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Masters Degrees (Safety Critical System)

We have 104 Masters Degrees (Safety Critical System)

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"The course structure and the core modules cover the fundamentals of system safety in such depth and breadth as to be applicable to any safety standard, for example the ISO 26262. Read more
"The course structure and the core modules cover the fundamentals of system safety in such depth and breadth as to be applicable to any safety standard, for example the ISO 26262. I chose the modules Human Factors for Safety Critical Systems and Computers and Safety and believe this to be a very good combination for anybody working in the automotive industry. Unlike previous degree courses I refer to my York notes a great deal since they are extremely relevant to my day to day safety activities.”
Robert, Jaguar Land Rover

“As a clinician, I have found this course to be absolutely essential. I would recommend that anyone working in healthcare with an interest in patient safety should take the Foundations of System Safety Engineering module at the very least. For those who have a more focused safety role, particularly in healthcare technology, the University offers a number of modules to choose from, working up to the award of a Postgraduate Certificate, Diploma or MSc Safety Critical Systems Engineering.”
Beverley, Department of Health Informatics Directorate

The discipline of SSE has developed over the last half of the twentieth century. It can be viewed as a process of systematically analysing systems to evaluate risks, with the aim of influencing design in order to reduce risks, i.e. to produce safer products. In mature industries, such as aerospace and nuclear power, the discipline has been remarkably successful, although there have been notable exceptions to the generally good safety record, e.g. Fukushima, Buncefield and the Heathrow 777 accident.

Various trends pose challenges for traditional approaches to SSE. For example, classical hazard and safety analysis techniques deal poorly with computers and software where the dominant failure causes are errors and oversights in requirements or design. Thus these techniques need extending and revising in order to deal effectively with modern systems. Also, in our experience, investigation of issues to do with safety of computer systems have given some useful insights into traditional system safety engineering, e.g. into the meaning of important concepts such as the term hazard. The course therefore has a number of optional modules looking at software safety.

Learning Outcomes

The course aims to provide you with a thorough grounding and practical experience in the use of state-of-the-art techniques for development and operation of safety critical systems, together with an understanding of the principles behind these techniques so that you can make sound engineering judgements during the design, deployment and operation of such a system. On completing the course, you will be equipped to play leading and professional roles in safety-critical systems engineering related aspects of industry and commerce.

New areas of teaching are developed in response to new advances in the field as well as the requirements of the organisations that employ our graduates.

We aim to equip you with the knowledge, understanding and practical application of the essential components of Safety Critical Systems Engineering, to complement previously gained knowledge and skills. As a York Safety Critical Systems Engineering graduate, you will have a solid grounding of knowledge and understanding of the essential areas, as represented by the core modules. The optional modules give you the opportunity to gain knowledge in other areas which are of interest and these are taught by recognised experts in those areas.

Transferable Skills

Information-retrieval skills are an integrated part of many modules; you are expected to independently acquire information from on-line and traditional sources. These skills are required within nearly all modules, are an essential part of project work.

Numeracy is required and developed in some modules. Time management is an essential skill for any student on the course. The formal timetable has a substantial load of lectures and practical sessions. You are expected to fit your private study in around these fixed points. In addition, Open Assessments are set with rigid deadlines, so you must balance your time between the different commitments.

All students in the University are eligible to take part in the York Award in which they can gain certified transferable skills. This includes the Languages for All programme which allows students to improve their language skills.

Projects

For both full-time and part-time students, the project(s) enable(s) students to:
-Demonstrate knowledge of an area by means of a literature review covering all significant developments in the area and placing them in perspective;
-Exhibit critical awareness and appreciation of best practice and relevant standards;
Investigate particular techniques and methods for the construction of safe systems, possibly involving the construction of a prototype;
-Evaluate the outcome of their work, drawing conclusions and suggesting possible further work in the area.

The project(s) address(es) a major technical problem concerned with real issues. It should, if possible, include the development and application of a practical method, technique or system. It is a natural progression from the taught modules, and builds on material covered in them. Ideally it addresses the problem from a system perspective, including hardware, software and human factors. It will typically have an industrial flavour. If you are a part-time student, you are encouraged, with the help of your managers and academic staff, to select a project which is relevant to your own work in industry.

The project begins at the start of the Summer term after completion of the taught modules, and lasts 18 months part-time / 6 months full-time. For part-time students there are three weeks attendance at York during the project, for progress assessment and access to library facilities: in July near the start of the project; and in the following January and July. Full details are provided during the course.

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This MSc course has been developed for the Jaguar Land Rover Technical Accreditation Scheme. The course is available on a part time basis, taking typically four years to complete. Read more
This MSc course has been developed for the Jaguar Land Rover Technical Accreditation Scheme.

The course is available on a part time basis, taking typically four years to complete. Students take 12 Assessed Modules over 3 years, 5 of which are Core (C) and 7 Optional (O), plus a project on a SSE topic within the automotive domain (over the final year). See the Project tab for more details.

This modular MSc is designed to prepare students for work in the demanding field of Safety Systems Engineering (SSE) by exposing them to the latest science and technology within this field. In the core module phase, the course focuses on the principles and practices in SSE across a range of domains, including automotive. In the optional module phase, the course focuses on specialist SSE and automotive topics. The projects are also designed to consider SSE topics within an automotive context.

The discipline of SSE developed over the last half of the twentieth century. It can be viewed as a process of systematically analysing systems to evaluate risks, with the aim of influencing design in order to reduce risks, i.e. to produce safer products and services. In mature industries, such as aerospace and nuclear power, the discipline has been remarkably successful, although there have been notable exceptions to the generally good safety record, e.g. Fukushima, Buncefield and the Heathrow 777 accident.

Various trends pose challenges for traditional approaches to SSE. For example, classical hazard and safety analysis techniques deal poorly with computers and software where the dominant failure causes are errors and oversights in requirements or design. Thus these techniques need extending and revising in order to deal effectively with modern systems. Also, in our experience, investigation of issues to do with safety of computer systems have given some useful insights into traditional system safety engineering, e.g. into the meaning of important concepts such as the term hazard. The optional modules allow students to investigate such areas as the contribution of software, human factors or operational factors within an automotive engineering context in more depth.

Learning Outcomes
The course aims to provide participants with a thorough grounding and practical experience in the use of state-of-the-art techniques for development of safety critical systems, together with an understanding of the principles behind these techniques so that they can make sound engineering judgements during the design, deployment and operation of such systems. Graduates completing the course will be equipped to participate in safety-critical systems engineering related aspects of industry and commerce.

New areas of teaching will be developed in response to new advances in the field as well as the requirements of the organisations that employ our graduates.

The course aims to equip students with knowledge, understanding and practical application of the essential components of System Engineering, to complement previously gained knowledge and skills. A York System Safety Engineering with Automotive Applications graduate will have a knowledge and understanding of the essential areas, as represented by the core modules, knowledge and understanding on a number of specialist topics, as represented by the optional modules. and an ability to identify issues with the safety process in a particular project, identify responses to this gap and evaluate the proposal, as represented by the project.

Transferable Skills
Information-retrieval skills are an integrated part of many modules; students are expected to independently acquire information from on-line and traditional sources. These skills are required within nearly all modules.

Numeracy is required and developed in some modules. Time management is an essential skill for any student in the course. The formal timetable has a substantial load of lectures and labs. Students must fit their private study in around these fixed points. In addition, Open Assessments are set with rigid deadlines which gives students experience of balancing their time between the different commitments.

All students in the University are eligible to take part in the York Award in which they can gain certified transferable skills. This includes the Languages for All programme which allows students to improve their language skills.

Projects

The MSc System Safety Engineering with Automotive Applications project for part-time students is 60 credits in length:
-Literature survey on a subject to determine the state of the art in that area
-A gap in the state of the art identified in the first part is addressed, a proposal made and evidence provided for the proposal. This project is completed in September of a student's fourth year

The Project(s) enable(s) students to:
-Demonstrate knowledge of an area by means of a literature review covering all significant developments in the area and placing them in perspective
-Exhibit critical awareness and appreciation of best practice and relevant standards
-Investigate particular techniques and methods for the construction of safe systems, possibly involving the construction of a prototype
-Evaluate the outcome of their work, drawing conclusions and suggesting possible further work in the area

The project(s) address(es) a technical problem concerned with real issues in the automotive domain. It should, if possible, include the development and application of a practical method, technique or system. It is a natural progression from the taught modules, and builds on material covered in them. It addresses the problem from an automotive system safety perspective, including hardware, software or human factors. It will typically have an industrial flavour, students are encouraged, with the help of their managers and academic staff, to select a project which is relevant to their own work.

The project begins at the start of the Autumn term after completion of the taught modules, and lasts 12 months part-time. There are three weeks attendance at York during the project, for progress assessment and access to library facilities: in October near the start of the project; and in the following January and July.

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Public awareness of hazards and risks has enhanced the importance of safety assessment and management in today’s increasingly litigious society. Read more

Programme Background

Public awareness of hazards and risks has enhanced the importance of safety assessment and management in today’s increasingly litigious society. Worldwide the burden of responsibility for health and safety is shifting towards those who own, manage and work in industrial and commercial organisations. Legal reform is tending to replace detailed industry specific legislation with a modern approach in which, where possible, goals and general principles are set and the onus is on organisations to show how they manage to achieve these goals.

The management of safety and risk needs to be integrated into the overall management of the organisation. It should be appropriate and cost-effective without dampening the innovative entrepreneurial spirit of employees with inflexible bureaucratic rules and procedures. An organisation’s exposure to potential hazards needs to be managed so as to reduce the chance of loss and mitigate any effects. Risk and safety issues need to be evaluated in a structured and calculated manner but in the light of an overall organisational strategy.

The MSc/PG Diploma programme in Safety and Risk Management aims to provide students with advanced knowledge of risk assessment techniques, the public and individual perception of risk, and how decisions are made in competitive business markets. The focus is on practical applications of safety methodologies, ergonomics and human factors, and safety and risk management techniques.

All of these skills will be drawn together to undertake complex qualitative and quantitative risk assessments. The core of the programme is the management of safety, but it is set within a broader remit where safety issues are part of a general risk management system with a balance of financial, quality and environmental concerns. The overall aim of the programme is to develop students’ skills and personal qualities to be able to undertake safety studies and manage safety and risk to the best national and international standards.

Professional Recognition

This MSc degree is accredited as meeting the requirements for Further Learning for a Chartered Engineer (CEng) for candidates who have already acquired an Accredited CEng (Partial) BEng (Hons) undergraduate first degree. See http://www.jbm.org.ukfor further information.

The MSc and PgDip degrees have also been accredited by the Institution of Occupational Safety and Health (IOSH). Graduates are eligible to join IOSH as Graduate members and then undertake an initial professional development process that leads to Chartered membership. http://www.iosh.co.uk for further information.

Programme Content

The MSc/Postgraduate Diploma in Safety, Risk and Management is only available by attendance-free distance learning. The programme comprises eight courses. All courses have written examinations and some have compulsory coursework elements. MSc students are also required to complete an individual project (dissertation).

For the project component of the programme distance learners are likely to develop something based in their country of residence with advice and supervision from staff in the School. This may well include work with a local company or may involve independent study. Individual arrangements will be set up with each student.

For more detailed information on this programme please contact the Programme Leader before applying (see above).

Courses

• Risk Assessment and Safety Management
This courses aims to give students an appreciation of risk from individual and societal perspectives as well as understanding the basic principles of risk assessment and modelling and how safety management works in practice.

• Human Factors Methods
This course will equip students from academic and/or industrial backgrounds with knowledge on, and the means to deploy, a wide range of specialist human factors techniques. The emphasis is on method selection, application, combination and integration within existing business practices. Students will develop a critical awareness of what methods exist, how to apply them in practice and their principle benefits and limitations.

• Human Factors in the Design and Evaluation of Control Rooms
The course will equip students from academic and/or industrial backgrounds with in-depth knowledge on, insights into, and the means to deploy a wide range of specialist techniques relevant to the ergonomic design and evaluation of control rooms. The emphasis is on key areas of control room operations and on actionable ways to deploy theory on human capabilities and limitations in order to improve performance, safety, efficiency and overall operator well being.

• Fire Safety, Explosions and Process Safety
Introduces students to the basic principles of fire safety science and engineering, and develops skills in associated modelling leading to an understanding of principal fire/explosion related issues in process safety.

• Environmental Impact Assessment
Provides the candidate with the knowledge and understanding of the principles and processes of the Environmental Impact Assessment. By the end of the course, the student should be familiar with the European EIA legislation and its translation into the Scottish planning system, and be able to demonstrate an understanding of the EIA process, the tools and the agents involved in an EIA and the possible problems with using EIA as a decision making tool. . It is also intended that the student will be able to appreciate the purpose of the EIA process from a number of perspectives; that of a developer, an EIA practitioner and a policy maker.

• Project Management Theory and Practice
Provides students with an understanding of the concepts and practices of construction project management used to provide value added services to clients within the constraints of time, cost, quality sustainability and health and safety management.

• Learning from Disasters
Gives students an in depth understanding of some of the classic disasters and their consequences by using a range of practical accident investigation techniques. Students will learn to analyse complex histories in order to find the underlying root cause.

• Value and Risk Management.
Aims to introduce the concepts of value and risk management, apply them to strategic and tactical problems and illustrate their tools and techniques through case study.

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This modular advanced Diploma course is designed to prepare students for work in the demanding field of Safety Systems Engineering (SSE) by exposing them to the latest science and technology within this field. Read more
This modular advanced Diploma course is designed to prepare students for work in the demanding field of Safety Systems Engineering (SSE) by exposing them to the latest science and technology within this field. The discipline of SSE has developed over the last half of the twentieth century. It can be viewed as a process of systematically analysing systems to evaluate risks, with the aim of influencing design in order to reduce risks, i.e. to produce safer products. In mature industries, such as aerospace and nuclear power, the discipline has been remarkably successful, although there have been notable exceptions to the generally good safety record, e.g. Fukushima, Buncefield and the Heathrow 777 accident.

Various trends pose challenges for traditional approaches to SSE. For example, classical hazard and safety analysis techniques deal poorly with computers and software where the dominant failure causes are errors and oversights in requirements or design. Thus these techniques need extending and revising in order to deal effectively with modern systems. Also, in our experience, investigation of issues to do with safety of computer systems have given some useful insights into traditional system safety engineering, e.g. into the meaning of important concepts such as the term hazard. The course therefore offers a number of optional modules looking at software safety.

Learning Outcomes

The course aims to provide participants with a thorough grounding and practical experience in the use of state-of-the-art techniques for development of safety critical systems, emphasising their software; together with an understanding of the principles behind these techniques so that they can make sound engineering judgements during the design and deployment of such a system, particularly when software is involved. Graduates completing the course will be equipped to play leading and professional roles in safety-critical systems engineering related aspects of industry and commerce. New areas of teaching will be developed in response to new advances in the field as well as the requirements of the organisations that employ our graduates.

The course aims to equip students with knowledge, understanding and practical application of the essential components of Safety Critical Systems Engineering, to complement previously gained knowledge and skills in Computer Science. A York Safety Critical Systems Engineering graduate will have a solid grounding of knowledge and understanding of the essential areas, as represented by the core modules. The optional modules give students the opportunity to gain knowledge in other areas which are of interest to them and which are taught by recognized experts in those areas.

Transferable Skills

Information-retrieval skills are an integrated part of many modules; students are expected to independently acquire information from on-line and traditional sources. These skills are required within nearly all modules.

Numeracy is required and developed in some modules. Time management is an essential skill for any student on the course. The formal timetable has a substantial load of lectures and labs. Students must fit their private study in around these fixed points. In addition, Open Assessments are set with rigid deadlines which gives students experience of balancing their time between the different commitments.

All students in the University are eligible to take part in the York Award in which they can gain certified transferable skills. This includes the Languages for All programme which allows students to improve their language skills.

Read less
Upgrade is possible to the Diploma SCSE and MSc SCSE courses. This modular postgraduate Certificate course is designed to prepare students for work in the demanding field of Systems Safety Engineering (SSE) by exposing them to the latest science and technology within this field. Read more
Upgrade is possible to the Diploma SCSE and MSc SCSE courses.

This modular postgraduate Certificate course is designed to prepare students for work in the demanding field of Systems Safety Engineering (SSE) by exposing them to the latest science and technology within this field. The discipline of SSE has developed over the last half of the twentieth century. It can be viewed as a process of systematically analysing systems to evaluate risks, with the aim of influencing design in order to reduce risks, i.e. to produce safer products. In mature industries, such as aerospace and nuclear power, the discipline has been remarkably successful, although there have been notable exceptions to the generally good safety record, e.g. Fukushima, Buncefield and the Heathrow 777 accident.

Various trends pose challenges for traditional approaches to SSE. For example, classical hazard and safety analysis techniques deal poorly with computers and software where the dominant failure causes are errors and oversights in requirements or design. Thus these techniques need extending and revising in order to deal effectively with modern systems. Also, in our experience, investigation of issues to do with safety of computer systems have given some useful insights into traditional system safety engineering, e.g. into the meaning of important concepts such as the term hazard. The optional module allows students to investigate such areas as the contribution of software, human factors or operational factors to SSE in more depth.

Learning Outcomes

The course aims to provide participants with a preliminary grounding and practical experience in the use of state-of-the-art techniques for development of safety critical systems, together with an understanding of the principles behind these techniques so that they can make sound engineering judgements during the design and deployment of such a system. Graduates completing the course will be equipped to participate and in safety-critical systems engineering related aspects of industry and commerce.

New areas of teaching will be developed in response to new advances in the field as well as the requirements of the organisations that employ our graduates.

The course aims to equip students with knowledge, understanding and practical application of the essential components of System Engineering, to complement previously gained knowledge and skills. A York System Safety Engineering graduate will have a preliminary knowledge and understanding of the essential areas, as represented by the core modules.

Transferable Skills

Information-retrieval skills are an integrated part of many modules; students are expected to independently acquire information from on-line and traditional sources. These skills are required within nearly all modules.

Numeracy is required and developed in some modules. Time management is an essential skill for any student in the course. The formal timetable has a substantial load of lectures and labs. Students must fit their private study in around these fixed points. In addition, Open Assessments are set with rigid deadlines which gives students experience of balancing their time between the different commitments.

All students in the University are eligible to take part in the York Award in which they can gain certified transferable skills. This includes the Languages for All programme which allows students to improve their language skills.

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The M.Sc. in Medical Physics is a full time course which aims to equip you for a career as a scientist in medicine. You will be given the basic knowledge of the subject area and some limited training. Read more
The M.Sc. in Medical Physics is a full time course which aims to equip you for a career as a scientist in medicine. You will be given the basic knowledge of the subject area and some limited training. The course consists of an intense program of lectures and workshops, followed by a short project and dissertation. Extensive use is made of the electronic learning environment "Blackboard" as used by NUI Galway. The course has been accredited by the Institute of Physics and Engineering in Medicine (UK).

Syllabus Outline. (with ECTS weighting)
Human Gross Anatomy (5 ECTS)
The cell, basic tissues, nervous system, nerves and muscle, bone and cartilage, blood, cardiovascular system, respiratory system, gastrointestinal tract, nutrition, genital system, urinary system, eye and vision, ear, hearing and balance, upper limb – hand, lower limb – foot, back and vertebral column, embryology, teratology, anthropometrics; static and dynamic anthropometrics data, anthropometric dimensions, clearance and reach and range of movement, method of limits, mathematics modelling.

Human Body Function (5 ECTS)
Biological Molecules and their functions. Body composition. Cell physiology. Cell membranes and membrane transport. Cell electrical potentials. Nerve function – nerve conduction, nerve synapses. Skeletal muscle function – neuromuscular junction, muscle excitation, muscle contraction, energy considerations. Blood and blood cells – blood groups, blood clotting. Immune system. Autonomous nervous system. Cardiovascular system – electrical and mechanical activity of the heart. – the peripheral circulation. Respiratory system- how the lungs work. Renal system – how the kidneys work. Digestive system. Endocrine system – how hormones work. Central nervous system and brain function.

Occupational Hygiene (5 ECTS)
Historical development of Occupational Hygiene, Safety and Health at Work Act. Hazards to Health, Surveys, Noise and Vibrations, Ionizing radiations, Non-Ionizing Radiations, Thermal Environments, Chemical hazards, Airborne Monitoring, Control of Contaminants, Ventilation, Management of Occupational Hygiene.

Medical Informatics (5 ECTS)
Bio statistics, Distributions, Hypothesis testing. Chi-square, Mann-Whitney, T-tests, ANOVA, regression. Critical Appraisal of Literature, screening and audit. Patient and Medical records, Coding, Hospital Information Systems, Decision support systems. Ethical consideration in Research.
Practicals: SPSS. Appraisal exercises.

Clinical Instrumentation (6 ECTS)
Biofluid Mechanics: Theory: Pressures in the Body, Fluid Dynamics, Viscous Flow, Elastic Walls, Instrumentation Examples: Respiratory Function Testing, Pressure Measurements, Blood Flow measurements. Physics of the Senses: Theory: Cutaneous and Chemical sensors, Audition, Vision, Psychophysics; Instrumentation Examples: Evoked responses, Audiology, Ophthalmology instrumentation, Physiological Signals: Theory Electrodes, Bioelectric Amplifiers, Transducers, Electrophysiology Instrumentation.

Medical Imaging (10 ECTS)
Theory of Image Formation including Fourier Transforms and Reconstruction from Projections (radon transform). Modulation transfer Function, Detective Quantum Efficiency.
X-ray imaging: Interaction of x-rays with matter, X-ray generation, Projection images, Scatter, Digital Radiography, CT – Imaging. Fundamentals of Image Processing.
Ultrasound: Physics of Ultrasound, Image formation, Doppler scanning, hazards of Ultrasound.
Nuclear Medicine : Overview of isotopes, generation of Isotopes, Anger Cameras, SPECT Imaging, Positron Emitters and generation, PET Imaging, Clinical aspects of Planar, SPECT and PET Imaging with isotopes.
Magnetic Resonance Imaging : Magnetization, Resonance, Relaxation, Contrast in MR Imaging, Image formation, Image sequences, their appearances and clinical uses, Safety in MR.

Radiation Fundamentals (5 ECTS)
Review of Atomic and Nuclear Physics. Radiation from charged particles. X-ray production and quality. Attenuation of Photon Beams in Matter. Interaction of Photons with Matter. Interaction of Charged Particles with matter. Introduction to Monte Carlo techniques. Concept to Dosimetry. Cavity Theory. Radiation Detectors. Practical aspects of Ionization chambers

The Physics of Radiation Therapy (10 ECTS)
The interaction of single beams of X and gamma rays with a scattering medium. Treatment planning with single photon beams. Treatment planning for combinations of photon beams. Radiotherapy with particle beams: electrons, pions, neutrons, heavy charged particles. Special Techniques in Radiotherapy. Equipment for external Radiotherapy. Relative dosimetry techniques. Dosimetry using sealed sources. Brachytherapy. Dosimetry of radio-isotopes.

Workshops / Practicals
Hospital & Radiation Safety [11 ECTS]
Workshop in Risk and Safety.
Concepts of Risk and Safety. Legal Aspects. Fundamental concepts in Risk Assessment and Human Factor Engineering. Risk and Safety management of complex systems with examples from ICU and Radiotherapy. Accidents in Radiotherapy and how to avoid them. Principles of Electrical Safety, Electrical Safety Testing, Non-ionizing Radiation Safety, including UV and laser safety.
- NUIG Radiation Safety Course.
Course for Radiation Safety Officer.
- Advanced Radiation Safety
Concepts of Radiation Protection in Medical Practice, Regulations. Patient Dosimetry. Shielding design in Diagnostic Radiology, Nuclear Medicine and Radiotherapy.
- Medical Imaging Workshop
Operation of imaging systems. Calibration and Quality Assurance of General
radiography, fluoroscopy systems, ultrasound scanners, CT-scanners and MR scanners. Radiopharmacy and Gamma Cameras Quality Control.

Research Project [28 ECTS]
A limited research project will be undertaken in a medical physics area. Duration of this will be 4 months full time

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Risk has become a key concept in modern society. Read more

Programme Background

Risk has become a key concept in modern society. Growing concern about the environment and a number of disasters have served to focus attention on the hazards and risks involved in a wide range of activities from offshore oil production to rail and air transport; from the design of football stadia to the operation of chemical plants and environmental protection. Today there is a wide range of techniques available to assess risk and reliability, both in relation to safety and in the wider sense. These techniques now underpin new legislation on safety and have relevance over a broad spectrum of activities, including environmental and other systems, where risk and reliability are key concerns.

The MSc/PG Diploma programme in Safety, Risk and Reliability Engineering is designed to give a thorough understanding of these techniques and experience of their application to a variety of real-world problems. It aims to provide students with an understanding of safety, risk and reliability engineering in both a qualitative and quantitative manner, and to develop the skills to apply this understanding. The programme will also introduce students to recent developments in analytical techniques, e.g. computer modelling of risk, reliability and safety problems.

Professional Recognition

This MSc degree is accredited as meeting the requirements for Further Learning for a Chartered Engineer (CEng) for candidates who have already acquired an Accredited CEng (Partial) BEng (Hons) undergraduate first degree. See http://www.jbm.org.ukfor further information.

The MSc and PgDip degrees have also been accredited by the Institution of Occupational Safety and Health (IOSH). Graduates are eligible to join IOSH as Graduate members and then undertake an initial professional development process that leads to Chartered membership. http://www.iosh.co.uk for further information.

Programme Content

The MSc/Postgraduate Diploma in Safety, Risk and Reliability Engineering is only available by attendance-free distance learning. The programme comprises eight courses. All courses have written examinations and some have compulsory coursework elements. MSc students are also required to complete an individual project (dissertation). This programme has a stronger engineering bias and you should only attempt this if you have done some University level mathematics or equivalent. Otherwise the Safety and Risk Management course might be more appropriate.

For the project component of the programme distance learners are likely to develop something based in their country of residence with advice and supervision from staff in the School. This may well include work with a local company or may involve independent study. Individual arrangements will be set up with each student.

For more detailed information on this programme please contact the Programme Leader before applying (see above).

Courses

• Risk Assessment and Safety Management
This course aims to give students an appreciation of risk from individual and societal perspectives as well as understanding the basic principles of risk assessment and modelling and how safety management works in practice.

• Systems Reliability
Gives an understanding of the qualitative and quantitative techniques that are used in the reliability, availability and maintainability analysis of all types of engineering systems.

• Learning from Disasters
Provides students with an in depth understanding of some of the classic disasters and their consequences by using a range of practical accident investigation techniques. Students will learn to analyse complex histories in order to find the underlying root cause.

• Safety, Risk and Reliability
Leads to an understanding of the principles of structural reliability theory and its application to risk and reliability engineering.

• Fire Safety, Explosions and Process Safety
Introduces students to the basic principles of fire safety science and engineering, and develops skills in associated modelling leading to an understanding of principal fire/explosion related issues in process safety.

• Data Analysis and Simulation
Develops knowledge of statistical data analysis and its application in engineering and science and introduces the concepts of using simulation techniques for analysis of complex systems. It also teaches linear optimisation techniques and the ability to apply them to solve simple problems.

• Human Factors Methods
This course will equip students from academic and/or industrial backgrounds with knowledge on, and the means to deploy, a wide range of specialist human factors techniques. The emphasis is on method selection, application, combination and integration within existing business practices. Students will develop a critical awareness of what methods exist, how to apply them in practice and their principle benefits and limitations.

•Environmental Impact Assessment
Provides the candidate with the knowledge and understanding of the principles and processes of the Environmental Impact Assessment. By the end of the course, the student should be familiar with the European EIA legislation and its translation into the Scottish planning system, and be able to demonstrate an understanding of the EIA process, the tools and the agents involved in an EIA and the possible problems with using EIA as a decision making tool. It is also intended that the student will be able to appreciate the purpose of the EIA process from a number of perspectives; that of a developer, an EIA practitioner and a policy maker.

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This postgraduate course provides relevant, up-to-date experience of food safety management, which is of vital importance both to organisations and individuals in the food industry, enforcement and education. Read more
This postgraduate course provides relevant, up-to-date experience of food safety management, which is of vital importance both to organisations and individuals in the food industry, enforcement and education. MSc Food Safety Management focuses on the important areas of foodborne disease, food safety hazards and the effective management of food safety through application of the risk management system Hazard Analysis and Critical Control Point (HACCP). An online course, Food Safety Management provides learning units and support materials via a secure website. This includes individual and group activities, including live web-seminars, research tasks and case studies provide practical learning opportunities.

LEARNING ENVIRONMENT AND ASSESSMENT

Detailed learning materials are all available online. Each topic of study involves a number of learning activities supported by asynchronous discussions, live web-cast workshops and chat activities. To take full advantage of the course, you will need the following software:
-Firefox web browsing software.
-Standard word processing and presentation software, such as Microsoft Word and PowerPoint.
-Standard electronic mail software, such as Outlook or Hotmail.
-Acrobat reader software.
-You will need to have signed up with an internet service provider. Broadband is recommended for full functionality, plus a webcam and headset/microphone

Assessment is done in a number of different ways including a report on an outbreak of foodborne disease, a personal portfolio, critical analysis of papers and case studies. There are no examinations.

PROGRAMME AIMS

To develop an understanding of the theoretical foundations and techniques used in food safety management for health and brand protection in the Global food supply chain.

To enable you to explore and extend an extensive knowledge base and critical appreciation of the control and management of foodborne disease in a global context.

To enable you to apply the principles of food safety management to develop effective management systems for the production of safe and legal food products, thus integrating theory with practice in your own and other food-related environments.

To provide a learning environment in which you are encouraged to achieve personal growth in terms of a wide range of transferable skills, including critical thinking and independence of thought, and communication of complex ideas to a range of audiences.

OPPORTUNITIES

Students on this course are normally working full-time or part-time in and/or go on to develop their careers in the food industry, local government and the private sector.

This course provides progression opportunities up to MPhil/PhD and DProf.

FURTHER INFORMATION

This unique course provides: relevant and up-to-date experience in foodborne disease, HACCP Development, HACCP Audit and Management, Research Methods for Food Safety, Current Issues in Food Safety including the opportunity to study specialist topics; development in essential transferable skills such as IT, communication skills, independent research, information retrieval, project planning and management; and the opportunity for career development and enhancement.

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Do you train healthcare providers or organise systems to improve patient safety? This one year masters programme will enable you to apply innovative educational methods and processes to improve patient outcomes. Read more
Do you train healthcare providers or organise systems to improve patient safety? This one year masters programme will enable you to apply innovative educational methods and processes to improve patient outcomes. Explore an in-depth range of simulation-based learning techniques and be equipped with the skills required to plan and conduct your dissertation. Be primed with the advanced knowledge and understanding to confidently lead improvements in the quality of patient safety in your workplace.

Key features

-Explore a range of simulation-based learning methods that can improve quality of patient care. Recent national reports have emphasised the need for widened access to simulation training and the recognition of person-level and system-level human factors in improving patient safety.
-Develop an understanding of the factors involved in quality improvement strategies and their evaluation using outcomes related to patient safety.
-Undertake a critical study of education and expert practice, change management and innovation.
-Equip yourself with the skills to plan and conduct a full masters dissertation.
-Get a variety of hands-on experience – the Simulation and Enhanced Learning module will be delivered at the Horizon Centre, a new innovation, education and research facility at Torbay Hospital. The remaining taught modules will be delivered in the John Bull Building, Plymouth Science Park. Find out more about your teaching locations.
-Advance your knowledge, understanding and skills in patient safety and quality improvement and have the opportunities to apply these skills in the clinical environment.
-Take advantage of our experienced teaching staff drawn from experts in the Plymouth and Torbay NHS trusts and the University, as well as from the higher education sector in the South West region and beyond.
-Benefit from flexible learning – there are a number of continuing professional development (CPD) opportunities relating to this programme where a single module or specific days within a module may be taken independently.
-Graduate with the skills required to implement simulation effectively into educational programmes, and develop and evaluate evidence-based patient safety strategies in organisations.
-You’ll be supported by a PUPSMD staff member and can attend seminars of the medical education research group CAMERA.

Course details

You’ll explore a range of simulation-based learning methods that can improve patient safety and quality of care through enhanced learning. Advance your knowledge, understanding and skills in patient safety and the application of these to your own workplace. You’ll be introduced to the role of human factors and develop a critical understanding of the current state of patient safety within healthcare and examine strategies to improve it. You’ll be provided with the knowledge and skills associated with the project design, development and knowledge transfer process. You’ll also explore the physical and psychological links between organisations, employees and their work environment and how the concept of human factors influences the way we work. The use of simulation for training and assessment of human factors will be integral to the module.

Core modules
-DIS731 Dissertation
-SIM714 Patient Safety and Quality Improvement
-PDD721 Project Design, Development and Knowledge Transfer
-SIM711 Simulation and Enhanced Learning
-SIM715 Human Factors in Healthcare

Every postgraduate taught course has a detailed programme specification document describing the programme aims, the programme structure, the teaching and learning methods, the learning outcomes and the rules of assessment.

For more information on the part time version of this course, view the web-page: https://www.plymouth.ac.uk/courses/postgraduate/msc-simulation-and-patient-safety

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The Master in food safety and quality, can adapt to scientific knowledge in the field of food, its constantly changing legislation and update quality standards for food safety. Read more

The Master in food safety and quality, can adapt to scientific knowledge in the field of food, its constantly changing legislation and update quality standards for food safety. Study the masters in food safety and quality of MFI also allows for a comprehensive approach to the variety of food industries that exist in the market and knowledge of the processes that apply to them.

Business development of the food industry, regulations and legislation of the European Union, make producers and suppliers responsible for providing consumers with safe and healthy food. In this context an increasingly professional organizations defendant arises, technical quality and food safety manager to ensure and guarantee the quality of products and processes and thus the satisfaction of customers and consumers. Figure auditor's food safety and quality control responsible for the design, development, implementation and system audits hygiene and food safety is needed.

Upon completion of the online Master in Quality, Hygiene and Food Safety will get a double degree by IMF and the University Camilo Jose Cela, with which you will open a world of new job opportunities in the areas of development, production, transport and food handling . You will be able to implement in any organization norms, standards and quality standards: ISO, OHSAS, HACCP, BRC, IFS, GlobalGAP, SAL ... When performing a training course on food security IMF, will have access to job opportunities and practices which bring the acquired knowledge to the real world in the food industry and food businesses.

Why this programme

  • Mastering Food, Nutrition, Dietetics, the fundamental aspects of food microbiology and all that surrounds its development and activity.
  • Knowing the regulatory framework and legislation in the food sector.
  • Monitor, analyze and ensure hygiene and food safety throughout the production process according to the legal framework.
  • Distinguish between food groups and their conditions of spoilage and contamination. Know the basis for conservation and labeling.
  • Set variables and indicators (pressure, temperature, flow, level, pH, conductivity) necessary for process control drive systems, control equipment and facilities control.
  • Implement and audit the ISO 9001, OHSAS 18001, ISO 14001 and management models in the food sector at national, European and global standards.
  • Mastering the certifiable models to protect the food as designations of origin, controlled production, kosher, halal, etc.

Objectives

Acquire an integrated and professional approach to ensure the quality and safety of products and processes in order to achieve customer satisfaction and consumers.

You will also learn to:

  • Adapt to current scientific knowledge in the field of food.
  • Knowing the legislation on the subject.
  • Update the rules applicable to food safety.
  • Take a broad approach to the variety of food industry market.
  • Knowing the processes applied in food security.

Methodology and Evaluation

Methodology

The Master in Food Safety and Quality is developed in order to unite and reconcile personal and professional life with the possibility of studying. Based on a flexible methodology study.

  • Online offer accessible content in the virtual campus at any time and place.
  • Distance mode: Get textbooks with the content.

Both methodologies are based on five key points:

  • Live online classes available desce anywhere. Attend hours compatible with your life and interact virtually with your teacher. You can ask and discuss like you're in a classroom class. In addition, all classes are recorded and available at any time through the virtual campus.
  • Virtual campus with all the agenda and content of the courses and modules. View them via the Internet or download them in PDF format as you are comfortable with. The virtual campus is also a meeting point with your classmates and teachers. Know them, debate and interact with them through forums, chats and discussion threads. In addition you will have additional training material, resolution of case studies and self-assessment test.
  • Unlimited with your personal tutor, tutoring resolve any questions online, chat, phone or email. Lean on the best professionals in the area of ​​food security and asks if you need face tutorials in MFI own headquarters.
  • Virtual Library to help you make the more than 9,000 references from the food industry and the business world. Access specialist publishers, download and stresses on the contents.
  • Networking and events with which to complete your training and catch up on all the news of food and business sector. Free access masterclass, roundtables and webinars taught by the best professionals.

Evaluation

Continuous assessment as during the Masters. Each module is evaluated by combining an online review and the development of case studies.

The final obtaining master's degrees by the UCJC (Universidad Camilo José Cela) and Master by MFI Business School, is subject to overcoming each module testing and development work to master.

Career prospects

Booming Sector

Labor demand for professionals in this sector is growing, with very optimistic expectations of growth, both at EU and global level, increasing rigor and requirement of food controls.

  • Quality Control Technician
  • Rural, developing and managing industrial projects, directing operations, innovating in food products or projects biotechnology applied to agriculture and livestock engineering.
  • Restoration services such as quality control technician, Hazard Analysis and Critical Control Point, or HACCP-forming food handlers.
  • Consulting as a consultant to companies for implementation of Food Quality Standards (BRC, IFS, ISO 22000, etc.), HACCP and legal, scientific and technical advice.
  • Research Quality Control Laboratories and Analysis
  • Training
  • Industry
  • laboratories


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The MSc in Critical Care is a part-time, distance learning course, which aims to provide the opportunity to explore critical care as a multidimensional phenomenon through the module assignments and through taught components. Read more
The MSc in Critical Care is a part-time, distance learning course, which aims to provide the opportunity to explore critical care as a multidimensional phenomenon through the module assignments and through taught components.

Critical care is the specialised and comprehensive care of patients whose conditions are life threatening, from pre-hospital assessment through to discharge from critical and acute care environments. The course explores the management of critically ill patients, and the final dissertation requires you to examine in-depth issues related to current practice of the critically ill patient.  The course also aims to inform those who teach within the critical care setting at both undergraduate and postgraduate levels to further their knowledge and teach others more effectively.

The full MSc course takes two years to complete, although you can choose to exit with a Postgraduate Certificate after nine months or a Postgraduate Diploma after 18 months, if you have fulfilled all the criteria for those awards.

The taught component introduces you to the multifaceted nature of caring for a critically ill patient. The modular approach allows you to evaluate care of the acute or critically ill patient from an evidence-based perspective, at any point on the patient’s journey (pre-hospital to discharge), allowing consideration from a multi-professional approach. Professional issues, including interprofessional practice, law, ethics, quality and safety are covered, as well as the psychosocial aspects relevant to caring for critically ill patients. The assessments are structured to allow students to evaluate the topic in relation to their practice and professional base.

Approximately 50 places are offered per intake and the majority of students are self-funded; although some obtain awards from charities and trusts.

Structure

The MSc consists of three stages – stage T1 (first taught stage), stage T2 (second taught stage) and stage R (research dissertation stage):

• Stage T1 (first taught stage)

This stage lasts for nine months, and consists of three 20-credit modules totalling 60 credits, at Level 7.

• Stage T2 (second taught stage)

This stage lasts for a further nine months, and consists of a further three 20-credit modules totalling 60 credits, at Level 7, to achieve a total  of  120 credits to complete the taught stages.

• Stage R (MSc research dissertation stage)

The dissertation stage of the programme lasts for a further six months, to a total for the MSc of two years, and will include a dissertation of 60 credits at Level 7, to achieve a combined total of 180 credits at Level 7 to complete the MSc course.

You may leave the course after successfully completing stage T1 with a postgraduate certificate, or after successfully completing stage T2 with a postgraduate diploma. 

Core modules:

Research Governance and Evidence Based Practice
Advanced Management - Cardiovascular System
Quality and Safety
Advanced Management - Respiratory System
Professional Practice and Management Issues
Clinical Management of Specialities
Dissertation - Critical Care

Teaching

The course is delivered via Cardiff University’s virtual learning environment, Learning Central.  Approaches to enhance your learning include:

Recommended reading / links within modules
Feedback on assignments
On line tutorials
Annual reports made available to students
External examiners’ feedback.

Studies at MSc dissertation level will largely consist of guided independent study and research, making use of the extensive learning and research facilities available. A project supervisor will be allocated to support and advise you on researching and writing up your specific dissertation topic.

Assessment

There are a variety of formative and summative assessment methods used, such as:

Written modules
Voiced over power point presentations
Recommended reading / links within modules
Feedback on assignments
On line tutorials
Discussion board forums
Patient stories 

Career Prospects

Successful completion of this course will add value to your CV. Graduates of the course have reported that it led directly to promotion, and many students were also stimulated to pursue academic careers via further study up to PhD.

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**Accredited by the Institute of Food Science & Technology (IFST), the leading qualifying body for food professionals in Europe.**. Read more
**Accredited by the Institute of Food Science & Technology (IFST), the leading qualifying body for food professionals in Europe.**

This programme provides graduates with an insight into measures that are required to provide a supply of safe and wholesome food to consumers globally. A wide spectrum of food safety and quality management issues are addressed following the farm to fork approach.

Topics covered include: good governance and national control systems; food inspection and testing services; legislation and private standards; and management of food safety and quality within the supply chain as well as in hotels and restaurants.

Students also acquire a knowledge of the design and management of safety and quality management systems based upon risk analysis, e.g. Hazard Analysis and Critical Control Point (HACCP), ISO 9001:2008 designed to meet the requirements of national and international legislation and private standards. Students sit the Royal Society for Public Health Level 3 Award in HACCP for Food Manufacturing and are also given membership of the Institute of Food Science and Technology.

Individual courses are offered on a stand-alone basis. These are attended by professionals working in the food industry. Lectures are also delivered by experts currently working in the food sector. This gives our postgraduate students the opportunity to interact with and learn from a range of practitioners.

Students have the opportunity to apply for short placements in the food sector, which provides them with the all important experience that they need to demonstrate when applying for jobs.

The aims of the programme are:

- To prepare graduates for careers in the national and international food chain, e.g. food businesses, consultancy, research and development

- To equip graduates with the knowledge and skills that will enhance their employability

- To enrich graduates understanding of the dynamics of food safety and quality management systems and the context under which they operate at national and international levels.

Visit the website http://www.gre.ac.uk/pg/engsci/foodsaf

Food and Agricultural Sciences

The Natural Resources Institute (NRI) has an internationally-recognised academic reputation and provides taught postgraduate courses in a wonderful environment for students.

NRI provide research, consultancy, training and advisory services to underpin sustainable development, economic growth and poverty reduction. The majority of our activities focus on the harnessing of natural and human capital for the benefit of developing countries, though much of our expertise has proved to be of growing relevance to industrialised nations.

What you'll study

- Food Safety (30 credits)
- Food Safety and Quality Management (30 credits)
- Research Methods (15 credits)
- Research Project (MSc only) (60 credits)
- Two or three optional courses chosen from a range of themes running across the programme (45 credits)

Fees and finance

Your time at university should be enjoyable and rewarding, and it is important that it is not spoilt by unnecessary financial worries. We recommend that you spend time planning your finances, both before coming to university and while you are here. We can offer advice on living costs and budgeting, as well as on awards, allowances and loans.

Find out more about our fees and the support available to you at our:
- Postgraduate finance pages (http://www.gre.ac.uk/finance/pg)
- International students' finance pages (http://www.gre.ac.uk/finance/international)

Find out how to apply here - http://www2.gre.ac.uk/study/apply

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This programme is designed to prepare nurses and a range of health and social care professionals for new and challenging roles in advancing and shifting the professional boundaries in critical care. Read more
This programme is designed to prepare nurses and a range of health and social care professionals for new and challenging roles in advancing and shifting the professional boundaries in critical care.

The Advanced Practice programme at the University of Bradford offers students the opportunity to apply knowledge to a range of clinical and professional situations through reflection and practice experience, supported by an experienced mentor.

It develops skills designed to meet the challenges of delivering and advancing quality healthcare within a global context.
Learning and teaching is designed to equip students with skills in using a range of information, data, tools and techniques to improve the quality of patient care and health outcomes as well as demonstrate impact and value. There is a focus on patient safety, risk assessment and risk management within a clinical governance context.

The programme is intended to:
-Provide a flexible educational framework that is vocationally relevant, which meets your professional development needs, as well as the organisational needs of employers
-Provide opportunities for inter-professional teaching and learning to share the knowledge, skills and experience common to a range of different health and social care disciplines
-Provide a framework within which the curriculum, where required, meets the regulatory needs of professional bodies such as the NMC, GPhC and HCPC and recognised National benchmarks
-Stimulate you to become a self-directed learner who is motivated to sustain and advance your own continuous professional learning
-Develop your clinical skills, knowledge and critical understanding to an advanced level, applicable to your own field of practice
-Further develop your cognitive and practical skills to undertake data synthesis, complex problem solving and risk assessment
-Prepare you to become an autonomous practitioner, to work in advanced and specialist roles with high levels of accountability
-Develop you as a practitioner who will innovate, promote evidence informed practice and improve service user outcomes
-Develop you as a leader with skills and confidence, to act as a role model, supporting the professional development of colleagues and the work of your organisation
-Develop you as a critically reflective, competent leader who will manage service development towards effective, sustainable, inclusive, fair and ethically sensitive service provision

Professional Accreditation

This programme has been accredited by the RCN Centre for Professional Accreditation until 31 August 2020.

This is the only Nationally recognised quality marker, and is therefore a portable qualification and a quality marker for Advanced Nurse Practitioners programmes in the UK. The accreditation demonstrates that our Advanced Practice programmes have been rigorously evaluated against 15 standards and associated criteria (RCN, 2012) and judged to prepare Advanced Nurse Practitioners to an advanced level commensurate with the RCN guidance (RCN, 2012).

Why Bradford?

This programme is part of the interdisciplinary Specialist Skills and Post Registration Development (SSPRD) Framework within the Faculty of Health Studies. The Framework enables you to undertake a named award or create an individualised programme of study that will meet either your needs and/or your employer’s needs for a changing diverse workforce within a modern organisation.

The SSPRD Framework offers a structure within which students undertaking the MSc Advanced Practice and named awards have a wide choice of modules. Whilst some students can build their own awards by choosing their own menu of module options the module choice on specialist, named award pathways is more clearly defined. If you are a UK student your programme of study will not only focus on research informed knowledge and understanding but will also extend your skills and competence in practice. International students will focus on modules that assess application to practice through a more reflective approach. The module choice for international students and UK students who are not working in a healthcare setting is restricted to those modules with an ‘international’ version.

Your programme of study and the collection of modules you may choose to study will contextualise your learning by addressing the Aims and Learning Outcomes for the programme which are outlined in the next section of this document. Modules such as the research or work based project modules, for example, enable you to shape your own focus of study within the modules aims and learning outcomes by learning the principles being taught and applying them to your own professional/employment area.

The flexibility offered by the Faculty of Health’s framework will enable you to take forward your current experience whatever the area of your work in collaboration with the University of Bradford. If you are not currently working in a UK healthcare setting you will have your choice limited to those modules with an ‘international’ version. An academic advisor will discuss with you and support your choices.

The Faculty of Health Studies is a major provider of education and training for individuals working within the health, social, independent and community/voluntary sector organisations across the Yorkshire and Humber Region and wider. The Faculty focus on excellence though knowledge, practice, research, leadership and management aims to support the future sustainability of the individuals, through lifelong learning and improved employability and thereby influencing the future adaptability of individual organisations and service delivery to promote change.

Learning activities and assessment

Whilst following this programme of study, you will engage with learning through a range of teaching methods. These methods will be dependent on modules studied, however student-centred approaches to learning are a feature of the modules and you will be expected to take responsibility for your learning as you develop your academic skills.

There are a number of approaches to the manner in which modules are delivered and these include block attendance, study day attendance, distance learning and blended learning. When devising your study plan with your academic advisor, you will be informed regarding which delivery methods are utilised for which module.

The aims of the teaching and learning strategies have been designed so that you will be given the opportunity to develop theoretical understanding, research informed knowledge and critical thinking to develop a range of skills appropriate to your professional field, your organisation and workplace setting. You will also develop your skills and knowledge of research and application to your practice area.

Your course of study will expose you to a range of different teaching, learning and assessment strategies required to achieve the learning outcomes.

The teaching approaches that are used across the Faculty of Health Studies are informed by the University and Faculty core values which are for teaching and learning to be: Research informed, Reflective, Adaptable, Inclusive, Supportive, Ethical and Sustainable. You may experience these across your choice of modules in order to meet both the aims of the programme and your learning outcomes which may include any number of the following:
-Research informed lectures: to a group of students where information will be presented and discussed
-Facilitated seminars and group discussion: where learning will be through the interpretation and critical application of information and group learning
-Tutorial: where small group number of students reflect and discuss issues related to their learning
-Work-based learning: where learning is directed at consolidating skills in relation to theory and best practice, enabling students to advance their competence in their field of practice
-Use of Web based virtual learning environments: such as Blackboard, to access information and to interact with other students undertaking group work or developing wikis
-Distance learning packages where clearly defined directed study and tasks are available for the student to undertake
-Directed reading: where set reading may be recommended
-Self-Directed learning: Where student are expected to develop their own learning by identifying areas of interest and areas in which knowledge needs to be developed
-Undertaking a work based project or a research module which is shaped by your own self-directed learning needs and the learning outcomes at MSc level

You will be expected to develop an autonomous learning style and become self-directed as a learner. Your learning will be assessed against the learning outcomes and programme aims through the use of a range of different assessment techniques which may include one or more of the following approaches:
-Written essay
-A Reflective Case study
-The development of a reflective portfolio
-Completion of set number of competencies
-Completion of a set number of clinical contacts
-Practical examination
-Computer based Multiple Choice Question examination
-Computer based open book examination
-Seminar Presentation
-Objective structured clinical examination (OSCE)
-Written project report
-Completion of a Dissertation
-Research paper/executive summary

Career support and prospects

Experienced nurses and healthcare practitioners now have the opportunity to take on challenging roles, working across professional, organisational and system boundaries to meet diverse patient needs.

Healthcare practitioners working towards these advanced practice roles, often at the forefront of innovative practice, are expected to undertake master’s level education. The programme is designed to develop the skills in complex reasoning, critical thinking and analysis required to undertake these roles.

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This programme provides you with an insight into measures that are required to provide a supply of safe and wholesome food to consumers globally. Read more
This programme provides you with an insight into measures that are required to provide a supply of safe and wholesome food to consumers globally. A wide spectrum of food safety and quality management issues are addressed following the farm to fork approach.

Increasing globalization of the food chain has resulted in many disputes about the safety and quality of food products. You will learn about the elements that make up an effective national food control system based on risk anlysis and acquire an understanding of the interactions between control systems and trade.

You will acquire a knowledge of the design and management of safety and quality management systems based upon risk analysis, e.g. Hazard Analysis and Critical Control Point (HACCP), ISO 9001:2008 and private standards, all designed to meet the requirements of national and international legislation. Students sit the Royal Society for Public Health Level 3 Award in HACCP for Food Manufacturing and are also given membership of the Institute of Food Science and Technology.

Individual courses are offered on a stand-alone basis. These are attended by professionals working in the food industry. Lectures are also delivered by experts currently working in the food sector. This gives our postgraduate students the opportunity to interact with and learn directly from a range of practitioners.

Students have the opportunity to apply for short placements in the food sector, which provides them with the all important experience that they can demonstrate when applying for jobs.

The aims of the programme are:

To prepare you for careers in the national and international food chain, e.g. food businesses, consultancy, research and development
To equip you with the knowledge and skills that will enhance your employability
To enrich your understanding of the dynamics of food safety and quality management systems and the context under which they operate at national and international levels.

Read less
This online course is relevant to safety critical industries across the globe and focuses on people already in work, who have responsibility for managing. Read more
This online course is relevant to safety critical industries across the globe and focuses on people already in work, who have responsibility for managing: risk; change; safety; quality; planning; system design. It brings the next generation of safety, risk and change management to you, in your work, embedded in your everyday practice with a systemic, proactive and performance focus.

The overall objective of this online Masters programme is to provide a rigorous but practical focus on risk, change and system design in operations, manufacturing and services, with an innovative integrated approach to the role of people in such systems. It provides a core framework that has been tested in collaborative industrial research and practice for managing and developing people, the design and integration of new technologies, the management of risk and the implementation of change. World-class international teams who have collaborated through industrial research has been mobilised to provide the highest calibre research led teaching, supervision and professional expertise.

A range of continuous assessment methods are used including projects, blogs, reflective journals, organisational dossiers and case studies. Online examinations are required for Module 7 Statistics and Action Research Methods.

Modules Include:

The Role of People and Process in Organisations
Stability and Change
Managing Performance and Risk
Leading Change
Strategic Human Resource Development
Statistics and Action Research Methods

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