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An online course is being offered by the University of Warwick to provide qualified healthcare professionals who regularly conduct diabetes clinics and reviews to develop the knowledge and understanding to help their patients achieve optimal glycaemic control using a range of therapies including insulin and GLP-1 receptor agonists. Read more
An online course is being offered by the University of Warwick to provide qualified healthcare professionals who regularly conduct diabetes clinics and reviews to develop the knowledge and understanding to help their patients achieve optimal glycaemic control using a range of therapies including insulin and GLP-1 receptor agonists.

This course is delivered by:
Online course (next course due to commence April 2017)

The teaching content will be evidence based and acknowledge current national and local guidelines.

The aim of the course is to increase healthcare professionals' confidence when intensifying treatment in type 2 diabetes mellitus.

Prospective students are expected to have a basic knowledge related to Type 2 diabetes care and management and now wish to further enhance their knowledge and skills to utilise the full range of glucose lowering therapies (including insulin and GLP1 receptor agonists) that are now available.

Students who have recently completed this course say that this is the ideal course to build upon the foundations laid by completing the certificate in diabetes care. They report feeling more confident when prescribing 2nd and 3rd line therapies and engaging their patients in a joint decision making process during the consultation.

The course is accredited by the University and successful students will be awarded 30 CATS and the certificate in Optimising Glycaemic Control in Type 2 Diabetes Mellitus upon the successful completion of a professional portfolio (this will be completed over a 6 -9 month period).

Distance delivery mode

This course is delivered by current Advanced Leaders in local areas. Please contact your CCG to ascertain if they are running a local programme.

Course content

-Assessment of patients for 3rd line therapies in line with current evidence, national and local guidelines.
-Practical Management of Insulin Therapy.
-Practical Management of GLP1 receptor agonist therapy.
-Shared Care planning and setting targets of treatment in line with recent recommendations from the Royal College of General Practitioners for the management of people with long term conditions.

Assessment

-3 formative assessments based on patient consultations documenting change (s) in treatment in relation to improving glycaemic control using a shared decision making approach.
-1 summative assessment consisting of a practice based portfolio to be completed during the length of the course documenting change (s) in treatment related to glycaemic control. This portfolio could also be used to provide evidence towards professional validation or re-registration.

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An initial introduction to the care of children with diabetes, which includes. -An understanding of the role of genetics in the predisposition to type I diabetes. Read more
An initial introduction to the care of children with diabetes, which includes:
-An understanding of the role of genetics in the predisposition to type I diabetes.
-A knowledge of pharmacology and therapeutics necessary for optimum control.
-An understanding of the educational process, and the differing needs of the child and adolescent.

Options

-Available as a core option module on MSc in Diabetes programme; or on MSc in Diabetes (Paediatrics).
-Not sure an MSc is for you? Take this module as a Postgraduate Award. Contact us for more information:

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Imagine if you could play a pivotal role in providing care that prevents or delays type 2 diabetes. With the number of people being diagnosed with diabetes reaching over three million in the UK, there has never been a more crucial time to ensure healthcare professionals are fully equipped to deal with this epidemic. Read more
Imagine if you could play a pivotal role in providing care that prevents or delays type 2 diabetes...

With the number of people being diagnosed with diabetes reaching over three million in the UK, there has never been a more crucial time to ensure healthcare professionals are fully equipped to deal with this epidemic.

We believe identifying those at risk of developing type 2 diabetes mellitus and working to prevent and/or delay the condition is a key part of addressing this issue. Our one-day course is designed to equip healthcare assistants and nurses working in general practice with the skills and knowledge to help prevent diabetes.

The course is delivered by experts in primary care diabetes and involves lectures and workshop activity - all very practically focused. The emphasis is on learning why and how to deliver more effective care, and planning how best to do this within your practice.

Topics covered include

-Prevention of type 2 diabetes mellitus, and why this is important.
-Making the diagnosis of diabetes mellitus and impaired glucose regulation.
-Case finding in general practice (including how to record and follow up).
-Lifestyle advice.
-Reflecting on practice.
-Establishing a pre-diabetes register.
-Facilitating early diagnosis of type 2 diabetes mellitus.
-Enabling safe intensive treatment of early type 2 diabetes.

An introductory pack will be provided to all participants in advance of the course start date.

Participants will be actively encouraged to discuss the learning outcomes from the day with their colleagues in general practice.

Students will undertake a review of five patients who have attended their practice for the NHS Health Check and have been identified as being at risk of developing type 2 diabetes mellitus. On completion, a certificate of learning will be issued by the University.

The course is designed for those involved in the NHS checks, in particular healthcare assistants and nurses working in General Practice. It focuses on screening and managing cases of individuals with a history of impaired glucose regulation or risk of type 2 diabetes.

For further information and to apply for a place, please contact the team.

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The course is designed for experienced teachers of English to Speakers of Other Languages (and this includes teachers of EFL, ESL, EAL, ESP, and so on) in whatever geographical context or type of institution they are working. Read more
The course is designed for experienced teachers of English to Speakers of Other Languages (and this includes teachers of EFL, ESL, EAL, ESP, and so on) in whatever geographical context or type of institution they are working. Applications from both native- and non-native-English-speaking teachers are welcome.

This course enables experienced TESOL practitioners to further their careers with regard to: obtaining positions of seniority; undertaking new areas of professional activity; embed practice within a research dimension; contribute to the professional development of other teachers; and act in advisory capacities to teaching and associated agencies. It also aims to help you to develop advanced knowledge of TESOL-related research, theory, and areas of debate; understand more deeply your role as TESOL practitioner given the international currency of English and the developments in the educational environment afforded by technology access and global networking; develop advanced professional skills such as conducting needs analyses and evaluating, adapting and designing teaching and learning resources; develop academic literacy.

Teaching and learning

The course is taught by lecturers who themselves have been language teachers (TESOL and other languages) with experience of working in Britain and overseas. Formal lectures are rare and instead classes tend to mix sections of input with group-work, computer and video activities, simulations and problem-based learning.

The course can be characterised in terms of participant's critical reflection - as informed by theory and research as well as by their professional experiences. We encourage both individual and co-operative learning and research and hope to foster an ethos of lifelong learning. As our students are themselves experienced teachers, we appreciate the wealth of knowledge and practical experience that they bring to the course and we encourage the sharing of professional insights including their fellow participants. We provide training in the use of electronic databases, library resources, and computer based statistics packages. Many other key skills will be developed during the course.

Coursework and assessment

The form of the assessment varies from unit to unit but usually consists of a written assignment of 3.500 words for a 15-credit course unit (double for a 30-credit course unit). You are expected to demonstrate an understanding of the relevant theory as applied to your professional practice, and also demonstrate technical, academic, and professional skills . All assignments will be followed by both formative and summative feedback.

You can choose between a Mode A (traditional type) or a Mode B (portfolio type) of dissertation. Mode A dissertations can be empirical (report on a research project); conceptual (discuss or develop a conceptual understanding or framework of relevance to your professional development); or practical (development of a rationale for practical activities related to professional practice). Mode A practical dissertations and Mode B portfolio-type dissertations are very similar but in the latter the materials produced are close to being in a publishable format.

Career opportunities

Our graduates go on to positions of seniority, undertake new areas of professional activity, such as publishing or materials development, contribute to the professional development of other teachers, and act in advisory capacities to teaching and associated agencies at both national and international level. Some also proceed to doctoral studies in TESOL, either in other contexts or joining our own thriving doctoral community.

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Ocean acidification, energy resources, coastal erosion and flooding are just some of the issues that make ocean science such an important component when addressing the world’s most pressing environmental, energy and construction challenges. Read more
Ocean acidification, energy resources, coastal erosion and flooding are just some of the issues that make ocean science such an important component when addressing the world’s most pressing environmental, energy and construction challenges. This course allows you to tailor your study towards employment in a specific sector including oceanographic and environmental research and consultancy, marine renewable energy, marine conservation management, offshore exploration and hydrographic surveying.

You will equip yourself for a career in hydrographic surveying by choosing the hydrography pathway in the final year - study the exploration and sustainable management of marine resources, construction and environmental support. You’ll conduct a research or consultancy-type project closely linked to one of our marine science research groups or industrial partners, providing an experience of working with established marine scientists and contributing to current work in a wider context.

Key features

-Gain a sound knowledge base across all areas of ocean science with options to develop specialist skills in marine conservation, oceanography or hydrography.
-Specialise in subjects that most interest you including coastal dynamics, seafloor mapping, physical oceanography, meteorology, remote sensing, offshore exploration, biological oceanography, marine pollution and conservation.
-Equip yourself for a career in hydrographic surveying by choosing the hydrography pathway in the final year (with potential high-level professional FIG/IHO/ICA accreditation) - study the exploration and sustainable management of marine resources, construction and environmental support.
-Conduct a research or consultancy-type project closely linked to one of our marine science research groups or industrial partners, providing an experience of working with established marine scientists and contributing to current work in a wider context.
-Develop your range of practical skills with our own fully-equipped fleet of boats, a new £4.65 million Marine Station used as a base for fieldwork afloat, industry standard oceanographic and surveying equipment and a type-approved ship simulator.
-Option to take the industry-recognised professional diving qualification (HSE Professional SCUBA) alongside your degree, and an optional scientific diving module to provide training and qualification for diving-based research projects and employment (limited places and additional costs apply).
-Experience an overseas field course that's aimed at integrating ocean science knowledge and understanding across the different sub-disciplines.

Course details

Year 1
Your first year, shared across the Marine Science Undergraduate Scheme, introduces the full range of topics within the degree and develops your underpinning scientific knowledge and practical skills. You’ll develop your understanding of the Earth’s oceans and the key physical, chemical, biological processes that occur in these systems. You’ll build practical skills and enhance your ability to analyse, present and interpret scientific data through field-based activities.

Core modules
-OS101 Introduction to Ocean Science
-OS103 Biology and Hydrography of the Ocean
-OS105 Mapping the Marine Environment
-OS102 Physical and Chemical Processes of the Ocean
-OS104 Measuring the Marine Environment

Optional modules
-GEES1002PP Climate Change and Energy
-GEES1003PP Sustainable Futures
-GOV1000PP One Planet? Society and Sustainability
-ENGL405PP Making Waves: Representing the Sea, Then and Now
-GEES1001PP Natural Hazards
-OS106PP Our Ocean Planet
-OS107PP Space Exploration

Year 2
In your second year, the emphasis will be on understanding core aspects of ocean science, including topics in ocean exploration, oceanography and marine conservation, and enhancing your practical and research skills. You’ll participate in a field work module based at our Marine Station, learning how to use industry standard instrumentation and software for measuring a variety of parameters in the coastal zone and you’ll develop a proposal for your final year project. There's also opportunity to apply scientific diving skills gained alongside the degree for suitably qualified individuals.

Core modules
-OS201 Global Ocean Processes
-OS202 Monitoring the Marine Environment
-OS206 Researching the Marine Environment

Optional modules
-OS208 Meteorology
-OS209 Marine Remote Sensing
-OS207 Scientific Diving
-OS203 Seafloor Mapping
-OS204 Waves, Tides and Coastal Dynamics
-OS205 Managing Human Impacts in the Marine Environment

Year 3
You’ll focus on topics with special relevance to your future plans including options across the specialisms offered through the related BSc Marine Science courses. A residential field course allows you to develop a group-based in-situ investigative study. A large part of the year is spent completing a research project, carrying out an in-depth investigation under the guidance of a member of academic staff.

Optional modules
-BPIE338 Ocean Science Placement

Year 4
Pathway options in the final year provide both an opportunity for you to pursue your choice of topic in greater depth and an opportunity to increase the breadth of your study through modules from the applied contemporary offerings of our Marine Science MSc programmes: Applied Marine Science, Marine Renewable Energy and Hydrography. You’ll conduct a research or consultancy-type project closely linked to one of our internationally-leading marine science research groups or industrial partners, providing an experience of working with established marine scientists.

Optional modules
-MAR517 Coastal Erosion and Protection
-MATH523 Modelling Coastal Processes
-MAR520 Hydrography
-MAR522 Survey Project Management
-MAR515 Management of Coastal Environments
-MAR518 Remote Sensing and GIS
-MAR521 Acoustic and Oceanographic Surveying
-MAR507 Economics of the Marine Environment
-MAR523 Digital Mapping
-MAR516 Contemporary Issues in Marine Science
-MAR519 Modelling Marine Processes

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

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This postgraduate level module will enable you to critically explore and analyse the key theoretical and clinical issues in the psycho-social management of children and young people with diabetes. Read more
This postgraduate level module will enable you to critically explore and analyse the key theoretical and clinical issues in the psycho-social management of children and young people with diabetes. Speakers on the module include experts in psycho-social management of diabetes, child development including special needs, child education and communication, child advocacy and mental health in diabetes.

The course is taught at The University of Warwick and consists of pre-course work, four days attendance and assessment.

This module covers many aspects of psycho-social management of children and young people with diabetes including:
-Impact of a diagnosis of Type 1 Diabetes.
-How children and families adapt to life with a chronic illness.
-Helping young people to learn in clinic and beyond.
-Approaches to the management of maladaptive responses.
-Making a referral to Children's and Adolescent Mental Health Services.
-Working with children with special educational needs.
-Introduction to depression.
-The impact of ethnicity, culture and religion.
-Dealing with discrimination.

NICE Guidance

The course ensures healthcare professionals understand their obligations under the NICE guidelines and the new paediatric tariff, and how to meet these when delivering healthcare to this target group of vulnerable individuals.

"Children and young people with type 1 diabetes and their families should be offered timely and ongoing access to mental health professionals because they may experience psychological disturbances (such as anxiety, depression, behavioural and conduct disorders and family conflict) that can impact on the management of diabetes and well-being."

(NICE guidance CG015 Type 1 diabetes: diagnosis and management of type 1 diabetes in children, young people and adults

Other options

MSc route: available as a core option module on the MSc in Diabetes (Paediatrics) and MSc in Diabetes
Not sure an MSc is for you? Take this module as a Postgraduate Award. Contact us for more information:

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This unique 12 month full-time diploma course delivered in partnership with Sky, will equip students with the skills required to become a Film and Television graphics designer. Read more
This unique 12 month full-time diploma course delivered in partnership with Sky, will equip students with the skills required to become a Film and Television graphics designer.

Quick Facts

- 12 Month Course
- Full-time
- Course runs Jan-Dec each year
- Next intake: January 2017
- UK and EEA applicants only

APPLICATION DEADLINE: 13 OCT 2016

Visit the website https://nfts.co.uk/our-courses/diploma/graphics-and-titles-film-and-television

COURSE OVERVIEW

Working as a Graphics and Titles Designer in Film and Television involves design and production of graphics elements for TV channels, series, individual programmes, films and promotions. At its most complex this could be supervising the shoot of multi pass animations using a motion control studio or on location. Most of the work, however is producing and implementing templates for use in studios and post production suites to enhance the look of the output and to reinforce and support broadcaster, channel, genre and programme branding.

- A unique course in partnership with Sky.
- Equips participants with specialist skills required to work as a Film and Television graphic design.
- Gain the expertise to work on multiple complex projects within the industry.
- Become an innovator and expert in this field.
- Combines practical experience on TV Entertainment, Science and Natural History and Sports shows with industry work experience -placements and intensive training.
- Access to NFTS's Passport to Cinema and Masterclasses lead by major creative figures from film, television and games.

Graphics and Titles professionals design and implement moving and stationary graphics used for branding and presentation of information. On some high end shows they operate the graphics generator in the studio gallery but, in most instances, they create templates for use by graphics operators, editors and vision mixers.

To do this role, you will need to:

- be an exceptional graphic designer with the ability to realise 2D and 3D designs through a variety of computer software packages
- be an approachable team player
- work to tight deadlines and, at times, under extreme pressure
- pay close attention to detail
- be an excellent communicator
- have tact and diplomacy skills
- prioritise tasks
- multi-task
- work long and often unsocial hours
- be flexible
- have a positive approach

The NFTS will help you develop these skills and capabilities.

CURRICULUM

This course combines practical experience on TV Entertainment, Science and Natural History and Sports shows with industry work experience placements and intensive training.

The course has been developed to meet industry demand and NFTS students are engaged in more productions as part of the curriculum than any of our competitors.

The diploma course is 12 months full-time and is delivered at the NFTS:

Specifically students will learn about:

- Type and typography in a TV context
- Graphic design for TV entertainment
- Graphic design for TV Sport
- Graphic design for TV Promotion
- Workflows supporting each genre above

The course is broken into three terms.

Term 1 (January – April)
In the first term of the course you will study Type and typography in TV, the general principals of working on entertainment and sports shows and on promotions. You will receive training on a number or relevant software packages.

You will produce work in response to a number of given briefs for film and television shows.

Term 2 (May – September)
Design elements produced this term may include opening titles, stings, end credits other on-screen graphics.

You will then go on a work placement at Sky.

In terms 1 and 2 students will complete Graphics and Titles work to briefs set by the lead tutor. These projects will ensure students portfolios include the key type of work to secure work on graduation.

Term 3 (September – December)
You will work on a variety of grad shows at the NFTS and choose one of these as your graduation project. This will be a major piece of original work and will include:

- Storyboard(s) to guide and support the iterative design process with the production team
- Production of a style guide for the show which will be useable on screen and in printed form. This style guide must include the rationale for all design elements and must specify how these elements can and, critically, cannot be used to ensure that your design and branding objectives are achieved.
- Production of opening titles, stings and closing credits.
- Production of graphics templates for use in the studio and in post production.
- Support the production team through all stages of the production process with design and graphics production workflow advice and graphics production and operational services to ensure the highest quality final result.

PLACEMENT

Each student will complete a placement at Sky for 4 weeks.

NFTS BENEFITS

Graphics and Titles course participants will have full access to the NFTS’ optional creative stimulus strands, including: Cinema Club, Screen Arts and NFTS Masterclasses - these strands see major creative figures from film, television and games screening their work and discussing with students in the campus cinema. Recent speakers include David Fincher (Director, Seven, Gone Girl), Graham Linehan (The IT Crowd, Father Ted), Abi Morgan (Suffragette, The Hour), Christopher Nolan (Interstellar, The Dark Knight) and Hamish Hamilton (Director, Super Bowl XLVIII).

APPLY WITH

Please supply a portfolio of your own work and tell us about a Production you have worked on or admire. Critique the graphic design, its plus and minus points, and how you might approach refreshing it.

No more than two pages (A4 paper)

HOW TO APPLY

You can apply directly to us at the NFTS by clicking on the link below:

- APPLY FOR GRAPHICS AND TITLES FOR FILM AND TELEVISION COURSE - https://nfts.co.uk/sign-me-up/apply-now/?nid=2029

You can apply online, or download a word document of the application form to submit via email
When selecting your course, please ensure that you have read the entry requirements and details of the supporting materials that should accompany your application.

TIMING YOUR APPLICATION

We are happy to receive applications 24/7 and 365 days a year up until the deadline. That said, there is no particular advantage to submitting your application very early. The important thing is that your application shows us your latest work and tell us about your most recent filmmaking experiences.

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The number of patients with diabetes, in particular, Type 2 diabetes mellitus (T2DM), has been steadily increasing with over 382 million patients of which over 95% are Type 2 whilst diabetes Type 1 accounts for around 5%. Read more
The number of patients with diabetes, in particular, Type 2 diabetes mellitus (T2DM), has been steadily increasing with over 382 million patients of which over 95% are Type 2 whilst diabetes Type 1 accounts for around 5%. It is estimated that this number will rise to more than 560 million by year 2030, i.e. an increase of 147%, with the largest increase in prevalence in developing countries. Diabetes is the fourth leading cause of global mortality by disease.

Over the past three years, the Faculty of Science has had extensive consultations with a significant number of primary and secondary care physicians, diabetes specialist nurse practitioners and pharmaceutical industry to develop comprehensive post-graduate programme on diabetes. During the consultation, we identified the need at local, national and international level for the up-to-date training in diabetes management. Based on this, we have developed a focussed programme of study which will provide opportunity to potential candidates to gain up-to-date scientific, medical and clinical knowledge on management of diabetes. Moreover, the course is designed to improve clinical skills required for effective management of diabetes, ultimately aimed at improving patient outcome.

We aim to provide students with:

A rich, dynamic and multidisciplinary learning environment of diabetes education for health care providers with various professional capacities/responsibilities within UK healthcare system;
Evidence-based knowledge in and clinical exposure (case relevant role plays) to diabetes care;
Up-to-date skills in management of diabetes within primary and community-based health care systems;
The ability to apply specialist diabetes knowledge in the workplace to improve care standards and practice;
The advanced research and clinical skills necessary to carry out in-depth study in diabetes.

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

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

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

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

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

Why choose this course?

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

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

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

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

Teaching and learning

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

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

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

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

Specialist facilities

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

How this course helps you develop

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

Careers

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

Free language courses for students - the Open Module

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

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

Research areas and clusters

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

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This programme is run by the Centre for Environmental Strategy (CES), which is a leading centre for environmental and sustainability-related research and postgraduate teaching. Read more
This programme is run by the Centre for Environmental Strategy (CES), which is a leading centre for environmental and sustainability-related research and postgraduate teaching.

CES accommodates a wide range of disciplines dedicated to resolving environmental problems, and this Masters programme prepares future environmental and sustainability professionals for the challenges faced by the corporate world.

PROGRAMME OVERVIEW

This programme gives you a solid grounding in issues key to the sustainable development debate. The views of stakeholders such as business groups, environmentalists, government agencies and development institutions will be considered.

You will acquire the necessary skills to evaluate existing frameworks, inquire into environmental issues in organisations and industries, and develop sensitive business practices.

The programme provides excellent preparation for any corporate-focused environmental career. It provides a route to graduate membership of the Institute of Environmental Management & Assessment. We encourage you to read about the past and present student experiences of our environment and sustainability programmes.

PROGRAMME STRUCTURE

This programme is studied full-time over 12 months and part-time for up to 60 months. It consists of eight taught modules and a dissertation.

The following modules are indicative, reflecting the information available at the time of publication. Please note that not all modules described are compulsory and may be subject to teaching availability and/or student demand.
-Environmental Law
-Foundations of Sustainable Development
-Environmental Auditing and Management Systems
-Corporate, Social and Environmental Responsibility
-Life Cycle Thinking
-Ecological Economics
-Environmental Science and Society
-Industrial Placement
-Integrated Assessment
-Sustainable Development Applications
-Transitions to a Low Carbon Economy
-Life Cycle Assessment
-Psychology of Sustainable Development
-Energy Policies and Economic Dimensions
-Corporate Energy Management
-Energy-Consumer Goods in the Home
-The Energy Market from the Purchaser’s Perspective
-Energy in Industry and the Built Environment
-Renewable Energy and Sustainability
-Transport Energy and Emissions
-Emissions Trading
-Risk Management Optional
-Dissertation

EDUCATIONAL AIMS OF THE PROGRAMME

-Provide participants with a solid grounding in the sustainable development debate from the wide-range of perspectives, i.e. business groups, environmentalists, government agencies, development institutions, etc.
-Equip participants to evaluate existing political, socio-economic, ethical, cultural and regulatory frameworks to inform decisions regarding environmental practice
-Equip participants to develop a sensitive business practice towards environmental and social issues
-To equip students with the necessary skills for critical inquiry related to environmental issues in organisations and industries

PROGRAMME LEARNING OUTCOMES

The programme provides opportunities for students to develop and demonstrate knowledge and understanding, skills, qualities and other attributes in the following areas:
Knowledge and understanding
-Intra and inter-organisational contexts in which corporate environmental strategies are developed
-Concepts of sustainable development and their usefulness to business ethics
-Evolving regulatory and policy framework as part of engendering an anticipatory view of environmental management
-Knowledge of a range of corporate environmental management strategies and control mechanisms
-Accessing and using environmental data

Intellectual / cognitive skills
-Absorb complex environmental information and communicate them effectively through logically constructed argumentsCreatively formulate new ideas (MSc, PGDip and PGCert)
-Learn the value of teamwork to solve problems that require multi-disciplinary engagement
-Independent learning and study through self-directed assignments and dissertation
-Critical reading and analysis of environmental policy and regulation
-Inductive reasoning: using specific examples/observations and forming a more general principal
-Deductive reasoning: use stated general premise to reason about specific examples

Professional practical skills
-Comprehend how corporations build, implement and maintain an Environmental Management System (EMS)
-To perform an EMS Audit according to the ISO standards
-Give coherent presentations
-Lead discussions on complex subject areas
-See the other side of the argument given that there are varying and often conflicting perspectives in the environment field
-Competently handle environment information
-Self-motivation, self-regulation and self-assurance

Key / transferable skills
-Acquire knowledge and skills to prepare and deliver a structured and successful presentation
-Write effectively as a means of communicating important ideas
-Communication of findings and presentation of research to a non-specialist audience
-Lead discussion of small/large groups
-Organise and manage a research project
-Basic to advanced IT skills, depending on type of electives and dissertation topic
-Willingness to learn

ACADEMICS

Several high-profile guest lecturers have assisted with the delivery of some of the modules. CES modules make maximum use of guest lecturers, drawing on the practical skills and experience of key experts from government and industry to complement the theoretical components of the modules offered.

For example, Jonathon Porritt, former chairman of the Sustainable Development Commission, gives a guest lecture on the Sustainable Development Applications module, analysing the standing of sustainable development in business and policy making.

The extensive expertise of CES academics and researchers is also drawn upon in modules. Professor Tim Jackson, advisor to the government and international bodies and author of the seminal book, Prosperity without Growth – economics for a finite planet–also lectures on some CES modules.

INDUSTRIAL PLACEMENT

Full-time students are able to undertake an industrial placement module which enables them to spend six to twelve weeks working for a company or NGO, doing the type of work they will aim to find on graduation.

Examples of organisations at which recent industrial placements have taken place include:
-Minimise Solutions
-Portsmouth City Council
-GAP
-Diocese of London
-The Radisson
-LC Energy
-AECOM
-Solar Aid
-NUS
-CAREERS

Graduates go on to a diverse range of careers implementing sustainable development and dealing with the real environmental challenges facing humanity.

Recent examples include working as an energy efficiency officer for a local government, an environmental officer in multi-national chemical company, a sustainability advisor for a national television / radio station, an environmental consultant for an engineering consultancy, and a programme officer with a sustainability charity.

Other graduates use the research skills they developed to go on and do PhDs.

GLOBAL OPPORTUNITIES

We often give our students the opportunity to acquire international experience during their degrees by taking advantage of our exchange agreements with overseas universities.

In addition to the hugely enjoyable and satisfying experience, time spent abroad adds a distinctive element to your CV.

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EXCITING NEWS. new pathways and modules have been added to this programme, developed with Oxford Brookes Centre for Rehabilitation, the ARNI Instititute and the Multiple Sclerosis Society. Read more
EXCITING NEWS: new pathways and modules have been added to this programme, developed with Oxford Brookes Centre for Rehabilitation, the ARNI Instititute and the Multiple Sclerosis Society.

This innovative and dynamic MSc course is appropriate for all health, social care and exercise professionals working with different patient or client groups, adults or children. A strength of the course is the opportunity it provides to work with practitioners from different professions, from different patient and client groups and from a variety of countries which all helps promote a diverse view of rehabilitation.

This course enables practitioners to examine their own rehabilitation practice in light of the analysis of key concepts and theories. The ICF (International Classification of Functioning, Disability and Health, WHO 2001) - a key framework used internationally to guide rehabilitation practice, research and policy - will be used as a framework throughout the course. This will allow you to focus on rehabilitation from impairment through to activity and participation levels, taking into account contextual factors.

See the website http://www.brookes.ac.uk/studying-at-brookes/courses/postgraduate/2015/rehabilitation-musculoskeletal-neurological-posture-management-pathways/

Why choose this course?

- It provides a wide range of teaching and learning strategies, enabling you to develop relevant skills, for example in research and leadership. It offers five pathways: Neurological; Musculoskeletal; Paediatric Neurological; Exercise; Posture Management. (Please note for this pathway, you have to enter with 60 CATS credits from the Posture Management course, offered by the Oxford Centre for Enablement, Nuffield Orthopaedic Centre NHS Trust, Oxford.)

- It has a strong practice focus achieved through the way we consistently link theory to practice. You have opportunities to work within the CLEAR unit and engage with the latest rehabilitation research.

- It is structured in such a way that it moves from generic content (PG Cert Rehabilitation) with a focus on rehabilitation concepts, pathophysiological aspects and evidence-based rehabilitation, to pathway-specific (PG Diploma) content. These pathways enable you to focus on rehabilitation generally, relating to your own area of practice through the assessments, and then to focus on pathway-specific modules, which you can relate to your own practice.

- It offers health, social care and exercise professionals highly flexible continuing professional development (CPD) study opportunities in rehabilitation, with part-time, full-time and mixed mode options (including opportunities for e-learning, blended and distance learning).

- Our teaching team is multiprofessional, promoting interprofessional learning and teaching, and offering excellent opportunities for shared learning.

- All of the course team are experienced practitioners, educators and/or researchers in rehabilitation. They have all published articles and books in the area of rehabilitation, and have presented at key rehabilitation conferences. Many of them have reputations for excellence and have established links with colleagues, organisations and institutions at national and international level.

- The faculty has a strong research profile, with experienced researchers working in established areas of cancer care, children and families, drug and alcohol, physical rehabilitation and enablement, and interprofessional education and collaborative practice. The programme links with the Centre for Rehabilitation at Oxford Brookes University which is renowned for its research in to movement science.

- Oxford Brookes is a student-centred institution that is fully committed to each individual being supported to achieve 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.

Please note: this course also has a start date in September and January. There are opportunities to take individual modules as well as a longer award.

Teaching and learning

Teaching, learning and assessment strategies are intended to promote an interprofessional, patient-centred and practice-focused approach to rehabilitation.

Opportunities for interprofessional learning - sharing existing and developing skills, knowledge and experience - are maximised. All teaching, learning experiences and specific assessments is focused on the individual and their rehabilitation programme. If you are not in practice, or not from a health care background, the sharing of knowledge and experience can be of particular value. To make the most of the range of experience, skills and knowledge within the group, a variety of teaching and learning strategies will be employed, including seminars, group work and case studies.

Assessment methods used within the course are varied; they are designed to be stimulating as well as academically rigorous, and are based on your learning needs, individual aims, content, and the academic standards expected for the course. Assessment is based on coursework consisting of academic and reflective essays and case studies.

The course team is committed to providing flexibility, and is exploring ways of offering blended-learning approaches.

Examples of pathways

- Physiotherapist taking the Functional Stroke module to develop their skills and knowledge around exercise and stroke.

- Occupational Therapist taking the Paediatric Pathway working in rehabilitation wanting to develop their expertise and knowledge around children.

- Rehabilitation professionals working with adults and children with neurological disorders taking the paediatric disability module.

- Specialist MS nurse practitioner taking the Long Term Chronic Illness module and then crediting that towards the MSc Neurological Rehabilitation.

- Exercise professional working in a gym taking the Exercise Prescription Module to obtain REPS 4 accreditation.

Careers

This course helps you to develop your own professional practice, enabling you to deal with rehabilitation issues using a critical problem-solving approach based on research and theoretical perspectives and models. This might enable you to move more into a leadership role or a specialist role. Students who have graduated from the course have changed their jobs, for example going into rehabilitation leadership roles or specialist type roles, moving into specialist rehabilitation units or settings, or moving into education or research-type roles.

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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The MA in Archaeology can be studied on a full-time and part-time basis. Read more
The MA in Archaeology can be studied on a full-time and part-time basis. Through sets of specialist modules, skills-oriented classes and workshops, and dissertation research it provides the opportunity to advance your skills and knowledge in archaeology with a view to progressing to doctoral level research, or to pick up vital transferable skills ready for working in commercial archaeology or in the wider employment market.

A unique feature of our MA is the provision of specialist strands within which students study, allowing them to gain breadth and depth in their understanding of particular periods, areas and topics. The current strands are:
-Prehistory
-Egypt / Ancient India / Near East (EAINE)
-The Classical World
-Medieval and Post Medieval Archaeology

By the end of this course, students will have had a chance to engage in advanced collection, management and analysis of archaeological data and materials; to develop a sound understanding of current archaeological approaches, concepts and practice; and to acquire specialist skills and knowledge related to their strand from our team of leading experts in the field.

Course Structure

The MA in Archaeology is a 180 credit course composed of several modules including two 15 credit modules aimed at imparting skills in archaeological research and practice, and two 30 credit specialist modules relating to the strands (usually one each, per term). A 20,000 word dissertation worth 90 credits is developed over the course of the second and third terms, and the summer, in consultation with an appointed supervisor, usually in the student’s strand.

In discussion with the department, students can take a 20 credit language module from the Centre for Foreign Language Study in lieu of the practical skills module. There is also the option of substituting a strand specialist module with another MA module on offer in the department, and in some instances, one offered by another department in the University. For example, in recent years students have substituted a strand specialist module with a full 30 credit course on Biomolecular and Isotopic Archaeology run by the department; and The Anglo-Saxon World, an interdisciplinary course run by English, History and Archaeology. The options available vary from year to year; students should consult with the department to check for updates periodically.

Part-time students are expected to complete the course in 2 years. Typically part time students complete the two 15 credit and two 30 credit modules in the first year and the dissertation in the second year.

Module Details

Research and Study Skills in Social Archaeology (RSSSA) – 15 credits
This module runs in Term 1 and aims to provide you with information and skills relevant to pursuing archaeological research for your MA dissertation and beyond. It combines thematic classes/seminars on key topics in archaeology with lectures and workshops introducing fundamental datasets and software applications for archaeology, and assisting the development of advanced visual and written communication skills.

Practical Research and Study Skills (PRSS) – 15 credits
This module runs in Term 2. Students select two from a range of options in hands-on ‘Master Classes’ led by professionals and academic experts, typically taught through short blocks of workshops. These classes provide the opportunity to develop professional capacity skills, assessed through ‘authentic’ assignments, such as reports one would be expected to produce as a professional in the fields of archaeology, museums and galleries or cultural heritage.

As noted above, it is possible to substitute PRSS with a 20 credit language module from the Centre for Foreign Language Study.

Research Topics – 30 credits
Research Topics are detailed courses focussing on particular periods, areas or themes, and are taught by the Department’s leading experts on their specialist topics. Teaching is typically delivered through a series of lectures and small group seminars/tutorials, usually over one term with sessions each week, but sometimes over the year with biweekly sessions.

Students typically chose two modules relevant to their strands, although in consultation with their academic advisor they may opt for a course which is not directly related to their strand. It is possible, as noted above, to substitute one of the Research Topic modules for another MA module run by the department. In consultation with the Department, it may also be possible to substitute a Research Topic for an MA module run by another department, or for a multi-departmental module.

Recent Research Topics can be found on the website: https://www.dur.ac.uk/courses/info/?id=8407&title=Archaeology&code=F4K007&type=MA&year=2016#coursecontent

Dissertation
The dissertation (90 credits, c. 20,000 words) allows students to develop their own line of inquiry and in depth exploration of a topic of interest to them, with the guidance of a supervisor who is usually in their strand. This may be on a topic related to a Research Topic course they have followed, but may be drawn from previous or other interests. Support is available to guide students in designing their research projects and acquiring the skills necessary for carrying out research and analysis, both through the RSSSA programme and through academic advisors and dissertation supervisors

Learning and Teaching

A full summary of the programme's learning and teaching methods can be found on the website: https://www.dur.ac.uk/courses/info/?id=8407&title=Archaeology&code=F4K007&type=MA&year=2016#learning

Other admission requirements

Applicants are requested to indicate their interest in the strand they wish to follow in the personal statement of their application. Prior knowledge of strand specific areas is not mandatory, but an ability to prove previous interest or experience in the strand area would be an advantage for your application.

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Qualifications and durations. - Full-time MA 1 year (includes 3 months to submit dissertation). Languages offered. - Chinese, French, German, Italian, Russian and Spanish. Read more
Qualifications and durations
- Full-time MA 1 year (includes 3 months to submit dissertation)

Languages offered:
- Chinese, French, German, Italian, Russian and Spanish

Pathways

Students may follow one of two possible paths:

- Path 1: allows students with English as their ‘A’ language to offer two other languages - from Chinese, French, German, Italian, Russian and Spanish - working only into English.

- Path 2: allows students to work in both directions between Chinese/English or Russian/English.

Overview

This programme is designed to prepare linguists for careers as professional interpreters and/or translators. It has done this most successfully over more than four decades, and graduates are to be found working in language services throughout the world.

All students follow a core programme involving professional translation and simultaneous, consecutive and public and commercial service interpreting or liaison/public service interpreting. A number of options are available in the second semester to allow students to further focus on their translation or interpreting skills.

The MA is awarded for a 15,000-word dissertation/project submitted after successful completion of the taught programme.

Visit the website http://www.bath.ac.uk/study/pg/programmes/ma-in-inte-and-tran/

Why study with us?

- Team of highly experienced professional staff
- State of the art digital interpreting suites provide excellent teaching and practice space.
- Small class sizes provide high levels of student and teacher contact.
- Work placements in interpreting and translating are often an option during the programme and provide invaluable practical experience.
- Motivated and multi-national student cohort offers a diverse and stimulating learning environment.
- Students are exposed to realistic training from experienced translation and interpreting trainers which prepares them for work after graduation.
- The University and city of Bath offer ample exposure for non-native students to the English language and culture of the UK.
- A number of funding opportunities are available and students with EU languages are eligible to apply for EU bursaries.

Programme structure

European Stream (French, German, Italian, Russian, Spanish):

- Consecutive interpreting (all year core unit)
- Simultaneous interpreting (all year core unit)
- Public speaking (Semester 1 option)
- Professional translation I (Semester 1 core unit)
- Professional translation II (Semester 2 core unit)
- Public service interpreting (Semester 2 option)
- Using technology in the T & I Industry (Semester 2 option)
- Dissertation: 15,000 word thesis: annotated translation or a project type

Chinese Stream

- Consecutive interpreting (all year core unit)
- Simultaneous interpreting (all year core unit)
- Liaison/Public service interpreting (all year core unit)
- Public speaking (Semester 1 option)
- Professional translation I (Semester 1 core unit)
- Professional translation II (Semester 2 option)
- Using technology in the T & I Industry (Semester 2 option)
- Dissertation: 15,000 word thesis: annotated translation or a project type

View programme catalogue (http://www.bath.ac.uk/catalogues/2015-2016/pl/pl-proglist-pg.html#G) for further information.

Through our extensive network of contacts, we aim to organise placements for all students with the language services of international organisations, government departments or translation companies.

These placements provide an invaluable insight into the work of professional linguists and are valued highly by employers. They are not however compulsory and are not always guaranteed.

Our students have previously undertaken placements/internships in:
- United Nations (New York, Geneva, and Vienna)
- European Commission and European Parliament
- Council of Europe

Learning and teaching

Our programmes are modular, consisting of self-contained units, taught and assessed on a semester basis. As you progress through each semester and successfully pass the examinations, you will receive credit for the units, thus providing you with a clear indication of your academic progress.

Teaching takes the form of lectures and intensive translation and interpreting. Lectures are quite formal, whereas classes involve closer interaction between the lecturer and a small number of students for intensive training in the Translating & Interpreting discipline with plenty of time for informative discussion.

We also use the software MemoQ for the delivery of the unit, Using Technology in the Translation & Interpreting Industry; this is one of the leading tools in the industry.

Careers

The MA Interpreting & Translating is a highly vocational programme with a worldwide reputation for training professional translators and conference interpreters.

Our graduates have excellent employment prospects. While some have found rewarding jobs in smaller companies and institutions, or chosen to remain as a freelancer, many have gone on to pursue stimulating careers as professional translators and interpreters with major international organisations.

Graduates have worked for the following organisations:

- Institutional markets:

United Nations (Geneva, Vienna and New York)
European Commission (Brussels and Luxembourg)
European Parliament (Brussels and Luxembourg)
Council of Europe (Strasbourg)
International Court of Justice (The Hague)
NATO (Brussels)
Foreign and Commonwealth Office (London)
European Bank (Frankfurt)
BBC World Service (London)

- Private markets:

Microsoft
Talk Finance
Sophos
Prudential
Power Network
Gazprom

Some of our graduates have shared their experiences on our alumni blog (http://blogs.bath.ac.uk/on-parade/category/ma-interpreting-translating/).

About the department

The Department of Politics, Languages & International Studies (PoLIS) is one of the largest departments in the University.

Many staff are leading scholars in their field and are involved in a wide range of research activities, including collaborative projects at both national and international levels.

International and industrial links:

- Our department has links with 22 Erasmus partner institutions, as well as universities in Russia and Mexico.
- Research students regularly engage in fieldwork abroad, especially in the countries of the European Union, but also in Russia, Latin America and the United States.
- Students on the Euromasters programme study at two or three different sites in either Europe or the USA.
- In the case of the MA Interpreting & Translating and the MA Translation & Professional Language Skills, a number of work placements in Western Europe are made available to students in the language services of international organisations, government departments and commercial enterprises.

Our research

Experts from our department are publishing regularly in the most highly ranked international journals.

Our academic expertise and research activities are organised into three broad Research Clusters:

- Conflict, Security & International Order
- Governance, Citizenship & Policy
- Memory, History & Identity

International collaboration:
Many staff are internationally leading scholars in their field. We are involved in a wide range of research activities, including collaborative projects at both national and international levels.

Projects are funded by a variety of bodies such as:

- Economics & Social Research Council (ESRC)
- European Commission Framework Programme
- Arts & Humanities Research Council (AHRC)

Stimulating cutting edge research:
Our diversity and the disciplinary mix of political science, political theory, policy analysis, social anthropology, political sociology and others make for a very stimulating environment for students to develop their own research projects.

The integration of our research community is further enhanced through the International Relations & European Politics (IREP) postgraduate group.

Find out how to apply here - http://www.bath.ac.uk/hss/graduate-school/taught-programmes/how-to-apply/

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The MSc Investigative & Forensic Psychology is a one year, full-time postgraduate programme. It is accredited by the British Psychological Society and recognised as the first step towards status as a Chartered Forensic Psychologist in the UK for students who have Graduate Basis for Chartership. Read more
The MSc Investigative & Forensic Psychology is a one year, full-time postgraduate programme. It is accredited by the British Psychological Society and recognised as the first step towards status as a Chartered Forensic Psychologist in the UK for students who have Graduate Basis for Chartership. The course is also recognised by the Economic and Social Research Council (ESRC) as a Research Methods MSc and students taking this course are eligible for the ESRC 1 + 3 studentships.

The MSc provides students with a high quality, balanced postgraduate programme of research and academic knowledge including, awareness of professional, legal and ethical issues, and practical, communication and dissemination skills in Investigative and Forensic Psychology. The programme takes a three-tiered approach.

Students begin with structured sessions on conceptual and theoretical issues (including aggression, sexual violence and deviance, decision-making, leadership and stress, memory, communication and persuasion, and the psychology of crowd dynamics).

They then appreciate how these and related issues can be applied to forensic practice and its legal context (in terms of crime reduction and intervention studies; investigative procedures, forensic interviewing, court processes and proceedings, assessment, custody and rehabilitation).

Finally, they gain skills in communicating knowledge and conducting relevant research on case assessments of individuals and organisations

Why Choose Investigative and Forensic Psychology?

- This course is unique in that it is the only MSc accredited course of its type in a Russell Group University. It is viewed worldwide by many to be the home of Investigative Psychology
- The number and calibre of external practitioners whom deliver key understanding of real life applications, makes the MSc Investigative and Forensic Psychology distinct from any other.
- The University of Liverpool has the largest representation of psychologists in Europe, who are research active on Law Enforcement projects.
- High quality teaching and a strong focus on employability skills mean that our students have gone on to be some of the most successful individuals in the field.
- The MSc Investigative and Forensic Psychology is renowned worldwide and attracts a large number of International students and visiting speakers each year. In an increasingly global world it is important to raise awareness of the role cultural factors play in psychological functioning and how these may differ from the findings of mainstream Western research.
- This MSc Investigative and Forensic Psychology was the first course of its type to receive five commendations by the British Psychological Society.

Key Facts

Research Assessment Exercise 2008
Targeting our key areas of interest we've systematically enhanced our research base, culture and infrastructure, whilst building internationally influential groups.

Our work is theoretically robust and problem and policy focused, with a research agenda that's socially relevant and postgraduate teaching that's truly research-led.

Why School of Psychology?

Breadth and choice

Reflecting our main research strengths, we offer two one-year, full-time, taught Masters (MSc) programmes in:

Investigative and Forensic Psychology
Research Methods in Psychology.
For details of all MRes/MPhil/PhD and MD opportunities in the Faculty of Health and Life Sciences, see the Research course list at http://www.liv.ac.uk/study/postgraduate/research/

Professionally recognised

The Investigative and Forensic Psychology course is recognised by the Division of Forensic Psychology (DFP, British Psychological Society) and counts towards Chartered Forensic Status.

Innovative research

As home to the Centre for Investigative Psychology, we continue to stretch the boundaries of psychological inquiry with innovative research activity.

We've highly active, internationally renowned research groups and, in the most recent Research Assessment Exercise (2008), 80% of our research activity was rated as of international standard.

Our partners

Our partners include local hospitals and schools, the Regional Neurological and Neurosurgical NHS Trust, Prison Psychology departments, national and international Police Forces and associated Law Enforcement Agencies. There are also close links with other University departments in the Faculty of Science and Engineering, the Faculty of Humanities and Social Sciences, and the Faculty of Health and Life Sciences; in particular, Clinical Psychology, Neuroscience, and Human Anatomy. Numerous collaborations exist between members of staff and their colleagues in other academic institutions both nationally and internationally.

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If you are working in a position of influence across the wider health and social care community (including the statutory and independent sector), this MSc in Leadership Development is for you. Read more
If you are working in a position of influence across the wider health and social care community (including the statutory and independent sector), this MSc in Leadership Development is for you. The programme is targeted at healthcare professionals working in a clinical role (e.g. allied health professionals, clinical scientists, nurses, doctors) and those working in a non-clinical role (e.g. social workers, patient advocates, voluntary sector).

Three specialist pathways are available which enable you to tailor the programme to meet your individual needs:

- MSc Leadership Development (Clinical Leadership) is ideal if you work as a clinician and wish to focus on clinical leadership;

- MSc Leadership Development (Leadership and Management) is for those who work as a clinician who also have a management role. This pathway is also suitable for non-clinicians;

- MSc Leadership Development (Medical Leadership and Management) is suitable for doctors, offering bespoke modules which provide a medical content and a business focus.

The aim across all pathways is to create leaders able to improve the quality of care and act as effective change agents. Throughout each pathway, reflection will be applied to determine the type of leader you are; the type of leader you aspire to be (and why); and the action that will be taken to further your leadership development. This will be supported by group work, debate, action learning sets and student-led seminars to create a learning community conducive to critical reflection.

What will I study?

The programme will provide you with opportunities for in-depth self awareness, critical reflection on your own style of leadership and leadership skills and learning to be dynamic in decision-making. It will provide you with the knowledge and skills to effectively implement change and inform your practice with an evidence base. There will also be an opportunity to plan a research proposal and undertake a project utilising your leadership and change management skills in the final year of your study.

In addition you are able to access optional modules from the existing postgraduate portfolio from the Faculty of Health and Social Care or from the MSc Leadership and Management Development programme (delivered by Edge Hill University’s Business School). There is a close working relationship with the Business School, with the intention to maximise opportunities for accessing appropriate expertise across the University.

How will I study?

The programme will be delivered through lead lectures, workshops, seminars, Action Learning Sets, group work and critical debates to provide a framework to underpin the development of critical thinking and sharing in the learning process. The approach will be ‘flexible’ – blended learning where face-to-face sessions are the predominant delivery method supported by the University’s Virtual Learning Environment (VLE).

The attendance is daytime, approximately three hours per module, however some sessions will be online.

How will I be assessed?

The assessment strategy will focus on the synthesis and critical application of theory to practice in relation to your leadership role. A variety of assessment strategies will be utilised to provide balance including essays, presentations, a leadership development plan, reflective diaries, seminars, online discussion and the undertaking of a project. You will be assessed both formatively to support your development and summatively to demonstrate achievement of learning outcomes.

Who will be teaching me?

Edge Hill University enjoys an excellent reputation for teaching quality and members of the teaching team publish in international journals and present at national and international conferences.

The programme team comprises staff from the Faculty of Health and Social Care, the Evidence Based Practice Research Centre, Social Sciences, Business School and the Head of Staff Development. In addition, guest speakers who are executive/senior professionals within health and social care will provide you with opportunities to learn from their experience.

What are my career prospects?

In an increasingly competitive health service, health and social care staff will need to continually seek opportunities to add to their portfolio of qualifications in order to advance their careers. This is especially true for allied health professionals, clinical scientists, nurses and social workers where a postgraduate qualification is increasingly deemed desirable and essential.

This MSc Leadership Development programme will equip you with key leadership and change management skills. It will provide a highly relevant qualification which demonstrates a commitment to continuous professional development for health and social care professionals and also gives you an advantage over your peers.

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