules

  • Curating Science Individual project (dissertation / practice-led) 50 credits
  • Advanced Research Skills 15 credits
  • Advanced Research Skills 25 credits
  • Interpreting Cultures 30 credits
  • History & Theory of Modern Science Communication 30 credits

Optional modules

  • Making Sense of Sound 30 credits
  • Encountering Things: Art and Entanglement in Anglo-Saxon England 30 credits
  • Anthropology, Art and Representation 30 credits
  • Humanity, Animality and Globality 30 credits
  • Technology, Media and Critical Culture 30 credits
  • Placements in Context: Policy, Organizations and Practice 30 credits
  • Historical Skills and Practices 30 credits
  • The Origin of Modern Medicine (Birth of the Clinic) 30 credits
  • Audience Engagement and Impact 30 credits

Learning and teaching

You will be taught by leading researchers and experienced practitioners in their fields, and you’ll benefit from a range of teaching and learning methods. They include lectures and seminars, gallery and museum visits, as well as hands-on experience of specific collections in library sessions.

Assessment

We use a range of assessment methods including essays, presentations, assignments and literature reviews among others, depending on the modules you choose.

Career opportunities

Through a combination of theory and practice, the programme produces graduates who are able to develop professional careers in the museums and heritage sector whilst retaining a critical and reflexive eye on their own practice and that of the institutions in which they work. It will equip you with a good understanding of the issues and approaches to science communication and curation, interpretation and engagement, as well as practical work experience ― a combination which is very valuable to employers.

To get a flavour of the kinds of career trajectories our graduates of allied MAs have taken see the ‘news’ section of the Centre for Critical Studies in Museums, Galleries and Heritage and the alumni pages of the School website.

Careers support

We encourage you to prepare for your career from day one. That’s one of the reasons Leeds graduates are so sought after by employers.

The Careers Centre and staff in your faculty provide a range of help and advice to help you plan your career and make well-informed decisions along the way, even after you graduate. Find out more at the Careers website.

Placement opportunities

In Semester 2 you will have the option to undertake a negotiated work placement to gain first-hand experience of curating science.

We have close links with many of the major cultural institutions and organisations in the region, meaning there are plenty of opportunities for you to explore. If you have a particular ambition in mind for your placement, we usually try to find a role that suits you.

Students on allied MAs have completed placements in organisations such as Leeds City Museum, Leeds Art Gallery, Harewood House, the Henry Moore Institute, National Science and Media Museum, York City Art Gallery, National Railway Museum, Impressions Gallery, The Tetley, Yorkshire Sculpture Park, Lotherton Hall, Abbey House Museum and the Royal Armouries.



Read less
This programme is grounded on the belief that architects should be thinking well beyond the constraints of market forces and the traditional disciplinary limits of the profession, towards forms, technology and spaces for a more sustainable future. Read more
This programme is grounded on the belief that architects should be thinking well beyond the constraints of market forces and the traditional disciplinary limits of the profession, towards forms, technology and spaces for a more sustainable future. This is a student-led programme, and you can have very different experiences within it depending on the choices of studios and courses you make.

Why choose this course?

Founded in 1927, the School of Architecture at Oxford Brookes has established an international reputation for the quality of both its research and its teaching. As one of the largest architecture schools in the UK, with around 600 students and 70 staff, it plays a leading role in defining the national, and international, agenda in design education and research. The school enjoys an international reputation in research, in areas ranging from sustainable design to modular buildings and from design for well-being to vernacular architecture.

Staff in the school regularly secure research funding from the UK's research councils and the European Union as well as industry, with an annual research grant income averaging £1m in recent years. This programme provides RIBA/ARB Part 2.

Professional accreditation

Accredited by the Royal Institute of British Architects (RIBA) and the Architects Registration Board (ARB).

This course in detail

Year 1 - Research into design
This year has a very strong emphasis on acquiring in-depth knowledge of an architecturally important field of study and utilising that knowledge in design. This is achieved by taking one of the six 'design specialisations'.

You choose which design specialisation is best for you. The specialisations on offer are deliberately highly diverse to cater for the changing nature of the profession in practice. This course produces graduates for the global market and as such requires a high level of commitment from staff and students.

The design specialisations are:
-Advanced Architectural Design
-International Architectural Regeneration and Development
-Development and Emergency Practice
-Sustainable Building: Performance and Design
-Research-led Design
-Urban Design.

Each of the research specialisations offers teaching from experts within that subject area, and links, through teaching focus and staff, to the five research clusters that are an invaluable resource within the School of architecture.

The five research clusters keep the specialisations at the cutting edge in terms of a global agenda. They are, in general terms, environmental design, technology, development and emergency practice, humanities and architectural design.

Each of the design specialisations include a design project or projects, to which you will apply your detailed learning.

In addition to the design specialisation the first year will, through the Research Philosophy for Design module, widen your thinking in terms of what constitutes research, test your critical thinking and improved your analytical abilities. All of these are essential tools and their enhancement will place you in a stronger position to undertake the design studio in the second year.

Your ability to represent your ideas in a coherent and focused manner is the remit for the Representation module. This module will identify your strengths and build up your weaknesses, both in terms of visual and verbal communication methods. You will be able to dedicate time to fine-tuning techniques or building from basics in sketching, model making, 2D and 3D CAD. Your presentation of methods and actual practice will enable you to build confidence in verbal communication skills.

The Management, Practice and Law module in year one looks at the landscapes within which these issues are being informed. This module is taught by practising architects who have first-hand experience of the issues under discussion. Through a series of workshops you will work on topics that are essential to the practice of architecture. Management, practice and law is part of the design delivery of the programme and you will be expected to approach the coursework from a design position. This module asks that you approach this subject with a very different mind-set than the traditional position.

Due to the diverse and preparative basis of this year it is compulsory for all students to pass all compulsory components of the Research into Design year in order to be progress to the Design and Technology year.

Year 2 - Design and technology
This year is structured to enable you to synthesise a broad range of complex cultural, aesthetic, research and technical factors, and design-specialisation learning, into your major design project and portfolio.

The year is spent participating in one of six design studios. All studios have control over their own programme of projects, and each has a different view of architectural culture and promotes different design methods. The design studios are taught by some of the brightest designers and tutors in the country and consequently their programmes demand high levels of creative and intellectual endeavour from you, as well as high levels of productivity. Their aim is to raise your design thinking, skills and production to the highest possible standard.

All six units present their projects for the year in the induction session and you are asked to select all six in order of preference. This system is to allow for an even distribution of students across all six units. Most students are allocated to their first choice of studio although there is no guarantee of a particular design unit - normally at worst you are allocated your second choice.

During the design and technology year, your design work must develop into technically ambitious architecture and be the subject of your compulsory Advanced Technology for Design module. This module designs through technology and fully complements and parallels your work in the design studio. There is a very strong emphasis here upon the creative possibilities for architectural technology. We ask for an open and experimental approach to technology, but also a clear understanding of its context and aims.

The staff delivering the teaching in the design studio unit and the Advanced Technology for Design module are made up from academics and practitioners. This energetic mix will challenge you to think about design and technology in a new manner, building confidence in ability, enabling deep thinking, and aiding you to define a personal design spirit.

Sitting alongside the design and technology is the second Management, Practice and Law module. This module builds on the learning and skills from the first year module and prepares you for stepping back into practice. As in the first year module this is learning is delivered by practicing architects. Through focus groups with architectural practices, this module figures in the skills that are seen as highly desirable for the ARB part 2 graduate to have when seeking employment.

Throughout the two years of the programme there will be interim reviews. This offers an opportunity to receive feedback from outside of your design studio or design specialisation. We have strong links with practice and architectural institutions and can attract the most able people to sit on our reviews.

This is a programme that aims to give you the skills for international practice.

As our courses are reviewed regularly, modules may vary from those listed here.

Teaching and learning

The unique nature of the Applied Design in Architecture offers you the opportunity to select an individual pathway that will create a distinctive graduate profile that is unique to you alone.

The ability to choose modules from within design specialisations offers you the prospect of defining your own position. You will find that you are being taught with, in most cases, direct entry master's students from countries around the world.

This aspect is complemented by the Year 2 design studio where you will engage with a distinctive agenda and experience a diversity of design specialisation thinking from students within your unit.

Self-directed learning is highly supported by staff in the School of Architecture. Personal choice engenders motivation and a high level of commitment, and the programme has been designed to embrace this aspect whilst clearly building on skills, thinking, application and design production to achieve a final portfolio of the highest standard.

Careers and professional development

The modules Management Practice, and Law 1 and 2, include guidance on the necessary professional skills that are required both for ARB Part 2 and for preparation in commencing ARB Part 3. The design studio generates a portfolio of work that not only demonstrates the learning for ARB Part 2 but also written, research and visual skills. The design portfolio is intended as the vehicle for students to synthesise all facets of their learning in order to seek practice employment.

In addition the school maintains a jobs wall that advertises vacancies locally, nationally and internationally.

Read less
The Doctor of Education degree is aimed at experienced educational professionals and sets out to place you at the leading edge of your professional field in terms of knowledge, awareness and understanding. Read more

Overview

The Doctor of Education degree is aimed at experienced educational professionals and sets out to place you at the leading edge of your professional field in terms of knowledge, awareness and understanding.

The professional doctorate is for those who are eager to make substantial and original contributions to the development of educational knowledge in a broad range of settings.

The degree meets the need for the highest levels of professional development and training of both educators and those concerned with educational policy and administration. The prime focus is on the interplay between the multi-dimensional practices of education and scholarship.

The degree is designed to engage current practitioners with knowledge, awareness and understanding of the philosophical, organisational, political, social, managerial, interpersonal, and technical dimensions of schools and other educational institutions.

Exploration of the nexus between theory and practice begins with a series of taught units that will develop you capability to perceive critical issues facing educators and policymakers today through the lens of contemporary and historical research and philosophy. This broad foundation will enable you to hone your specific interests towards the conduct of supervised research that will make an original contribution to your field.

Programme features

- a high-level academic study of a range of educational and professional issues
- four tutored units and a supervised research component
- will enable you to make a contribution to knowledge through unit assignments, and through your research enquiry
- focus on the interplay and relationship between professional practice and scholarship.

Programme structure

You will complete four taught units (two are optional) before moving onto the Research Enquiry.
Core units

- Educational Research: philosophy and practice
- Educational Policy: theory and practice

Optional units

- Curriculum philosophy and practice
- Educational management, leadership and administration
- International education: philosophy and practice
- Language, culture and education
- Philosophy of education
- Pilot research enquiry *
- Reading paper *

* If your background and experience is appropriate, one of your units can be a reading paper or a pilot research enquiry.

Learning and teaching

Each unit is led by a specialist tutor and comprises:

- Tutored time - 40 hours involving you in lectures, group work and individual or paired tasks.
- Independent study - 80 hours in which you will research issues raised in tutored time and plan, research and write the Unit Assignment.

Studying by means of directed learning is currently possible for some units. In the Research Enquiry phase, a supervisor and co-supervisor will be responsible for giving you advice and support, and monitoring your progress.

Intensive teaching weeks

On-campus units are offered at specific times of the year according to a programme published in advance.

The Summer School normally runs for three weeks from the beginning of July, one or two units are also usually offered in January (applications for both must be made via Summer School process).

One core and one optional unit are typically offered via distance learning in either the spring or autumn term.

Methods of assessment

Units will normally be assessed through one assignment of 8,000 words.

Your Research Enquiry will be assessed through a viva voce examination at the University by a member of staff (not your supervisor) and by an external examiner especially appointed to your thesis. The Research Enquiry must provide evidence of originality of mind and critical judgement about your chosen aspect of education, and must contain material which is worthy of publication.

Entry requirements

Academic requirements

- First or 2:1 Honours degree (or equivalent) in an appropriate subject, from a recognised university.
- Advanced qualification (MEd, MA or MPhil) in education or a related field. Alternatively, the completion of two Masters level education-focused units at the University of Bath will be considered.

Professional requirements

- Appropriate professional experience in the practice of education or a related field.

English Language requirements
(Certificates must be dated to within two years of the start of the programme of study.)

- IELTS 7.0 (with not less than 6.5 in each of the four components)
- TOEFL 600 (paper-based test) or 250 (computer-based test) with a score of not less than 4 in TWE or 100 (internet-based test) with not less than 24 in each of the components.

References

- Two references are required. At least one of these should be an academic reference.

Financial information

Please see the programme page for full programme fees.

Funding

http://www.bath.ac.uk/hss/graduate-school/taught-programmes/funding

Read less
Our course aims to explore the health of women and children from a global public health perspective. Students will explore individual health issues, both physical, psychological and social that commonly affect women and children, and also explore the wider political and societal issues that impact these. Read more

Overview

Our course aims to explore the health of women and children from a global public health perspective. Students will explore individual health issues, both physical, psychological and social that commonly affect women and children, and also explore the wider political and societal issues that impact these.

Women and children, both in the UK and around the world, face inequality on a daily basis. These inequalities come from lack of access to healthcare, education, employment opportunities, technological advances, legal support, and social, cultural and political opposition (Marmot, 2010). The World Health Organisation has recognised this and explicitly targeted women and children in three of its Millennium Development Goals; to promote gender equality and empower women; to reduce child mortality; to improve maternal health, alongside wider goals to improve universal access to education and to eradicate poverty that also disproportionately affect women (WHO, 2015).

This course focuses on the health of women and children. During their ‘core’ modules, students will be encourage to explore individual health issues, as well as exploring the global legislation that impacts on women’s and children’s health, and understanding how they can implement and influence policy change. The option modules will allow the student to tailor their learning to their individual practice; whether caring for the critically unwell women, doing a physical assessment of a new-born infant (NIPE), understanding the global impact of responsive parenting or as an effective leader or manager of a service.

References

Marmot, M., 2010. Fair society, healthy lives. The Marmot Review. London: University College London.

World Health Organisation, 2015. Millennium Development Goals http://www.who.int/topics/millennium_development_goals/about/en/

Careers

This course will utilise a global public health perspective and is aimed at all practitioners who work with women and children, so will appeal to students both in the UK and internationally. It will offer an inter-professional learning opportunity to a range of professionals including Midwives, Children’s Nurses, Health Visitors, Hospital and Community nurses, Family Support Workers, but is also suitable for those who work with women and children in the voluntary sector or education. The course will be taught by a range of experienced lecturers from a variety of clinical backgrounds. Please be aware that this course is aimed at practitioners working in some capacity with women’s and children’s health and does not lead to a registerable qualification with the Nursing and Midwifery Council in the UK.

Modules & assessment

Core modules -

- Global Challenges to Women and Children's Health:
This module is designed for an inter-professional audience, and has a global public health focus, considering issues affecting women and children around the world. It is designed to provide insight and exploration of the major public health issues affecting the health of women and children. Each of the main areas explored will include an overview of the illness/problem as well as consideration of the social, cultural and political context and influence upon it and evaluation of how this leads to inequality and may reduce life chances.

- Research Proposal - Women's and Children's Health:
This module provides a critical overview of research philosophy and the major methodological and design approaches to research in order to equip you to appreciate the strengths and weaknesses of published research, whether in your specialist area or in the health, welfare and social care field.

- Political Power and Policy Drivers affecting Women and Children's Health:
As part of everyday inter-professional practice, practitioners working with women and children are affected by policy drivers in a number of ways, however, differences may be apparent in how these are translated to healthcare and how they are embedded into practice. Implementing new policy requires practitioners to use their, power, influence and interpersonal skills. The module will enable the student to critically evaluate their own knowledge and skills which underpin their current practice.

- Postgraduate Major Project:
The Major Project, which is central to the Masters award, enables students to demonstrate their ability to synthesise learning from previous modules and use this learning as the basis for planning, conducting and writing up a research or work-based project. This project provides the opportunity for students to demonstrate: the ability to raise significant and meaningful questions in relation to their specialism; depth of knowledge which may involve working at current limits of theoretical and/or research understanding; critical understanding of research methods and its relationship to knowledge; awareness of and ability to develop solutions to ethical dilemmas likely to arise in their research or professional practice; the ability to draw meaningful and justifiable conclusions from information which may be complex or contradictory; the capability to expand or redefine existing knowledge to develop new approaches to changing situations and contribute to the development to best practice; the ability to communicate these processes in a clear and sophisticated fashion; the capability to evaluate their work from the perspective of an autonomous reflective learner. In the course of your studies with us you may generate intellectual property which is defined as an idea, invention or creation which can be protected by law from being copied by someone else. By registering with us on your course you automatically assign any such intellectual property to us unless we agree with the organisation covering the cost of your course that this is retained by them. In consideration of you making this assignment you will be entitled to benefit from a share in any income generated in accordance with our Revenue Sharing Policy in operation at that time. Details of our Intellectual Property Policy and Guidelines can be found on My.Anglia under Research, Development and Commercial Services or by contacting this Office for a hard copy.

Optional modules -

- Applied Leadership & Management:
This module provides an innovative exploration of leadership and management in healthcare, and examines their impact on organisations including wider considerations in the external environment. This module will enable students to assess and analyse the roles that leaders and managers play in a range of organizational contexts; and to apply the principles and techniques of leadership and management in a range of contexts.

- Care of the Critically Unwell Woman:
This module will enable you to develop in-depth knowledge and skills when caring for the critically unwell woman, during the child bearing continuum. Work-based learning is incorporated into the module in order to recognise and value your professional expertise. While practicing midwifery in an area where women with high dependency needs will be cared for, you will also spend clinical time developing your skills in the high dependency or intensive care unit.

- Newborn Infant Physical Examination (NIPE):
This module will focus on the specialist knowledge and the clinical skills that are required to enable you to competently undertake a thorough Newborn and Infant Physical Examination (NIPE) in clinical practice. You will utilise in-depth knowledge and understanding that you have gained to enable you to recognise the deviations from the normal to initiate appropriate care and referral. Critical reflection and completion of the practice documents will allow you to further identify your learning needs and develop your scope of professional practice.

- Global Impact of Responsive Parenting:
This module is designed to examine the positive health impact responsive parenting has on the mother and infant dyad, the wider family, society and the Globe. Historical child rearing styles will be reviewed and debated to highlight their negative effects on child development and on society. The module will explore the current understanding of neurophysiology of infant brain development and how parenting interactions can affect this process. The module will conclude with positive practical steps for health professionals to encourage responsive parenting with the parents they work with every day.

Assessment -

You will have the opportunity to demonstrate your learning in a variety of ways during this course. Assessment will vary between modules, but includes patchwork text, reflective essays, action plans, reports, objective structured clinical examinations (OSCEs), essays, ‘journal style’ articles (to prepare you to publish your work) and a major project on a subject of your choice.

Where you'll study

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.

Visit your faculty - http://www.anglia.ac.uk/health-social-care-and-education

Where can I study?

Chelmsford - http://www.anglia.ac.uk/student-life/life-on-campus/chelmsford-campus

Distance learning - http://www.anglia.ac.uk/student-life/life-on-campus/distance-learning

Read less
The Universe of Human Rights. We aim at providing you with the scientific knowledge and the practical skills to work as a human rights expert in different professional environments. Read more
The Universe of Human Rights

Aims and objectives

We aim at providing you with the scientific knowledge and the practical skills to work as a human rights expert in different professional environments.

Target group

We welcome students with at least a bachelor degree in a broad variety of academic disciplines from all world regions, with an open mind, empathy for human beings and a strong interest to experience the fascinating world of human rights.

Modules

We offer an innovative and interdisciplinary approach to human rights, with a strong emphasis on practice. We keep the class size small in order to provide you with the best possible support, so you can get the most out of the programme. Your interests are taken very seriously – you have the opportunity to determine certain contents of your courses.

Semester overview
Semester 1: Courses introducing human rights, its mechanisms and its interdisciplinarity
Semester 2: Courses focusing on specific human rights and specific groups
Semester 3: Internship / research placement
Semester 4: Simulation of a human rights body's session and thesis writing

Overview of the Modules
a) Introduction to Human Rights from an Interdisciplinary Perspective (7 ECTS)
b) International and Regional Human Rights Systems (16 ECTS)
c) Current Human Rights Issues from an Interdisciplinary Perspective (21 ECTS)
d) Selected Human Rights and Human Rights of Specific Groups (10 ECTS)
e) Practical Human Rights Skills (6 ECTS)
f) Scientific Competence (5 ECTS)
g) Internship Related Courses (30 ECTS)

A detailed desription of the Modules is available here:
http://www.postgraduatecenter.at/en/programs/international-affairs-business/human-rights/curriculum/modules/

Our philosophy

As equal members of the interdisciplinary Vienna Master of Arts in Human Rights, staff and students of the University of Vienna we welcome all academic disciplines and all cultures.

We are dedicated to supporting and maintaining a community in which the universal principles of human rights are shared through the common enterprise of intellectual curiosity and research as well as of the translation of the acquired knowledge into action for the betterment of the human rights situation.

Spirit and Culture of the Vienna Master of Arts in Human Rights
We strive for a sense of community in which the individual growth of all members is advanced through the cultivation of mutual respect, tolerance, and understanding.
The Vienna Master of Arts in Human Rights values and encourages individuality while also affirming the community dimensions of academic life. Our human rights community shall provide a structure within which individual freedoms may flourish without threatening the freedoms of other fellow students, teaching staff and the academic management team of this Vienna Master of Arts in Human Rights.
The Master Programme is committed to honest, open, and equitable engagement with all, while respecting differences in religion, gender, ethnicity, sexual orientation, abilities and needs among others. We seek to promote an academic and social environment that in its diversity is integral to the educational purposes of the institution, by engaging in team building exercises, study trips and workshops while cultivating an open culture of communication.

Faculty

We offer you a broad variety of courses taught by university professors and academic lecturers from various disciplines as well as human rights practitioners working in international organisations, human rights institutes, the corporate sector, development agencies and civil society organisations.

Field trip

We provide you with an enlightening and memorable field experience in the post-conflict situation in Kosovo, where the UN, the OSCE, the EU, NATO and other international organisations are jointly operating an international administration with a strong human rights mandate. The trip will last for one week where you stay with a local family and get the opportunity to have lively discussions about Kosovo's human rights issues with international actors, national human rights institutions, NGOs, media, universities and politicians.

Job opportunities

We will train you for a career as a human rights expert to be employed by governments, international organisations, development agencies, business corporations, research institutes and civil society organisations. You might work as an election observer, officer for human rights monitoring and capacity building in the field, diplomat, trainer, mediator, consultant, researcher etc.

Vienna

- The Vibrant Heart of Europe

Not only is Vienna well known as the world city with the highest quality of life, but situated in the heart of Europe, it lies at the cross-roads of different cultures. People from all over the world come to Vienna to meet, to enjoy its charm and the sound of music, to study, to dance, to hold peace congresses and attend scientific conferences.

Many international organizations and agencies, including the United Nations, the International Atomic Energy Agency, the Organization for Security and Cooperation in Europe (OSCE), the Organization of Petroleum Exporting Countries (OPEC) and the Fundamental Rights Agency of the European Union, have chosen to be hosted in Vienna. After the end of the Cold War, the Vienna World Conference on Human Rights in 1993 laid the ground for the current human rights architecture of the United Nations. Combining tradition and modernity, arts and science, work and leisure, Vienna provides the ideal international environment to spend two unforgettable years studying the art of human rights. More information on Vienna is available here:
https://www.wien.info/en

Application Deadlines 26 February 2017 / 26 March 2017 / 30 April 2017 / Open Round
For more information please visit our website on http://humanrights.univie.ac.at

Read less

Show 10 15 30 per page



Cookie Policy    X