Apply now for Kingston University London's Communication Design: Graphic Design MA degree. This course allows you to work on a number of challenging, experimental projects using a wide range of media to develop your intellectual aesthetic considerations and your technical understanding. Projects are often run with other students and professionals, such as musicians, scientists, product In this way, the ‘problem of development’ in three loosely defined and interconnected areas of social life—the market, the state, and the community— is placed into sharper relief. and that student will also produce a critical essay on the work and its place and significance in South African anthropology. Each student should plan on It's a cliché, but size really does matter in American higher education. And so does scope. There are over 4, universities and other higher education providers in the USA. Only around 1, of them offer Masters-level degrees (which narrows things down slightly)
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The MA Education encourages and enables students to think deeply and critically about education. This stimulating programme supports students in the process of beginning to articulate, explain and justify their own position within the complex and diverse field of education studies. Note on fees: The tuition fees shown are for the year indicated above. Fees for subsequent years may increase or otherwise vary.
Further information on fee status, fee increases and the fee schedule can be viewed on the UCL Students website: ucl. Fees for flexible, modular study are charged pro-rata to the appropriate full-time Dissertation ma significance problem tel fee taken in an academic session. A minimum of a second-class Bachelor's degree from a UK university or an overseas qualification of an equivalent standard.
Please note: one or two optional modules may have additional, specific entry requirements. If your education has not been conducted in the English language, you will be expected to demonstrate evidence of an adequate level of English proficiency. UCL Pre-Master's and Pre-sessional English courses are for international students who are aiming to study for a postgraduate degree at UCL.
The courses will develop your academic English and academic skills required to succeed at postgraduate level. International Preparation Courses Further information can be found on our English language requirements page.
Country-specific information, dissertation ma significance problem tel, including details of when UCL representatives are visiting your part of the world, can be obtained from the International Students website. For students starting in October, this programme is suitable for international students on a Student visa — study must be full-time, face-to-face, starting October only. For students applying through the University of London International Programmes: international students can apply for a Student Visitor Visa to study the face-to-face parts of this programme if required.
International applicants can find out the equivalent qualification for their country by selecting from the list below. This programme supports those starting out as educational researchers and practitioners to make a contribution to the field of education studies based on a grounded understanding of their own position.
To do this it introduces such themes as curriculum, pedagogy, assessment, relationships between education and society, and the importance of education research, whilst encouraging students to relate these to dissertation ma significance problem tel own contexts. The programme consists of two compulsory modules 60 creditstwo optional modules 60 credits and a dissertation 60 credits. Please note that the list of modules given here is indicative.
This information is published a long time in advance of enrolment and module content and availability is subject to change. Education can be viewed as an industry, a product, a philosophy, a process or a project.
In this module, you will be given the opportunity to explore these different perspectives on education and to develop a response to them that is informed by your own educational context and experience, dissertation ma significance problem tel. The module is based around the following questions posed by Fielding and Moss that are fundamental to understanding education:.
This module will use these questions to explore a range of educational contexts, sectors and phases. Students will critically explore the questions in the light of readings, arguments raised by leading experts in the field of education and their own experience.
The Understanding Research UR module aims to provide a general introduction to social research and to advance students' ability to recognize, describe and appraise different types, principles and practices of research in education and the social sciences. It introduces students to the methodological landscape of education research and the social sciences and explores the purposes of different types of research. Students will learn to engage with research as a critical reader, develop a critical stance towards research and its uses and critically reflect on the range of theories of knowledge which underpin different approaches to research.
In the course of this module, students will become familiar with a range of research concepts and approaches and will learn how to critically assess various purposes of research, specifically reflecting on how different research approaches help to explore and shape what is possible to know about particular research topics within the field of education and social science. Students are able to choose from a wide range of optional modules.
The list below indicates the kinds of modules we are usually able to offer. Please be aware that we cannot guarantee that every module will be available in any given year. The module explores the nature of teaching and learning. In exploring answers to these questions, the module seeks to weave together four interrelated strands:. Participants in the module will critically examine teaching and learning practices, their underlying assumptions and their educational advantages and problems.
Through online synchronous seminars, and asynchronous presentations the dissertation ma significance problem tel aims to provide participants with new analytical and dissertation ma significance problem tel skills with regard to their curricular interests and responsibilities, in particular: an improved ability to 'read' curriculum materials, practices and policies in the light of the theoretical principles and ideological perspectives that inform them; an enhanced appreciation of the philosophical roots of issues in curriculum design and development; a better understanding of design and development strategies; and a capacity for deeper reflection on their own experience of curriculum.
Since curriculum design is concerned with decisions about the knowledge to be taught, we spend time exploring different conceptions of knowledge. The course aims to deepen participants' understanding of the different approaches to Curriculum, linking these to relevant policy and always relating back to students' own professional practice where possible. It also explores the underlying theoretical concepts in the field. Its basis is to reject the idea that the curriculum is something to be delivered, but instead to promote the development of teachers as curriculum thinkers.
Themes include: Background to study of curriculum, The role of knowledge, The hidden and extended curricula, Socio-historical perspectives on the curriculum, The relationship between childhood, schooling and curriculum, The role of ethnicity, class and gender in curriculum, Progressive schooling and curriculum reform, Artificial intelligence and education.
In this module we look at the possibilities and opportunities inherent in, and arising from, experts seeking to communicate their specialist knowledge to non-expert audiences. All of us have, and are in the process of developing, particular expertise and specialisms. How do you explain dissertation ma significance problem tel intrinsically complicated to people who are not trained specialists?
A key focus is on the presentation of knowledge to the general public — examples include an educationalist explaining matters of policy, a scientist developing the understanding of a non-expert audience, and the effective curation of an art exhibition for public consumption. The module will contrast the communication of knowledge from STEM areas with those in the arts and humanities.
We shall critically consider the extent to which specialist knowledge needs to undergo transformation in order for it to be communicated to a non-expert audience. What are the implications for the role and responsibilities of experts?
themselves avoid fuelling this problem when communicating knowledge. This module offers participants the opportunity to re-think education and learning from a historical perspective and engages with enduring debates in education policy and practice. International perspectives on education, social change and inequality over the past two centuries are addressed. The range of topics include colonialism and national identity, education and the economy, youth and leisure, labour and social movements, literacy, the state and education, dissertation ma significance problem tel, and childhood and social welfare.
Dissertation ma significance problem tel addressing these issues, the module draws upon themes such as justice and fairness in education as well as inequalities relating to class, gender, race and disability. A range of primary historical sources will be utilised, for example, documents and archives, literary, biographical, archival, visual and material evidence.
History of education has a long research tradition which connects to both the study of history and education as well as drawing upon other humanities and social sciences.
This module aims to deepen participants' understanding of the different purposes of assessment and the underlying theoretical concepts in the field. It addresses both summative 'assessment of learning' and formative 'assessment for learning' uses. Some of the key features of summative assessment that will be explored include: validity, standards setting, marking, comparability and grading.
This module will examine the relationship between education and nation building as well as patterns of economic growth in selected Asian countries and regions. The module will be informed by a critique of various theories of development and examine controversies relating dissertation ma significance problem tel trends such as globalisation. Themes explored include national identity, economic development, minorities, school language policy, conflict and social cohesion, and neo-imperialism.
The module will employ comparative methods to identify convergent and divergent trends within education in Asia, and to assess the role of national, regional, dissertation ma significance problem tel, and international forces and institutions in influencing education and development and shaping the educational agenda for the future.
By examining the development of education policy and systems through a theoretical lens, students will acquire the skills necessary for analysing education policy and systems and identifying the contextual factors that explain them.
Because of the expertise of the teaching team, there will be a focus on East Asia although the coverage of the module will not be restricted to this; and, although the module will examine Asia through the lens of development, it will not largely be focussed on the literature, themes and issues associated with international development.
Through seminars, dissertation ma significance problem tel, lectures and workshops, the module aims to provide participants with new analytical and critical skills with regard to their curricular interests and responsibilities, in particular: an improved ability to 'read' curriculum materials, practices and policies in the light of the theoretical principles and ideological perspectives that inform them; an enhanced appreciation of the cultural and philosophical roots of issues in curriculum design and development; a better understanding of design and development strategies; and a capacity for deeper reflection on their own experience of curriculum.
The role of 'economic rationalism' in driving current curriculum reforms in Britain and abroad is considered and it is contrasted with broader and more democratic agendas. Contents, objectives, processes and assessment are addressed as variously weighted dimensions of curriculum design and development with reference to dissertation ma significance problem tel the classics of curriculum design literature and current writings and policies.
Finally, dissertation ma significance problem tel, the vital dissertation ma significance problem tel roles of individual schools and teachers in this era of National Curricula is a recurring theme of the module. This course facilitates academic debate about the aims of education and encourages a more questioning and critical stance on curriculum and assessment across international contexts.
Over the course of ten weeks, students will be introduced to a range of international models of learning and associated pedagogies, assessment paradigms and epistemological assumptions. We will explore contemporary international models of curriculum planning and curriculum questions in order to extend your knowledge of contemporary international models of assessment planning and policy.
The content will vary according to current reforms, but key issues may include: assessment-led curricula, marketization, performativity and high stakes testing this list is not exhaustive and the topics will vary according to the nature of policy issues that are currently important in relation to education. This module aims to encourage a critical examination of current debates concerning theory research and practice in the areas of gender and sexuality in education.
Lectures, seminar activities, Moodle tasks and readings will engage with key topics, including feminist theory, pedagogy and research methods; intersectionality, dissertation ma significance problem tel, post structural, psychosocial, new materialism approaches; analysing gender, sexuality and educational policy and practice e.
achievement, behaviour, dissertation ma significance problem tel, sex education and e-safety policies ; and researching sexualities, femininities, masculinities and LGBTQI issues in educational contexts.
The emphasis in this module is on engaging critically with assessment and learning issues, dissertation ma significance problem tel, to facilitate new ways to thinking about them, based on a rich variety of literature. This is not a training course for teachers who want to practise assessment for Learning, although practitioners will be making presentations within the module.
Assuming that learning is a social activity with social purposes, in this module participants are encouraged to learn from and with each other about assessment, learning and Assessment for Learning, and also to write collaboratively and assess each other's writing during the module, dissertation ma significance problem tel.
This module aims to develop greater understanding of the theory and practice of development education within the context of learning and living within a global society.
It addresses the relevance of learning about development and global issues within the context of skills for a global economy and debates on complex and multiple identities. The module also demonstrates the connections between development education and current debates about the role and purpose of education both within the UK and internationally.
As a result of completing this module, students will have:. Teaching often involves examining areas that are known or that are agreed upon. However, many aspects of the world are not known. Many issues; political, moral, social, historical, aesthetic and scientific are matters of belief - often supported by various forms of reason. In these areas different beliefs are contested and can be matters of controversy.
This module is an introduction to the philosophical and pedagogical questions raised by the teaching of controversial issues. It aims to offer both a theoretical basis and practical strategies for teaching controversial issues in schools.
Participants will explore what controversial issues are and why they should be taught, examine concepts such as tolerance and respect and consider the role of reason in developing opinion, dissertation ma significance problem tel.
They will reflect on the role of the teacher in classroom discussions of controversial issues and explore a range of pedagogical techniques and resources. This module aims to provide you with an understanding of the politics behind education policymaking in Europe. Why do education policies differ from country to country and are they converging or diverging? Why are some governments more successful than others in solving education problems?
How are governments influenced by international institutions such as the EU and the OECD? What are the effects of education policies? These are key questions that will be explored regarding a range of countries such as the UK, Germany, France, the Nordic countries, and Eastern Europe. We will discuss the main analytical tools that are used to understand continuity, change, dissertation ma significance problem tel national variation in education policy and its effects on educational and social outcomes.
You will gain an advanced understanding of ideas, special interests, and institutions that contribute to the making of policy across the entire national education system with a focus on primary and secondary education.
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• Julia Nefsky, ‘Fairness, Participation, and the Real Problem of Collective Harm’, Oxford Studies in Normative Ethics 5 (): – Module Assessment. The module is assessed by a summative essay. For BA students, the maximum length is strictly words. For MA students, the maximum length is strictly words ALL YOUR PAPER NEEDS COVERED 24/7. No matter what kind of academic paper you need, it is simple and affordable to place your order with Achiever Essays Dec 18, · Hospital ethics committees (HECs) help clinicians deal with the ethical challenges which have been raised during clinical practice. A comprehensive literature review was conducted to provide a historical background of the development of HECs internationally and describe their functions and practical challenges of their day to day work
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