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PGCert in Dimensions in Health Care allows health care professionals to study a specialist pathway that suits their needs. We are now offering the following Post Graduate Certificate Dimensions in Health Care Pathways. Read more
PGCert in Dimensions in Health Care allows health care professionals to study a specialist pathway that suits their needs.

We are now offering the following Post Graduate Certificate Dimensions in Health Care Pathways. These Pathways start in September, however if you wish to do stand-alone modules you may start at any point throughout the year.

Please contact the relevant Pathway Leader for more information.

Post Graduate Certificate Dimensions in Health Care (Adult Critical Care)
Kathy Clarke T: 0121 331 6106 E:


Post Graduate Certificate Dimensions in Health Care (Applied Biomedicine)
Roger McFadden T: 0121 331 6040 E:

Post Graduate Certificate Dimensions in Health Care (Burn Care)
Post Graduate Certificate Dimensions in Health Care (Burns & Plastic Surgery)
Post Graduate Certificate Dimensions in Health Care (Plastic Surgery)
Post Graduate Certificate Dimensions in Health Care (Plastic & Maxillofacial Surgery)
Post Graduate Certificate Dimensions in Health Care (Maxillofacial Surgery)
Jane Leaver T: 0121 331 7164 E:


Post Graduate Certificate Dimensions in Health Care (Cardiac Care)
Post Graduate Certificate Dimensions in Health Care (Coronary Care)
Simon Dobbs T: 0121 331 7102 E:


Post Graduate Certificate Dimensions in Health Care (Cardiothoracic Practice)
Tony Whittle T: 0121 331 7127 E:


Post Graduate Certificate Dimensions in Health Care (Haematology)
Post Graduate Certificate Dimensions in Health Care (Cancer Care)
Post Graduate Certificate Dimensions in Health Care (Haematology & Cancer Care)
Post Graduate Certificate Dimensions in Health Care (Paediatric Cancer Care)
Alison Simons T: 0121 331 7012 E:
Samantha Toland T: 0121 331 7012 E:


Post Graduate Certificate Dimensions in Health Care (Health Policy, Management & Leadership)
Kate Thomson T: 0121 331 6151 E:


Post Graduate Certificate Dimensions in Health Care (Infection Prevention & Control)
Shirley Kirnon T: 0121 331 6140 E:


Post Graduate Certificate Dimensions in Health Care (Neontal Critical Care)
Sue Ward-Smith T: 0121 331 7064 E:


Post Graduate Certificate Dimensions in Health Care (Paediatric Intensive Care)
Anne-Marie England T: 0121 331 7050 E:
Nikki Kidd T: 0121 331 7050 E:


Post Graduate Certificate Dimensions in Health Care (Palliative & End of Life Care)
Post Graduate Certificate Dimensions in Health Care (Paediatric Cancer Care)
Gwyneth Morgan T: 0121 331 7115 E:


Post Graduate Certificate Dimensions in Health Care (Tissue Viability)
Pat Davies T: 0121 331 7104 E:

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This course provides a programme of preparation for registered nurses, midwives, chiropodists/podiatrists and physiotherapists to prescribe safely and competently as an independent and supplementary prescriber. Read more
This course provides a programme of preparation for registered nurses, midwives, chiropodists/podiatrists and physiotherapists to prescribe safely and competently as an independent and supplementary prescriber.

See the website http://www.brookes.ac.uk/studying-at-brookes/courses/postgraduate/2015/non-medical-prescribing/

Why choose this course?

- Our lecturers are experienced in their specialist practice area and maintain excellent practice links with those areas locally or across the region.

- We support multi and interprofessional learning and teaching, and many of our courses are either fully multiprofessional or offer excellent opportunities for shared learning.

- Oxford Brookes is a student-centred institution that is fully committed to each individual achieving their potential. To support this, we offer a broad range of student support schemes to facilitate learning and development.

- We have an excellent track record of high levels of student satisfaction, low student attrition rates and high employability.

- Many of our lecturers have reputations for excellence and have established links with colleagues, organisations and institutions at national and international level.

This course in detail

The Postgraduate Certificate for Non-Medical Prescribing consists of two modules totalling 60 CATS credits:

Advanced History Taking and Assessment (20 level 7 credits) - Semester 1 Mondays, Semester 2 Tuesdays. This is a practice-based module enabling you to develop the skills and knowledge to take a comprehensive patient history and conduct a thorough physical and psychosocial assessment. It will significantly enhance your assessment skills and ability to accurately describe the patient/client’s history and examination findings using appropriate terminology, reporting deviations from normal in a succinct manner to colleagues within the multidisciplinary team. This module must be successfully completed before commencing the Non-Medical Prescribing (v300) module or the Independent and Supplementary Prescribing for AHP's (v300) module.

Non-Medical Prescribing (v300) 40 level 7 credits - Semester 1&2 or Semester 2&3 Thursdays (and Friday week 12). This blended learning course provides a programme of preparation for registered nurses and midwives to prescribe safely and competently as an Independent and Supplementary prescriber. The course introduces pharmacology, legal and ethical prescribing, interpersonal skills and quality assurance aspects of prescribing. These are underpinned by reflection on your own experience, evaluation of your own performance and application of theory to practice. It also enables participants to be aware of current development within non-medical prescribing in the UK.

OR

Independent and Supplementary Prescribing for AHP's (v300 ) 40 level 7 credits - Semester 1&2 or Semester 2&3 Thursdays (and Friday week 12). This blended learning course provides a programme of preparation for registered chiropodists/podiatrists and physiotherapists to develop the knowledge and skills required in order to be a safe, effective and competent Independent and Supplementary prescriber (v300) who is able to provide a high standard of care and be accountable for that care. The course introduces pharmacology, legal and ethical prescribing, interpersonal skills and quality assurance aspects of prescribing. These are underpinned by reflection on your own experience, evaluation of your own performance and application of theory to practice. It also enables participants to be aware of current development within non-medical prescribing in the UK.

Teaching and learning

Modules in the course are designed in a ‘blended learning’ framework which combines attended taught sessions with e-learning through our virtual learning environment (Moodle), which contains an online repository of lectures, handouts, information and learning exercises.

Please note that you will require an internet connection to access this (preferably broadband). You will encounter a variety of teaching methods, which are designed to support your needs both within the taught sessions and the e-learning components.

Free language courses for students - the Open Module

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

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

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We understand that practice is your main priority, that's why we have designed this online course that enables you to study wherever and whenever you want. Read more
We understand that practice is your main priority, that's why we have designed this online course that enables you to study wherever and whenever you want.

Training to become a teacher is one of the most challenging things you will ever do. With this in mind, we planned this course to fit around your other professional commitments with assessments that are relevant to your working life. Designed for teachers who currently work in, or are on placement in, primary or secondary schools, our goal is to provide the academic foundation for a rewarding and successful career in teaching. We offer outstanding support tailored to your professional development needs including our dedicated distance learning technical hub, personalised attention from tutors and online forums, and many opportunities to network through our professional learning communities.

Education and how to achieve more in schools is often up for debate at a local and national level - the ability to analyse new initiatives and understand governmental policy is instrumental for committed teachers who want to help their schools and their students. You will also engage with these important governmental and sector wide policies, analyse theoretical, pedagogical and policy discourse and debates, and gain a critically, research-informed perspective on what is happening in education.

We work with School Centred Initial Teacher Training providers (SCITTs) to offer our PGCE. In the coming year we will be working with Wakefield Regional Partnership for ITT and Rochdale Pioneers Partnership.

To view our full range of PGCEs, and for more information, please visit our teacher training pages (http://leedsbeckett.ac.uk/teach).

Visit the website http://courses.leedsbeckett.ac.uk/pgce_distancelearning

Mature Applicants

Our University welcomes applications from mature applicants who demonstrate academic potential. We usually require some evidence of recent academic study, for example completion of an access course, however recent relevant work experience may also be considered. Please note that for some of our professional courses all applicants will need to meet the specified entry criteria and in these cases work experience cannot be considered in lieu.

If you wish to apply through this route you should refer to our University Recognition of Prior Learning policy that is available on our website (http://www.leedsbeckett.ac.uk/studenthub/recognition-of-prior-learning.htm).

Please note that all applicants to our University are required to meet our standard English language requirement of GCSE grade C or equivalent, variations to this will be listed on the individual course entry requirements.

Careers

Completion of a PGCE can help you to gain promotion to a leadership position in your school and give you the foundation and support to be a more confident, knowledgeable and research-informed teacher. By analysing the governmental policies shaping the industry and the challenges it faces, you will be able to think critically about how these issues apply to your own practice and school.

- Primary School Teacher
- Secondary School Teacher
- Primary Education Adviser

Careers advice: The dedicated Jobs and Careers team offers expert advice and a host of resources to help you choose and gain employment. Whether you're in your first or final year, you can speak to members of staff from our Careers Office who can offer you advice from writing a CV to searching for jobs.

Visit the careers site - https://www.leedsbeckett.ac.uk/employability/jobs-careers-support.htm

Course Benefits

You will gain a critical, research-informed appreciation of the education sector as a whole and understand the challenges that schools face across the sector. The course allows you to focus on the specific context of your practice, with assignments that can be tailored to whole school priorities, government agenda and subject specialist teaching.

Core Modules

Professional Values & Practice
By exploring what makes a successful teacher, you can reflect on the ways an effective learning environment can benefit pupils and their learning.

Developing Subject Competence
Explore a relevant subject in detail in order to plan, deliver and assess content in your specific setting.

School-Based Independent Study
An opportunity to undertake a project to develop a specific area of study for your future work, making you more successful in your school.

Dr Alison Iredale

Senior Lecturer

"I have a huge passion for social media in education and am an avid tweeter, curating and networking on behalf of my students and colleagues. This course is based on an ethos of participation, using the benefits of a range of social media tools, and I believe that this is crucial to the professional development of teachers."

Alison specialises in the areas of education studies, teacher education, professional development, technology-enhanced learning, and teacher development and enquiry. Her research interests range from professional knowledge and practice, work-based learning, philosophy of education, political philosophy, action research and technology in education. Her own professional values are based around a clear ethos of student first and foremost.

Facilities

- School Practice Collection
Our School Practice Collection offers a wide range of journals, electronic resources and equipment selected specifically to help you prepare for your teaching practice.

- Library
Our Library is open 24/7, every day of the year. However you like to work, we have got you covered with group and silent study areas, extensive e-learning resources and PC suites.

- Headingley Campus
Our historic Headingley Campus is set in nearly 100 acres of parkland and offers easy access to Leeds city centre.

Find out how to apply here - http://www.leedsbeckett.ac.uk/postgraduate/how-to-apply/

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The Enhanced Neonatal Care programme is subject to approval. The Postgraduate Certificate in Enhanced Neonatal Care will help staff improve their skills within this specialised clinical environment which facilitates improved patient care and increased staff knowledge and competence. Read more
The Enhanced Neonatal Care programme is subject to approval.

The Postgraduate Certificate in Enhanced Neonatal Care will help staff improve their skills within this specialised clinical environment which facilitates improved patient care and increased staff knowledge and competence.

Key Features of Enhanced Neonatal Care

Performance:

- unique to Wales

Teaching and Employability:

- enables experienced practitioners to further enhance their clinical skills
- underpins knowledge to provide increased holistic care to sick and preterm neonates

The clinical staff in ABMU neonatal unit delivers an in-house programme of study known as the NEST programme (Neonatal Enhanced Skills Training programme). This comprises of eight intensive taught days which forms part of the blended learning approach used to support the Post Graduate Certificate in Enhanced Neonatal Care.

The post graduate certificate in Enhanced Neonatal Care enables students to enhance their knowledge and understanding, as well as clinical skills, in areas such as venepuncture and blood gas analysis. Underpinning theory and knowledge pertinent to the care of neonates is demonstrated through the development of a portfolio of evidence and accompanying narrative.

NEST is an eight day intensive clinical programme which is delivered by staff in ABMU Neonatal Unit. Enhanced Neonatal Care students are expected to attend all eight days and then complete supervised practice to achieve defined clinical skills. Each student will need to identify a suitable clinical mentor who can support learning in the student’s clinical environment and assess clinical competence. The Post Graduate Certificate in Enhanced Neonatal Care course involves completion of two 30 credit work based learning modules which are assessed via completion of a portfolio of evidence which demonstrates underpinning knowledge, learning and mastery of associated clinical skills. Attainment of the Post Graduate Certificate is through attendance of the eight taught days, submission of the two module portfolios and competence based assessment in clinical practice of the integrated clinical skills.

Modules

Modules on the Enhanced Neonatal Care course may include:

Developing your Neonatal Clinical Practice
Enhancing Your Neonatal Enhanced Practice

Postgraduate Community

The College of Human and Health Sciences has a vibrant postgraduate community with students drawn from a variety of backgrounds and nationalities. The College is known for its friendly, welcoming and supportive environment, which combined with its extensive facilities, state-of-the-art technology and superb beachside location, helps to ensure that students benefit from an exceptional student experience.

In addition, students have access to a wide range of excellent facilities and equipment for realistic workplace experiences.

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This course has been developed in partnership with students and employers to offer a qualification that will support working towards Early Years Teacher status. Read more
This course has been developed in partnership with students and employers to offer a qualification that will support working towards Early Years Teacher status. The programme is fully funded by the NCTL, for those who qualify, and bursaries are also available.

It’s particularly aimed at graduates who don’t already work in early years but who may be looking for a career move. It’s also a great option for overseas graduates who are looking to enter the teaching profession within England.

This course is offered on both a full- and part-time basis. The full-time course is a School Direct programme delivered in partnership with the Durham and Newcastle Teaching Alliance. The course is school or early years setting-led, which means you’ll spend most of your time within a designated school or early years setting. It underpins all of the training requirements outlined by the National College for Teaching and Leadership (NCTL) and has been flexibly designed to suit your needs.

This is a School Direct Route which includes substantial placement experience, for graduates with little or no experience of working with children aged 0 to 5 years but wish to pursue a career as an Early Years Teacher. Tuition fees are funded by the National College for Teaching and Leadership (NCTL) and bursaries are payable to trainees with a first class (£5000), 2:1 (£4000) or 2:2 (£2000) classification of degree. Post Graduate Certificate in Early Years Education (Level 7) is also included at no extra cost.

Trainees on the School Direct Route will be taught the theoretical element of the programme by specialist practitioners from Northumbria University. Trainees will be placed in a range of good and outstanding schools and settings across the North East, led by the Durham Teaching School Alliance for the practical elements of the programme.

This course cna also be studied part time - for more information, please view this web-page: https://www.northumbria.ac.uk/study-at-northumbria/courses/early-years-education-early-years-teacher-status-dtpets6/

Learn From The Best

The academic staff delivering this course are research active with professional experience as educators specialising in the children’s workforce.

Having worked extensively with the under-3’s and pre-school aged children, with multi-agencies and in partnership with parents and carers, they have an excellent understanding of the challenges around researching in professional practice.

Teaching And Assessment

The course offers specialist training to enhance your skills in working with and teaching the under fives.

Your training will be delivered both at Northumbria and within your early years setting. You’ll spend one day per week at university and will complete at least 120 days on placement. If you already work within early years, this setting could be your current employment.

You’ll be supported by a dedicated mentor throughout, who will help you to develop your knowledge, understanding and related pedagogy of the early years.

Our teaching methods have been designed to support your individual learning style and critical reflective abilities and include lectures, seminars, group work, work based projects and assignments. They also involve unobserved and observed teaching practice, development of an individual training plan and a portfolio of documentary evidence.

Throughout the course, you’ll be encouraged to take part in collaborative teamwork through group work tasks, presentations and work-based projects.

Learning Environment

You’ll spend most of your time within your early years setting, supported by your mentor. For the remainder of your time, you’ll take part in lectures, seminars and other teaching and learning activities on campus.

Technology-enabled learning is a fundamental part of this course and you’ll be encouraged to use technology to be active, collaborative, reflective and research-orientated throughout your studies. Technology will help you to work with others, take part in relevant group discussions and reflect on your learning.

You’ll also be able to access a host of online learning materials and resources.

Research-Rich Learning

Research-rich learning is central to the design of this course. The academic staff teaching on this programme are actively involved in ongoing research projects, covering topics as diverse as attachment, infant mental health, emotional wellbeing, parental involvement and project evaluation.

These diverse and exciting research specialisms are used throughout teaching to both inform and enhance your learning.

As a postgraduate student, you will be encouraged to critically reflect upon and engage with the evolving nature of research, policy and practice. This will enable you to fully establish its impact on the teaching and delivery of early years care and education, giving you excellent insights into the contemporary issues at the forefront of this specialist field.

Give Your Career An Edge

This Post Graduate Certificate award has been specifically designed to support students wishing to gain Early Years Teacher Status and employment as an early years teacher. You’ll train to become a highly reflective early years practitioner with an excellent understanding of the impact that your practice has on children’s learning and development.

We work closely with local early years providers to make sure the course content remains really relevant and meets employers’ needs.

The work-based projects you undertake, as well as your observed teaching practice, will make you highly employable on graduation and you’ll be able to showcase quality examples of the impact of your practice, to future employers.

This Post Graduate Certificate can also be used as a progression award to further studies at Masters level.

Your Future

The framework of this course is geared towards enhancing your future employability within the Early Years sector and has been developed in collaboration with students and employers to provide a qualification that will survive any changes in government policy.

As such, you’ll leave as a flexible, highly employable graduate, equipped with the knowledge and skills you need for the next step in your career and you’ll be able to demonstrate your extensive work-based experience and practice.

As well as being a great early years practitioner, you’ll also have a really solid knowledge and critical awareness of the latest legislation, new insights, current problems and contemporary issues at the forefront of early years care and education.

The Durham Teaching School Alliance

Etherley Lane Nursery School is one of the ‘Lead’ schools in the Durham Teaching School Alliance. The teaching school alliance is a partnership of good and outstanding primary phase schools which includes nursery schools, infant schools, primary schools with Foundation Stage Units and providers from the private and voluntary sector. Working collaboratively with key strategic partners the alliance provides a range of services to schools and settings including the delivery of the new Early Years School Direct initial teacher training programme.

Etherley Lane Nursery School, together with its partner schools and settings works closely with Northumbria University, the accredited Initial Teacher Training Provider, to offer an innovative and specialized programme in early childhood development from birth to five.

Skills Tests

Entrants for Initial Teacher Education programmes need to be aware of Government regulations regarding mandatory skills tests in numeracy and literacy.The skills tests do not replace the GCSE grade C or above entry requirements. Applicants are encouraged to sit the skills tests prior to interview although this is not essential, however, a firm offer of a place on the programme can only be made once all entry requirements have been met.

Applicants are advised that they will receive one free test and two resit opportunities which will need to be self-funded. If applicants fail three tests, resits will not be allowed within a 24 month period. The skills tests are computerized and can be taken at any of a number of Learn Direct test centres throughout the UK. The Department for Education has developed guidance and support materials to help candidates pass the tests: candidates are strongly advised to review the support material before attempting the skills tests. If any candidate is likely to experience difficulties taking a test and has needs that entitle them to reasonable adjustments, they can apply for special arrangements.

Further information about the skills tests, including practice tests are available from the Department for Education Professional Skills Test Webpage or by contacting Learn Direct on 0300 303 9613.

Tests can be booked via the skills test registration page: http://sta.education.gov.uk/

Additional Information

Early Years Teacher Status is a non Qualified Teacher Status (QTS) programme.

Graduate entry routes of Early Years Initial Teacher Training do not attract student loan.

Early Years Education (Early Years Teacher Status) Post Graduate Certificate does not attract student loan.

It is anticipated that for the academic year 2017-2018, trainees will attend University each Thursday.

Further information about becoming an Early Years Teacher can be found on the Department for Education ‘Get Into Teaching’ website: https://getintoteaching.education.gov.uk/explore-my-options/become-an-early-years-teacher

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Participants will develop the professional and practical skills needed to become a teacher working in post-compulsory education, opening up employment opportunities in a wide range of organisations from general FE colleges to universities, prisons, businesses and the voluntary sector. Read more
Participants will develop the professional and practical skills needed to become a teacher working in post-compulsory education, opening up employment opportunities in a wide range of organisations from general FE colleges to universities, prisons, businesses and the voluntary sector.

The course will equip you with the professional knowledge and skills to work within this sector and adapt to organisational and policy change, it will also provide a base for your further personal and professional development.

After completion of the course you will be able to apply for Qualified Teacher: Learning and Skills status (QTLS).

This course is offered in-service as well as pre-service depending on your needs.

There are several locations available to study this course.

Visit the website: https://www.beds.ac.uk/howtoapply/courses/postgraduate/next-year/professional-graduate-certificate-in-education4#about

Study at:

Tresham College of Further and Higher Education - https://www.beds.ac.uk/howtoapply/courses/postgraduate/next-year/professional-graduate-certificate-in-education8

Central Bedfordshire College - https://www.beds.ac.uk/howtoapply/courses/postgraduate/next-year/professional-graduate-certificate-in-education4

Bedford College - https://www.beds.ac.uk/howtoapply/courses/postgraduate/next-year/professional-graduate-certificate-in-education12

Barnfield College - https://www.beds.ac.uk/howtoapply/courses/postgraduate/next-year/professional-graduate-certificate-in-education11

Bedford Campus - https://www.beds.ac.uk/howtoapply/courses/postgraduate/next-year/professional-graduate-certificate-in-education2

Course detail

• Learn through taught sessions and professional practice, applying theory to your teaching practice to develop the core skills for teaching in post compulsory education
• Build on your expertise and experience in your field to develop your teaching skills
• Gain a qualification that includes recommendation for Qualified Teacher: Learning and Skills status (QTLS) opening up employment opportunities in a range of settings from schools and FE colleges to universities, prisons, business and the voluntary sector, and which provides a base for further personal and professional development
• Develop your ability to understand and work with professional, organisational and policy change
• Explore issues in teaching, learning and assessment
• Benefit from a qualification that is quality assured by the Institute for Learning (IfL) endorsed by the Learning and Skills Improvement Services (LSIS) as a Diploma in Teaching in the Lifelong Learning Sector (DTLLS) and can be used to achieve Qualified Teacher: Learning and Skills status (QTLS)

Modules

• Planning and preparing for teaching and learning
• Teaching and learning process
• Assessment and evaluation
• Professional practice and skills
• Theories and principles of inclusive Learning and teaching
• Researching practice
• Context - Curriculum design and innovation
• Professional practice and development

Assessment

The course adopts a submission based approach, making effective use of a submission proposal process, which enables you to contextualise the outcomes and ensures their relevance to your own professional practice.

There are regular teaching observations and individual target setting will be used to ensure that you are you are making progress towards achieving the required professional standards.

Assessments include portfolios, reports, essays, presentations, teaching observations, practical tasks and teaching materials.

Careers

This course is primarily ‘in-service’ (although a pre-service route is available at certain locations), which means that all participants will already be employed in a teaching role within the post compulsory sector.

QTLS is now required of all new teachers in state-funded further education. It is available not only to new entrants to teaching, but also to established staff who do not hold a recognised teaching qualification, as a portal to promotion and advancement.

You will be challenged to explore theories of teaching and learning and to examine the implications of such theories for your own development. In doing this you will refine, form and reform your own principles, perspectives and values in relation to professional teaching practice.

Funding

For information on available funding, please follow the link: https://www.beds.ac.uk/howtoapply/money/scholarships/pg

How to apply

For information on how to apply, please follow the link: https://www.beds.ac.uk/howtoapply/course/applicationform

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The Professional Graduate Certificate in Education (PcET) course is for you if you are a graduate from a relevant subject looking to gain a nationally recognised qualification in order to teach learners aged 16+ in further education and the broader post-compulsory sector. Read more
The Professional Graduate Certificate in Education (PcET) course is for you if you are a graduate from a relevant subject looking to gain a nationally recognised qualification in order to teach learners aged 16+ in further education and the broader post-compulsory sector.

On the course you will develop your skills, knowledge and understanding of successful practice in Post-compulsory Education and your confidence as a professional practitioner. At the University, you will be encouraged to take responsibility for planning and managing your professional experiences and development as the course progresses, with the guidance of your personal tutor and your subject specialist workplace mentor. You will also experience a supported placement in one of our partner colleges enabling you to develop professionally with the support of an experienced subject specialist mentor.

The Professional Graduate Certificate in Education (PcET) offers participants the opportunity to apply their knowledge and skills to helping future generations of students to improve their life chances. The teaching team have a huge range of experience in a variety of post-compulsory settings in the UK and overseas.

The Professional Graduate Certificate in Education (PcET) is one of a range of teaching qualifications offered by the School of Education. This course is designed for teaching in the post-compulsory education sector, with students aged 16+.

See the website http://courses.southwales.ac.uk/courses/1137-professional-graduate-certificate-in-education-pcet

What you will study

The structure of the course corresponds to the learning and teaching cycle, and includes identifying needs, planning for learning, managing learning, assessment and evaluation of learning. Other themes include diversity, equal opportunities, inclusive learning, curriculum and policies in Post-compulsory Education. You will be encouraged and supported in developing your skills and understanding in language, literacy, numeracy and ICT, to the professionally required level, by addressing the minimum core requirements in these areas.

This course, like all teacher education courses, develops a very wide range of skills and aptitudes that can be applied in many different settings, though the focus is on your own personal, professional development as a subject teacher in this sector.

Our trainee teachers are drawn from a wide range of subjects which reflect those currently offered in our partner further education colleges.

Learning and teaching methods

Assessment is very closely connected to your own work activity and learning.

Work Experience and Employment Prospects

The qualification is recognised nationally as the requirement for teachers entering the post-compulsory sector, a very wide field that includes further education, adult and community education, work-based learning, the work of many voluntary organisations and community development.

Assessment methods

Assessments include reports, group tasks, small scale research projects and practical teaching observation. There are no formal written exams. Your professional practice will be assessed by a series of observations, and a professional development portfolio.

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Students in Humber’s Post-Production graduate certificate program will develop technological skills, creative and critical abilities combined with a thorough knowledge of industry practice and workflows. Read more
Students in Humber’s Post-Production graduate certificate program will develop technological skills, creative and critical abilities combined with a thorough knowledge of industry practice and workflows. You will learn the fundamentals of digital media and technologies, both through hands-on and lecture-based work and have the opportunity to specialize and target very specific post-production skills. With technology as the major focus of the program, you will be given extensive practical training with industry-standard post-production software, hardware, gear, encoding methods and distribution platforms.

Course detail

Upon successful completion of the program, a graduate will:

• Prepare detailed post-production budgets using Movie Magic Budgeting programs.
• Evaluate documentaries, narrative films, TV series and music videos for creative features and technical aspects.
• Prepare and integrate 2-D and 3-D graphic and animation footage using post-production applications.
• Manage the editing process using an Edit Decision List.
• Complete picture editing projects using non-linear editing suites within specified time frames and budgets.
• Complete audio editing projects using non-linear editing suites within specified time frames and budgets.
• Design and build a network system for post-production applications.
• Manage post-production teams.
• Manage post-production projects.
• Distribute interactive content produced through the Web and DVD.
• Compile a portfolio of creative work for presentations to funding agencies and post-production facilities in order to secure employment.

Modules

Semester 1
• PPFT 5000: Digital Media Foundation
• PPFT 5001: Post-Production Technologies
• PPFT 5002: Production Foundation
• PPFT 5003: Business of Post-Production

Semester 2
• PPFT 5050: Digital Media Foundation 2
• PPFT 5051: Post-Production Supervision 1
• PPFT 5052: Post-Production Mastery 1
• PPFT 5053: Audio and Video Techologies for the Web

Semester 3
• PPFT 5552: Post-Production Mastery 2
• PPFT 5555: Field Placement

Work Placement

There is a 150-hour work placement in semester three of the program. We work with you to find a suitable placement in your chosen field of specialization, allowing you to apply the skills you’ve learned in a professional environment. Placements will take place in post-production houses and media companies in Toronto. Work placements are typically unpaid but provide you with the opportunity to further your knowledge in your chosen field and begin to build your resumé and network of professional contacts.

How to apply

Click here to apply: http://humber.ca/admissions/how-apply.html

Funding

For information on funding, please use the following link: http://humber.ca/admissions/financial-aid.html

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Click Here (http://nursing.ua.edu/?page_id605) to view the states from which the Capstone College of Nursing currently accepts applications for admission. Read more

State Authorizations

Click Here (http://nursing.ua.edu/?page_id=605) to view the states from which the Capstone College of Nursing currently accepts applications for admission.

Visit the website http://nursing.ua.edu/?page_id=184

Transfer of Graduate Credit for MSN:

Acceptable graduate credit of up to twelve credit hours, earned in a regionally accredited institution in which the student was enrolled in that institution’s graduate school, may be transferred and applied to the requirements for a master’s degree if approved by the CCN and Graduate School.

Consideration of credit does not guarantee transfer. Evaluation of credit for transfer will not be made until after the student has enrolled in the Graduate School of The University of Alabama.

Further information can be found in the UA Graduate Student Catalog (http://graduate.ua.edu/academics/doctoral.html#credit).

Admission Requirements for MSN:

Admission requirements are consistent with those of the Graduate School. Applicants for the Master of Science in Nursing (MSN) will be considered on a competitive basis.

- Nurses who are interested in the Case Management Program, NP Concentration, and CNL Program are encouraged to contact the Capstone College of Nursing (CCN) Graduate Recruitment and Retention Liaison. Currently only residents of Alabama and Mississippi are eligible for the Nurse Practitioner Concentration.

Note: Currently, only baccalaureate prepared registered nurses who are residents of Alabama and Mississippi are eligible for admission to the NP concentration. There is no post-master’s certificate option. Please check this site in the future for changes in the residency requirement.

Application Process for MSN:

Enrollment into the Master of Science in Nursing (MSN) program is available for fall semester each year. Your completed application must be received by the April 1st deadline.

MSN Application Process

1. Begin your graduate application at the Graduate School’s Application Center.

2. Request transcripts following the Graduate School’s transcript instructions.

3. Submit supporting documents. Within 48 hours of submitting the initial part of your application, you will receive an e-mail with your Campus-Wide Identification (CWID) number. It is very important that you safeguard this number. Once you have received this e-mail, you will need to submit the following documents through Manage Supporting Documents.

- Statement of purpose
- Resume or curriculum vitae
- Contact information for two references – The references should be professionals who can provide insight regarding your potential for success in the doctoral program. The Graduate School will contact these references via e-mail.
- Copy of active RN license from every state in which you are licensed. Note: Licensure must be maintained throughout the program.

Additionally, we may require the following:

- Official MAT or GRE score – If your grade point average (GPA) is lower than a 3.0, based on a 4.0 sytem, either overall or in your last 60 hours, an acceptable Miller Analogies Test (MAT) or Graduate Record Exam (GRE) or must be submitted by the testing service to the Graduate School, Box 870118, Tuscaloosa, AL 35487. Test scores may not be older than 5 years of the application date. Use school code 1012 for MAT and 1830 for GRE.

- English proficiency exam score – Whether an international or a permanent resident, if your first language is not English, you must submit an official score report from one of the following proficiency examinations: Test of English as a Foreign Language (TOEFL), International English Language Testing System (IELTS), or Pearson Test of English (PTE).

Upon admission, you will receive written notification of admission from the Dean of the Graduate School. You will also receive a letter from the Assistant Dean of Graduate Programs at CCN outlining requirements for entry into the MSN program.

Documents Required Prior to Registration (after admitted)

Documents below should be completed and signed where appropriate and sent to Christina Horen at or faxed to 205-348-6674. A hold will be placed on your student record until all documents have been received. You are responsible for keeping all documents current throughout enrollment including annual health requirements (see CCN Graduate Student Handbook).

- Current RN license verification
- Current CPR certification for healthcare professionals
- Program of Study
- OSHA Training for Infection Control, Bloodborne Pathogens, and Safety
- HIPAA Privacy and Security Training
- Information Literacy for the 21st Century Training
- Nursing Student Health and Physical Exam Form
- Graduate Student TB Test and Immunization Form
- Substance Abuse Policy and Drug/Alcohol Testing Policy
- Academic Dishonesty Form
- Progression Policy
- Consent to Release and Disclose Form

MSN Degree Requirements:

The MSN will be awarded to the student who has met the following requirements:

- GPA of 3.0 or higher
- Good standing at the time of graduation
- Successful completion of the required coursework

In addition for CNL only:

- Completion of CNL Self-assessment Exam and CNL Certification Exam

Find out how to apply here - http://graduate.ua.edu/prospects/application/

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The Advanced Television and Film – Script to Screen program at Centennial College offers a comprehensive, in-depth and hands-on understanding of what goes into developing and producing quality feature films and TV shows. Read more
The Advanced Television and Film – Script to Screen program at Centennial College offers a comprehensive, in-depth and hands-on understanding of what goes into developing and producing quality feature films and TV shows.

This multidisciplinary, two-semester post-graduate Advanced Television and Film program — facilitated by the School of Communications, Media, Arts and Design in the hub of Toronto's film and television district — is especially beneficial for writers, directors, producers, editors, actors and other film and television craftspeople who want to expand their knowledge of the industry.

The major focus of the program's first semester is on creating, pitching, outlining, developing, drafting and polishing production-ready short film scripts. During the second semester, you have the opportunity to prepare, perform in, shoot and/or post a number of these shows.

Additionally, the Advanced Television and Film - Script to Screen program sees you deconstructing classic films, television shows and scripts of all genres. The program also provides opportunities to receive advanced instruction from industry professionals in your major and minor areas of craft interest along with extensive employment information.

Career Opportunities

Program Highlights
-The Advanced Television and Film – Script to Screen program is unique among the few other post-graduate film and television offerings currently available in the Greater Toronto Area.
-Instead of streaming you into master classes immediately, the first semester ensures that you obtain a solid working knowledge of everyone's role on a film or television production.
-The amount of foundational lessons included in the offering allows you to better collaborate, improvise, problem-solve and empathize with your fellow cast and crew members.
-The program focuses on dramatic filmmaking, comedy and several other genres. The program does not, however, include documentary filmmaking.
-The time and effort devoted to script development in the first semester and production and post-production in the second results in higher quality student films than are customarily produced — at a time when student films continue to be key to gaining a foothold in the business.

Career Outlook
-Director
-Assistant director
-Trainee assistant director
-Personal assistant to the director
-Cinematographer
-Camera operator
-Assistant camera operator
-Lighting and grip department technician
-Lighting or grip assistant
-Dolly grip
-Audio technician
-Assistant audio technician
-Producer
-Associate producer
-Production manager
-Production coordinator
-Assistant production coordinator
-Production assistant
-Location coordinator or assistant
-Office assistant
-Personal assistant to the producer
-Screenwriter
-Script coordinator/story department coordinator
-Trainee/junior story editor/story researcher
-Personal assistant to the showrunner
-Script reader
-Editor
-Assistant editor
-Sound editor
-Assistant sound editor
-Personal assistant to the series lead/star

Areas of Employment
-Production companies
-Broadcast networks
-Other industry-related organizations

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The history of the MA(Ed) programme is both interesting and complex with developments grounded in the national and local contexts of Continuing Professional Learning and Development and, inevitably the ever-changing educational landscape in Wales. Read more
The history of the MA(Ed) programme is both interesting and complex with developments grounded in the national and local contexts of Continuing Professional Learning and Development and, inevitably the ever-changing educational landscape in Wales.

The MA Education programme outlined has evolved from an MA programme that has been running since 1984 and in recent years has operated as a part time degree completed within up to 5 years. The history of the programme is both interesting and complex with developments grounded in the national and local contexts of Continuing Professional Learning and Development and, inevitably the ever changing educational landscape in Wales. The programme has produced a large number of graduates. Many of these graduates have gone on to secure promotions in the professional lives.

Course Overview

The programme has evolved and developed over the last twenty eight years. It has long been a successful and popular programme with teachers and educationalists. Productive and strong collaborative links have been developed between UWTSD, ERW, local authorities, schools and outside agencies.

Following a review and in line with current thinking, the programme team decided to design and offer a range of specialised pathways in addition to the generic Post Graduate Certificate/Diploma in Education and MA (Ed) being offered.

The full MA (Ed) is a modular programme comprising six modules.

Part One of the programme requires the student to take four ‘taught’ modules; (120 credit units at Master’s level). Part Two of the programme comprises the dissertation, equivalent to two full modules (60 credit units at Master’s level). It requires the student to complete a dissertation following a period of independent study on a topic of interest and relevance to themselves. Students following named award pathways must complete the dissertation (Part Two) within their specialist area.

During Part One of the programme, students will attend modules led by a tutor. In addition, students will undertake directed and independent study and will work towards the submission of an assignment for each module.

During Part Two of the programme students will be allocated a one-to-one supervisor to support them through their dissertation and will also attend dissertation support sessions.

The Post Graduate Certificate is a modular programme comprising two 30-credit modules.

The Post Graduate Diploma is a modular programme comprising four 30-credit modules.

Key Features

The MA (Ed), Postgraduate Diploma/ Postgraduate Certificate is a part-time programme of study for teachers and other educational professionals who wish to extend their academic and professional development. It is therefore conceptualised and delivered in ways that will enhance the intellectual development of participants as individuals (personal development), enable participants to reflect on and act on issues and priorities which are relevant to them in their educational establishments (staff development) and provide them with insight into developments within education taking place outside their own schools and institutions which may have an impact directly or indirectly on themselves as practitioners (professional development).

The programme as a whole is designed to support teaching as a research-based profession. We believe that practice is improved through reflection-on-action and that practitioner research must play a fundamental part of school improvement and professional development.

The purpose of the MA (Ed) is not to detach theory from practice but to enable theory to inform practice. The degree is designed to build on the realities of educational practice and support individual teachers in their professional development and/ or career objectives. The MA (Ed) presents an opportunity for teachers to create communities of learning and teaching networks that will outline the time spent studying on the programme.

The primary function of the MA (Ed) programme team is to assure academic standards, the quality of the programme, the student experience and the assessment procedures, taking full regard of the precepts or, “key matters of principle that the higher education community has identified as important for the assurance of quality and academic standards”. (QAA 2004). Quality assurance is paramount and the programme team has striven to ensure the quality and relevance of the programme is maintained through new effective and stringent systems that have been introduced.

Assessment

The Learning Outcomes will be assessed through a mixture of different assignments, portfolios of work and a dissertation. The learning, teaching and assessment strategy devised for the modules will ensure that the specialist skills are developed and clearly assessed.

Career Opportunities

Most students engaging in this programme are employed in educational settings. The experience of the MA(Ed) is often transformative, leading to an enhancement of learning and teaching and often leading to promotion within the profession.

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The vision within health and social care is to have practitioners who are able to approach the new decade with well founded professional beliefs, confidence, political awareness and preparedness to meet the challenge of shifting user expectations, diminution of traditional roles and commitment to different ways of working. Read more
The vision within health and social care is to have practitioners who are able to approach the new decade with well founded professional beliefs, confidence, political awareness and preparedness to meet the challenge of shifting user expectations, diminution of traditional roles and commitment to different ways of working. Consequently, it is recognised that a ‘one size fits all’ approach to education will not be suitable to many practitioners, therefore this MA programme emphasises flexibility, and maximises choice, so that learning opportunities meet the needs of your developing role.

The MA Health and Social Care Studies programme structure is designed to facilitate three climb out awards, specifically these are the Post Graduate Certificate, Post Graduate Diploma and Masters Award. These pathways enable students to engage with a flexible pathway to suit their own learning needs. The programme will attract a range of health and social care professionals and promotes a culture of shared learning. Such opportunities have the potential to enrich the learning experience by supporting the development of critical thinking, creativity and can nurture an entrepreneurial approach to health and social care delivery. Although many of the learning and teaching opportunities will be shared with level six students, there will be opportunities available for Post Graduate students to extend their academic ability through seminars, tutorials and critical debates with their peer group.

Content and Modules

The MA Health and Social Care Practice is underpinned by a philosophy of flexibility to enable students to have greater autonomy in their learning. There are, of course, mandatory modules that you will be required to complete however where there is the opportunity to select an optional module you may be able to make a personal selection or seek advice from one of our professional advisers who will guide you through modules that are specific to specialist areas of health and social care.
Modules studied

All awards with the MA Programme will require completion of the 40 credit module “Delivery of Heath and Social Care Practice”. This module is delivered over two semesters.
The 20 credit “Research Module” is mandatory for all students progressing beyond the Post Graduate Certificate.
The 60 credit “Dissertation” is mandatory for all students wishing to complete the MA award and is delivered over two semesters.

Optional Modules
Students are encouraged to be forward thinking and to engage in learning opportunities to maximise their personal and professional potential. Therefore although there are modules which are focused on specialist areas of health and social care such as children’s nursing and midwifery practice, many of the modules can be chosen by practitioners from a range of professional backgrounds.

Modules can be identified from the Continuing Professional Development calendar of modules available on the university website. However, students may also be able to select modules offered within other MA/MSc programmes delivered at UCS with the prior agreement of the programme leaders.
The range of optional modules and will depend of their availability each academic year. Possible modules include, but are not limited to…
• Antenatal and Newborn Screening
• Counselling Skills
• Dementia Care
• Managing Suicide and Self Harm
• Minor Illness
• Supporting Practice Learning (Mentoring

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This Post Graduate Certificate is designed to meet the learning needs of mediators who want to deepen their knowledge and skills for practice in the education sector. Read more

Overview

This Post Graduate Certificate is designed to meet the learning needs of mediators who want to deepen their knowledge and skills for practice in the education sector.

This highly interactive and integrated programme explores how theory applies to practice and skills development through exercises and role-play which enables the mediator to integrate their career experience and abilities with mediation and conflict intervention practice.

It prepares mediators for the demanding work of facilitating the resolution of interest based conflict as it arises in education settings. You may choose two modules from four listed depending on your learning needs, please refer to our website for further detailed information http://kennedyinstitute.nuim.ie . Indicators of the module content are list below.

Conflict Resolution in Education: Aspects of conflict resolution in education from skills learning in the classroom through to organizational dispute resolution for schools. Different models of conflict resolution in education and learn how to apply them.

Restorative Practice in Schools: Transformative learning relationships with students, parents, staff, Boards of Management and the wider society, principles, theories and philosophy of a restorative approach, processes and practices of language, circles, conferencing and interventions that allow a school community to enhance their positive ethos and move towards being a Restorative School.

Mediation Theory & Conflict Analysis: Dynamics of conflict, ideologies shaping conflict resolution, processes of negotiation, conciliation and mediation, conflict interveners role, functions and skills, the many ways of intervention, communication in conflict, mediation: art or science, theory informed practice and ideological perspectives.

Values And Relationship In Conflict Intervention: Core principles guiding mediation practice, problem solving mediation, transformative mediation, conflict coaching, reflective practice, ethical debates.

Closing date:
Applications are taken on a rolling basis each year.

Commences:
To be confirmed

- Edward M Kennedy Institute for Conflict Intervention at Maynooth University
This programme is run in conjunction with the Edward M Kennedy Institute for Conflict Intervention at Maynooth University. The Institute, dedicated to the late Senator Edward M Kennedy as an acknowledgement of his immense commitment to Ireland, is an interactive hub which actively promotes learning, research, best practice and dialogue in the field of conflict intervention. While the Institute is university based at Maynooth University, it has a high level of engagement with the wider community including key practitioners and organisations active in the practice of conflict intervention.

See the website https://www.maynoothuniversity.ie/study-maynooth/postgraduate-studies/courses/postgraduate-certificate-conflict-resolution-education

Entry Requirements

Applicants will be required to have all of the following:
- A primary degree in any subject.
- Career experience relevant to mediation & conflict intervention.
- Interview.

A Mediators Institute of Ireland Certified Training course or equivalent is desirable but not essential.

Applicants without a primary degree may be considered if they have a Maynooth University Diploma in Mediation & Conflict Intervention OR if they have all of the following:
- A Certified Mediation Training and a Mediation
- Role Play Competency Assessment (accredited by the Mediators Institute of Ireland or equivalent).
- An extensive career portfolio of not less than 10 years in total, including at least three years practice as a mediator.
Interview.
- Applicants must have a recognised primary degree which is considered equivalent to Irish university primary degree level.

Minimum English language requirements:
- IELTS: 6.5 minimum overall score
- TOEFL (Paper based test): 585
- TOEFL (Internet based test): 95
- PTE (Pearson): 62

National University of Ireland Maynooth's TOEFL co de is 8850

Course Structure

The programme is delivered as part of our ongoing Masters programme in Mediation & Conflict Intervention. This Post Graduate Certificate in consists of two modules of 6 days each. Each 6 day module in turn is broken down into two 3 day blocks (Thursday/Friday/Saturday).

Career Options

Graduates from this programme can expect to use their enhanced mediation knowledge and skills to improve their performance in their current employment with many introducing new concepts to make changes in their own organisation’s approach to conflict. This programme is accredited as two modules of the Masters in Mediation & Conflict Intervention.

Find out how to apply here https://www.maynoothuniversity.ie/study-maynooth/postgraduate-studies/courses/postgraduate-certificate-conflict-resolution-education#tabs-apply

Find information on Scholarships here https://www.maynoothuniversity.ie/study-maynooth/postgraduate-studies/fees-funding-scholarships

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Biomedical science is integral to human and veterinary practice. It looks at how the body works and investigates ways to treat diseases through advanced tools and strategies. Read more

What is biomedical science?

Biomedical science is integral to human and veterinary practice. It looks at how the body works and investigates ways to treat diseases through advanced tools and strategies.

Who is this course for?

This course is for graduates of science, biomedical science, veterinary science or related disciplines who want to specialise in microbiology and immunology. This is a flexible course allowing you to tailor your studies to suit your professional needs and interests.

Course learning outcomes

Biomedical science examines how the body works and investigates ways to treat diseases using advanced tools and strategies. It covers the fields of biochemistry, microbiology, physiology and anatomy with the aim of improving health outcomes for humans and animals tropical, rural and remote and indigenous communities.
Graduates of the Graduate Certificate of Biomedical Sciences will be able to:
*Apply and adapt specialized knowledge, including an understanding of recent developments, in focused areas of biomedicine
*Analyse and synthesise complex information, problems, concepts and theories in new situations or contexts with creativity and independence
*Demonstrate a high level of personal autonomy and accountability for their own future professional development through reflection on current skills, knowledge and attitudes and their application to rural and remote and indigenous health
*Communicate theoretical knowledge using high level oral and written English language and, where appropriate, numeracy skills to a variety of audiences.

Award title

GRADUATE CERTIFICATE OF BIOMEDICAL SCIENCES (GCertBiomedSc)

Course articulation

Candidates who complete this course are eligible for entry to the Graduate Diploma of Biomedical Sciences or the Master of Biomedical Sciences (Coursework), and may be granted advanced standing for relevant subjects completed under this course.

Post admission requirements

Hepatitis B immunisation:
Students must provide evidence of being immune to hepatitis B within the first teaching period of their studies. A blood-borne viral disease may result in a student’s inability to obtain a placement in a Queensland Health facility and consequently may result in their inability to complete the requirements of the course as accredited by the relevant professional accrediting body. If a student has not complied with the above requirement by the last day of the first teaching period of their studies, their enrolment will be terminated immediately.

Entry requirements (Additional)

English band level 2 - the minimum English Language test scores you need are:
*Academic IELTS – 6.5 (no component lower than 6.0), OR
*TOEFL – 570 (plus minimum Test of Written English score of 4.5), OR
*TOEFL (internet based) – 90 (minimum writing score of 21), OR
*Pearson (PTE Academic) - 64

If you meet the academic requirements for a course, but not the minimum English requirements, you will be given the opportunity to take an English program to improve your skills in addition to an offer to study a degree at JCU. The JCU degree offer will be conditional upon the student gaining a certain grade in their English program. This combination of courses is called a packaged offer.
JCU’s English language provider is Union Institute of Languages (UIL). UIL have teaching centres on both the Townsville and Cairns campuses.

Minimum English Language Proficiency Requirements

Applicants of non-english speaking backgrounds must meet the English language proficiency requirements of Band 2 – Schedule II of the JCU Admissions Policy.

Why JCU?

James Cook University has:
*Purpose-built emergency veterinary clinic including operating theatres and radiology facilities
*anatomy and biomedical science teaching and research laboratories, including housing for small, large and aquatic animals
*veterinary teaching facilities in Atherton, Malanda, Townsville and Charters Towers.

Application deadlines

*1st February for commencement in semester one (February)
*1st July for commencement in semester two (mid-year/July)

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Tropical animal science focuses on animal health and reproduction in tropical climates. Study areas may include. *Animal nutrition. Read more

What is tropical animal science?

Tropical animal science focuses on animal health and reproduction in tropical climates. Study areas may include:
*Animal nutrition
*Applied pathology
*Aquatic pathobiology
*Epidemiology and biometrics
*Immunology
*Microbiology
*Parasitology.

Who is this course for?

This course is for graduates from agricultural science, animal science, rural science, and science or related degrees who want to specialise in tropical animal health and reproduction.

Course learning outcomes

Tropical animal science covers the field of animal nutrition, welfare, and production with the aim of improving productivity of livestock, and better utilisation of animal resources in tropical, subtropical and similar agro-ecological environments.
Graduates of the Graduate Certificate of Tropical Animal Science will be able to:
*Apply advanced and integrated knowledge, including an understanding of recent developments in animal production and health issues relevant to developing countries and tropical regions of the World
*Analyse and synthesise complex information, problems, concepts and theories in new situations or contexts with creativity and independence
*Communicate theoretical knowledge using high level written English language and, where appropriate, numeracy skills, to a variety of audiences
*Make high level independent judgements in a range of professional functions, including professional competencies, behaviours and ethical frameworks, with responsibility and accountability for personal outputs and all aspects of the work.

Award title

GRADUATE CERTIFICATE OF TROPICAL ANIMAL SCIENCE (GCertTropAnimSc)

Course articulation

Students who complete this course are eligible for entry to the Graduate Diploma of Tropical Animal Science, and may be granted advanced standing for all subjects completed under this course.

Post admission requirements

Q Fever immunisation:
Students must provide evidence of being immune to Q Fever within the first teaching period of their studies. Students who are not immune to Q fever will not be permitted on-site at some facilities and consequently this may result in their inability to complete the requirements of the course as accredited by the relevant professional accrediting body. If a student has not complied with the above requirement by the last day of the first teaching period of their studies, their enrolment will be terminated immediately.

Entry requirements (Additional)

English band level 2 - the minimum English Language test scores you need are:
*Academic IELTS – 6.5 (no component lower than 6.0), OR
*TOEFL – 570 (plus minimum Test of Written English score of 4.5), OR
*TOEFL (internet based) – 90 (minimum writing score of 21), OR
*Pearson (PTE Academic) - 64

If you meet the academic requirements for a course, but not the minimum English requirements, you will be given the opportunity to take an English program to improve your skills in addition to an offer to study a degree at JCU. The JCU degree offer will be conditional upon the student gaining a certain grade in their English program. This combination of courses is called a packaged offer.
JCU’s English language provider is Union Institute of Languages (UIL). UIL have teaching centres on both the Townsville and Cairns campuses.

Minimum English language proficiency requirements

Applicants of non-English speaking backgrounds must meet the English language proficiency requirements of Band 3a – Schedule II of the JCU Admissions Policy.

Why JCU?

James Cook University has:
*Purpose-built emergency veterinary clinic including operating theatres and radiology facilities
*anatomy and biomedical science teaching and research laboratories, including housing for small, large and aquatic animals
*veterinary teaching facilities in Atherton, Malanda, Townsville and Charters Towers.

Application deadlines

*1st February for commencement in semester one (February)

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