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Institution Profile
Anthropological Research - MA
University of Manchester
School of Social Sciences
Why choose this course. -You would like to acquire research skills in both anthropology and ethnography. -You are considering moving on to doctoral and research degree programmes.
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Why choose this course:
-You would like to acquire research skills in both anthropology and ethnography
-You are considering moving on to doctoral and research degree programmes
-You want a course that is part of the North West Doctoral Training College (NWDTC)
This programme is designed to prepare students to carry out doctoral level research in Social Anthropology. It provides training in a wide range of research methods and teaches students how to develop a substantive research project in a theoretically and methodologically informed way. Although primarily intended as preliminary to doctoral research, the MA Anthropological Research programme is also available as a stand-alone taught MA degree for people who wish to improve their social research skills and gain an in-depth understanding of ethnographic methods and approaches.
Students on the MA Anthropological Research work closely with an expert supervisor in Social Anthropology, with further guidance from a second supervisor. All students attend the following core course units: Issues in Ethnographic Research I and II, Postgraduate Research Seminar, Independent Theoretical and Ethnographic Analysis I, and Introduction to Quantitative Methods. In consultation with their supervisor they also select three short, 5 credit modules in qualitative or quantitative research methods. Computer training is also available. Students then select two specialist course units, of which one must be within Social Anthropology (options vary from year to year) and one may be elsewhere in the University.
Teaching and learning
Part-time students complete the full-time programme over two years. There are NO evening or weekend course units available on the part-time programme.
You must first check the schedule of the compulsory modules and then select your optional modules to suit your requirements.
Updated timetable information will be available from mid-August and you will have the opportunity to discuss your module choices during induction week with your Course Director.
Coursework and assessment
Under the guidance of their supervisors, students are required to complete eight course units and a 12,000-15,000 word dissertation which is, in effect, a doctoral fieldwork research proposal. This is prepared over the summer period and presented in September. Most course units, including the postgraduate research seminar, are assessed by essays of up to 4,000 words. Some units also involve assessment of presentations and practical work.
Social Anthropology, and the School of Social Sciences of which it is part, are based in a modern building which allows 24/7 access.
There is shared workspace available for research students within Social Anthropology including networked computers and printing facilities. There are also many work areas elsewhere in the building and in the University.
Career opportunities
In keeping with the main purpose of the MAAR as a research-training masters, many graduates successfully proceed to undertake PhD studies, whether in Manchester or elsewhere. The MAAR is also an excellent programme in which to acquire skills in social research methods, especially the ethnographic methods that are fast becoming popular in the business, voluntary and educational sectors as a way to find out about how people engage with their everyday worlds.
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Archaeology - MA
University of Manchester
School of Arts, Languages and Cultures
Why choose this course. -You want to be taught by lecturers at the cutting edge of international research in social archaeology. -You enjoy working in small groups to explore current 'hot topics' and exciting new debates.
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Why choose this course:
-You want to be taught by lecturers at the cutting edge of international research in social archaeology
-You enjoy working in small groups to explore current 'hot topics' and exciting new debates
-You are looking for state-of-the art research training that will prepare you for a PhD and develop transferrable skills
Archaeology at Manchester is internationally recognised as a centre for social archaeology. The MA in Archaeology thus facilitates a fascinating journey into the material and social world of past human societies. By combining theory with practice, we are able to ask fundamental questions about the complex web of inter-relationships between societies, individuals, animals and plants, the built environment as well as the material world. This socially-focused approach also encourages a critical and self-reflective attitude towards the politics and practice of archaeology today. Working at the forefront of knowledge and interpretation, the MA brings together researchers of international calibre with specialization in a wide range of geographical areas and chronological periods, and thus offers a unique and stimulating environment for postgraduate study.
This MA programme fosters strong student-led research. By encouraging you to propose your own essay, presentation and dissertation topics, the MA allows you to pursue your specific archaeological interests throughout all our modules.
The MA in Archaeology will appeal to:
-Those wishing to explore the following themes: history, theory and practice of archaeology; the archaeology of cultural identity; landscape, monuments and architecture; technology and society; death and the body; archaeological heritage and the contemporary significance of the past.
-Those interested in the following geographical areas or chronological periods: Mesolithic, Neolithic, and Iron Age Britain, Neolithic and Bronze Age Near East, Cyprus and Greece, Africa, Pacific and historical/colonial archaeology, as well as the role of the past in contemporary societies.
-Those whose first degree was in a related discipline (eg Anthropology, Museology, History of Art, History) and now wish to take a postgraduate degree in Archaeology in order to gain a solid grounding in the discipline.
-Those who have a first degree in Archaeology (single or joint honours) who wish to advance their knowledge, understanding and skills in an exciting research led environment at the forefront of new developments and discoveries.
The Programme aims are to:
-Enable you to develop their understanding of the interrelationship between archaeological theory, interpretation and practice
-Provide you with an overview of a range of theoretical approaches to artefacts, architecture and landscape, and encourage you to explore these in relation to specific case studies
-Encourage you to develop their critical skills concerning inference and interpretation
-Encourage you to develop a critical awareness of the contemporary social and political context of archaeology
-Enhance and amplify previously acquired disciplinary and transferable skills
-Enable you to undertake self-critical original research (through the MA dissertation)
Coursework and assessment
In addition to the compulsory core module `Archaeologies of the Past, Present and Future', students take three option course units and complete a 12,000-15,000 word dissertation. Most teaching will take place in small interactive seminar groups, involving, as appropriate, directed-reading, staff and student presentations, discussion, debate, problem-solving and group-work. Assessment is both formative and summative. Most courses are summatively assessed by a 6,000-word essay. Oral presentations, poster presentations, self-reflective learning reports and assessed group work may also be used and additional formative feedback is given throughout.
Career opportunities
In addition to subject-specific content and approaches, this Masters degree teaches and develops a wealth of transferable skills that are appreciated by employers in all walks of life. Pursuing this degree thus enables students to keep open a very wide range of career options. This MA provides an excellent vocational foundation for those wishing to pursue a career in archaeology or hoping to embark upon a research degree, but is also a great general degree that teaches a diverse range of transferable skills highly sought after by employers, such as critical thinking, oral presentation, and team work.
Recent graduates have gone on to PhDs in Archaeology, to working in Archaeological Units, to teaching, to contract researching, or to work in local or central government, commerce or industry.
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Architecture and Urbanism - MA
University of Manchester
School of Environment, Education and Development
Why you should choose this course. -You are interested in how global cultural and economic forces influence contemporary cities. -You want a course that crosses discplines and is accredited by leading institutions in architecture teaching and research.
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Why you should choose this course:
-You are interested in how global cultural and economic forces influence contemporary cities
-You want a course that crosses discplines and is accredited by leading institutions in architecture teaching and research
-You are looking to pursue a career in roles associated with the development of sustainable urban spaces
The MA in Architecture and Urbanism is a taught postgraduate course that conducts research into how global cultural and economic forces influence contemporary cities. The design, functioning and future of urban situations is explored in written, drawn and modelled work that builds on the legacy of twentieth century urban theory and is directed towards the development of sustainable cities.
This course is jointly accredited by the University of Manchester (UoM) and Manchester Metropolitan University (MMU) with cross-disciplinary connections between the School of Environment, Education and Development (UoM), the Manchester School of Architecture (MMU) and Manchester Institute for Research and Innovation in Art and Design (MMU). This course can be approved as prior learning for the MSA RIBA Part 2 accredited MArch in certain circumstances.
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Art Gallery and Museum Studies - MA
University of Manchester
School of Arts, Languages and Cultures
Why you should choose this course. -You want to explore emerging critical approaches and shifts in museum practice and theory. -You would like to undertake a work placement in a museum, gallery or related cultural organisation in or around Manchester.
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Why you should choose this course:
-You want to explore emerging critical approaches and shifts in museum practice and theory
-You would like to undertake a work placement in a museum, gallery or related cultural organisation in or around Manchester
-You are interested in the rich museum and cultural scene of Manchester and the opportunities for case studies, fieldwork and networking on offer
Art Gallery and Museum Studies (AGMS) has been taught at The University of Manchester for more than 40 years. It is one of the longest established MA degree courses in museum studies in the country, and our alumni have reached senior positions in museums and galleries throughout the UK and overseas.
Today, the AGMS course is continually being reviewed and developed in response to new research, emerging critical approaches and shifts in museum practice. Manchester's traditional focus on the art gallery remains, but is now balanced by course units which address history, theory and practice in a range of institutions.
Throughout the degree, you will examine diverse issues related to museum theory and practice, visit numerous museums, galleries and cultural organisations, and have many opportunities to discuss ideas and issues with professionals and academics in the field. The AGMS course combines both guided and independent study, and includes seminars, guest lectures and site visits.
Teaching and learning
Most teaching takes place in small interactive seminar groups, involving, as appropriate, directed-reading, fieldwork in museums and galleries, staff and student presentations, discussion, debate, problem-solving and group-work.
Most courses run one day/week over 12 weeks and there are variations in the number of class hours per teaching day depending on the course/week (i.e. 2-5 hours). As a general rule, a 30 credit course includes 300 learning hours, which can be roughly divided as follows: a third in classes or class-related work; a third in independent study; and a third in preparation of assignments.
Students undertake also a collections management group project (as part of the 'Managing Collections and Exhibitions' and an exhibition group project (as part of the 'Professional Practice Project' course) in collaboration with a museum, gallery or related cultural organisation in Manchester or the North West of England.
Course unit details
The AGMS MA is a modular degree with core and optional elements totalling to 180 credits. Core and options courses combine to make 120 credits with the remaining 60 credits allocated to the dissertation.
Semester one
Full-time students take two core course units: 'Introduction to Museum Studies' and 'Managing Collections and Exhibitions' (each 30 credits). Part-time students take 'Introduction to Museum Studies' in Year 1 and 'Managing Collections and Exhibitions' in Year 2. These core units are designed to introduce you to key issues and ideas in museum practice, and also to different approaches to the study and analysis of museums. All elements in Semester One are compulsory. Unit details are below.
Semester two
Semester two option courses build on the knowledge and understanding you have gained in semester one, and enable you to develop expertise in a particular disciplinary area of curating (e.g. art or archaeology) or sphere of museum practice (e.g. museum learning or exhibition development). Full-time students take 60 credits of option course units (option courses are offered as 15 or 30 credits). Part-time students take 30 credits of option course units each year. Unit details are below. Please note that not all option courses may be available every year. Students may choose to take one option course in a related subject area, e.g. Archaeology, History, or Social Anthropology.
Dissertation (Semester 2 and summer)
On successful completion of the coursework, you proceed to write a dissertation (60 credits) on a topic of your choice, agreed in conjunction with your dissertation supervisor. Dissertations, like articles (depending on the journal), may be strongly based on original primary source research, they might aim to re-interpret an already well-trawled area of the subject, or they might take up an approach somewhere between these two extremes. In all cases, however, the authors will have chosen and elaborated a body of relevant material which they bring to bear on a clearly defined issue. Dissertation planning and supervision takes place in Semester 2 (February - end of June) and you continue with your independent writing in July and August. You can either undertake a standard dissertation or a practice-based dissertation:
-Standard : 12-15,000 words
-Practice-based A : Exhibition. An exhibition, show or plan thereof. Outcome - exhibition and/or plan plus 8-10,000 words reflection
-Practice-based B : Policy. Student to develop a piece of museum policy. Outcome - policy or report plus max 8-10,000 words reflection.
-Practice-based C : Digital/Online (building on skills developed in Digital Curating). Outcome - digital media application plus max 8-10,000 words reflection.
Career opportunities
How will the AGMS support my career goals?
The AGMS is an important entry-level qualification for anyone seeking to pursue a career in museums or galleries. It is also a valuable resource for continuing professional development for mid-career professionals. In addition, the MA provides a thorough training in the skills needed to do further postgraduate research. These skills in research design and planning are transferable to jobs in the museum sector, as well as being a vital first step to PhD research.
What are the career destinations of AGMS graduates?
Of course, job destinations vary according to the interests, ambitions and skills of each individual, but most of our students are successful in obtaining professional posts in collections, exhibitions, education, interpretation, or some aspect of museum/arts management soon after completing the MA.
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Arts Management, Policy and Practice - MA
University of Manchester
School of Arts, Languages and Cultures
Why you should choose this course?. -You would like a course combining key knowledge and skills in arts management and cultural policy with specialist options.
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Why you should choose this course?
-You would like a course combining key knowledge and skills in arts management and cultural policy with specialist options
-You are interested in a work placement at a cultural organisation near Manchester
-You would like to get a job at an arts organisation or festival around the world
Course description
The MA in Arts Management, Policy and Practice enables students to develop their knowledge and understanding of the history, theory and practice of arts management; to gain an insight into the range of professional opportunities in the creative and cultural sector; and to acquire direct experience of the many areas of arts management. The programme has a strong practical, hands-on element. At the same time it offers a solid theoretical grounding, exploring cultural policy in its historical context and encouraging critical engagement with the philosophical, political, social and economic imperatives informing contemporary practice. Above all, we aim to produce pioneers rather than bureaucrats.
Lecturers from the Centre for Arts Management teach the MA with considerable input from arts professionals including staff from the Martin Harris Centre, Contact Theatre, the Royal Exchange, Whitworth Art Gallery and many other local cultural organisations. We also work closely with our sister programme, the highly regarded MA in Art Gallery and Museum Studies.
The programme is designed to serve as an entry-level qualification for recent graduates as well as offering professional development for mid-career practitioners. It offers flexibility and opportunities for specialisation, while ensuring a thorough grounding in essential principles and methodology. It provides a solid foundation for careers in different areas of the arts and creative industries, and caters for arts practitioners as well as aspiring managers.
Career opportunities
This programme prepares graduates for a diverse range of career opportunities as managers, administrators, policy-makers or practitioners in various branches of the arts and cultural and creative industries. Opportunities exist in the public, private, and voluntary sectors; in theatres, opera houses, concert halls, arts centres, museums and galleries, and the media; with orchestras, theatre companies, dance companies, etc.; or with the Arts Council, British Council, Local Authority, Tourist Board and various funding bodies. Discrete posts include: programming manager; marketing director; education director; development or outreach officer; tour organiser; promoter, agent or artist's manager; website, database or IT manager; producer; consultant or market researcher; fundraiser; community artist; freelance workshop leader. Graduates may also find work in related areas such as teaching, social and educational work. Some students go on to pursue further study and research at doctoral level.
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Classics & Ancient History - MA
University of Manchester
School of Arts, Languages and Cultures
-Study at one of the largest and liveliest classical world education centres in the UK. -Work with a strong research community, supported by excellent resources.
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-Study at one of the largest and liveliest classical world education centres in the UK
-Work with a strong research community, supported by excellent resources
-Opportunities to begin or continue your study of Ancient Greek or Latin
The MA in Classics and Ancient History is extremely flexible and wide-ranging. In this it reflects the broad, multidisciplinary nature of the subject, which includes Latin and Greek language, the history of Greek and Roman antiquity from archaic times to the beginning of the Middle Ages, and Greek and Roman literature, philosophy, and culture. The MA is designed to introduce students to advanced study in their chosen field and to equip them with the skills required for doctoral research. The programme and most modules within it allow students to tailor their advanced study and research-preparation to their interests, needs and existing knowledge. Apart from the thesis, the only compulsory unit is that devoted to research training. We also expect all students to study Latin and/or Greek as part of their MA. (No existing knowledge of Latin or Greek is required, and we are very well-equipped to support students beginning their study of either language; it is also possible to study one or both languages at more Advanced levels). Apart from these requirements, students are able to choose freely in constructing an MA course which best suits their interests and skills.
In addition, we offer one specialist route through the MA programme: namely the 'City of Rome' route. This route involves taking a course unit at the British School at Rome, for which students prepare by studying a course on Roman social and urban history.
On successful completion of the MA in Classics and Ancient History, students will:
i. Demonstrate the enhancement of previously acquired skills at a more critical, reflective, and sophisticated level, especially skills involving synthesising information from a variety of sources, historical and/or literary interpretation, exercising independent and critical judgement.
ii. Understand and respect the `otherness' of the past by developing specialist knowledge about one or more aspect of Graeco-Roman civilisation.
iii. Be able to describe, analyse, and assess ancient sources, including (as appropriate) literary, non-literary, visual, and material evidence.
iv. Be able to design and complete a substantial piece of independent research.
v. Work effectively as autonomous scholars.
vi. Be able to understand complex problems and communicate them clearly in oral and written form, with the help, where appropriate, of visual or graphic aids.
Coursework and assessment
The MA in Classics & Ancient History is made up of a taught element (120 credits) and a dissertation (60 credits). Taught units are usually assessed by extended essay, but assessment might also include oral presentations, conference posters, commentary exercises and (particularly for language units) formal examinations.
In more detail, the structure of the course is as follows:
Research training . Our core course, 'Studying the Ancient World: Techniques and Approaches', introduces you to the key research questions and methods involved in advanced study of the discipline and, in the second semester, gives you experience in developing and presenting your own research project.
Language units. If you are a beginner, you will take one of our specially-designed `intensive' courses in Latin or Greek, which will put you in a position to start reading ancient texts in the original language before the end of your MA. If you have already studied Greek or Latin, you will continue your study of one or both languages at an appropriate level. If you are already at a very advanced stage in both languages you will take a specially-designed course unit which allows you further to develop your language skills in an area related to your research interests (for example: palaeography; papyrology; textual criticism; epigraphy).
Taught course-units . The remainder of your taught credits are selected from a range of taught units, chosen from a menu covering a range of topics in Greek and Roman history, literature, and culture. Most taught units are worth 15 credits, and usually involve 11 `classroom' hours, consisting of both student-led and tutor-led discussion, supported by additional guidance and planning sessions.
It is possible for one of these units to be an approved unit from another subject area (for example, History or Archaeology), or a Directed Reading course, in which you are free to pursue whatever avenue is of interest to you, by negotiation with a tutor and with the Postgraduate Programme Director. The usual pattern for a Directed Reading course is 6 to 8 hours of contact time, which may be individual or in a small group, or a mixture of the two.
A dissertation of between 12,000 and 15,000 words: 60 credits.
Career opportunities
This non-vocational Masters degree teaches and develops a wealth of transferable skills, and thus enables students to keep open a very wide range of career options. Recent graduates have gone on to vocational MAs (e.g. in Gallery & Museum Studies), to PhDs in Classics or Ancient History, to teaching, to contract researching, or to work in local or central government, commerce or industry.
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Conference Interpreting - MA
University of Manchester
School of Arts, Languages and Cultures
-You are interested in a challenging and stimulating career in conference interpreting. -You want personalised training from practising conference interpreters who are accredited by the European Union and the United Nations.
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-You are interested in a challenging and stimulating career in conference interpreting
-You want personalised training from practising conference interpreters who are accredited by the European Union and the United Nations
-You are looking for a course that is recognised and supported by key employers such as the European Commission and the European Parliament
-You want to benefit from four additional weeks of advanced simultaneous training after your final summer exams, which are specifically designed to prepare you for the profession
-You want to train and practice in state-of-the-art facilities using professional interpreting equipment
The MA in Conference Interpreting (MACINT) is designed to equip you with the knowledge and advanced interpreting skills required for a career in conference interpreting. All our interpreting trainers are practising conference interpreters in language combinations that reflect market demands. Most trainers are also AIIC members. For a detailed list of regular and visiting trainers and their professional backgrounds, please visit:
The programme offers simultaneous and consecutive interpreting training in five languages - French, German, Spanish, Russian and Chinese. These are key languages in international organisations such as the UN and EU and are also in demand on the freelance market.
The MA Conference Interpreting can be studied over one year (full-time) or two years (part-time). Part-time study is strongly supported and is actively facilitated in the timetabling of teaching hours for the MA, wherever possible. We also offer a Postgraduate Diploma (PG Dip) in Conference Interpreting for students who do not wish to complete a professional portfolio or research dissertation.
As a prospective student, you will offer one of two profiles, reflecting the two distinct profiles of practising conference interpreters:
-Profile 1: You have English as your native language (A language) and two passive foreign languages (C languages). You will be trained in consecutive and simultaneous interpreting out of both C languages into your A language
-Profile 2: You have Russian, Chinese, French, German or Spanish as your native language (A language) and English as an active foreign language (B language) or English as your A language and one of the five languages mentioned as your B. You will be trained in both types of interpreting in both directions (i.e. B-A and A-B)
-To equip students with the knowledge and advanced interpreting skills for a career in conference interpreting
-To provide specialist training in consecutive and simultaneous interpreting
-To provide a gradual transition into the professional world through practical, real-life interpreting tasks
-To provide guidance on professional conduct and ethics
-To enable students to reflect critically on their own and others' interpreting practice
-To equip students for further study and research
Teaching and learning
The MACINT degree is devised to train students with aptitude for Conference Interpreting in an intensive and highly individualised manner.
Contact hours with our trainers will involve a mixture of seminars with students studying all six languages on the MACINT degree (English, Chinese, French, German, Russian and Spanish) and language-specific tutorials focusing on your particular language combination. In the Professional Development for Conference Interpreters unit, students will also have the opportunity to work as part of a team of interpreters at a number of simulated multilingual conferences. Class sizes are small which allows for intensive contact with teaching staff.
Students are taught in separate classes for language tutorials covering each direction in which they interpret, for example, an interpreter working with French>
In addition to class contact hours, e-learning provision provides students with the support and feedback required between classes, as well as allowing them the possibility for tracking their progress. Guided self-study sessions in small groups are an essential part of the MACINT degree. These sessions also nurture peer assessment and feedback skills.
Career opportunities
The MA in Conference Interpreting at Manchester is recognised as a qualifying course for students wishing to be admitted for tests to work as simultaneous interpreters at international organisations, such as the UN and the EU. Some of our interpreter trainers have themselves helped to assess candidates for exams at international organisations, so we have a clear idea of what is required. Our own final exam marking criteria reflect those in use at international organisations.
The MA also prepares students for work as interpreters on the private market, i.e. in settings beyond international organisations. This can involve interpreting for businesses, think tanks, national and regional governments, NGOs, trade unions, legal firms and more. Our trainers have experience of working both in international organisations and on the private market so are well-placed to prepare students for all markets.
We maintain close links with key employers, giving students the opportunity to gain experience and receive external feedback on their performances during their training. For example, we have regular visits from senior staff interpreters at the European Commission. Some of our students have had opportunities to volunteer locally, for example our Chinese interpreting students volunteered during the recent visit of President Xi Jinping to Manchester.
The supply of English mother tongue interpreters is expected to fall further over coming years, due to the decline of language-learning in the UK. This will in turn increase the opportunities available for those native speakers who do have the necessary skills to work as simultaneous interpreters.
On the private market, all interpreters are increasingly expected to be able to interpret reliably into (as well as from) English. But employers cannot be expected to pay professional rates for second-rate English. The language immersion and opportunities for feedback that come with studying in small-group sessions, at a reputable UK-based course can help to develop the command of idiom and register, giving you the necessary edge on the job market.
A postgraduate qualification in Conference Interpreting also provides students with highly developed research, analytical and summarizing skills, excellent public speaking skills and an advanced understanding of mediation between cultures and languages. These transferable skills can be used in a variety of different job profiles.
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Creative Writing - MA
University of Manchester
School of Arts, Languages and Cultures
Why you should choose this course. -You would like to attend workshops by our leading novelists and poets. -You want to engage with and learn from practising writers, editors and agents.
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Why you should choose this course:
-You would like to attend workshops by our leading novelists and poets
-You want to engage with and learn from practising writers, editors and agents
-You are interested in internships with arts institutions in the surrounding region
The MA in Creative Writing offers aspiring fiction writers and poets a one-year apprenticeship (or two years part-time) during which time they will study literary technique through reading and discussing the work of other contemporary writers in seminars, and will have the opportunity to develop their own work via regular workshops and individual tutorials.
Writers may choose to work on writing a novel and/or short stories and/or poems.
All students will have the opportunity to attend weekly workshops and masterclasses taught by Professor Jeanette Winterson.
Please note that both the full and part-time options are taught between 9am to 5pm. We do not offer evening classes.
Coursework and assessment
Students take 60 credits worth of courses in semester one and 60 credits worth of courses in semester two. To complete the MA, students are required to take 180 credits in total;
-All poetry and fiction writing workshops meet for two hours per week, and are worth 30 credits. Students will also be offered three individual half-hour tutorials per semester in order to discuss the progress of their writing. Each workshop is assessed by a portfolio of poetry or fiction.
-Seminars also meet for two hours per week and are also worth 30 credits. They will usually be assessed by one 6,000 word essay or the equivalent.
-Over the summer students complete a 15,000 word 'dissertation' which consists of a group of poems, a selection or short stories, or an extract from a novel. This is worth 60 credits.
Course unit details
In semester one, students may choose to take two workshops - one in fiction writing and one in poetry -- or they may take one workshop and one seminar - typical seminars will be 'The Art of Short Fiction' and 'Poetics'.
In semester two students wishing to focus on poetry writing will take a poetry workshop and a seminar on Contemporary Poetry; students wishing to focus on fiction writing will take a fiction writing workshop and a seminar in Contemporary Fiction.
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Criminology - MA
University of Manchester
School of Law
The MA Criminology allows you to develop specialist knowledge of the current trends and historical debates surrounding crime causation, crime control and regulation.
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The MA Criminology allows you to develop specialist knowledge of the current trends and historical debates surrounding crime causation, crime control and regulation.
This innovative, interdisciplinary course is taught by experts from sociological, legal and psychological backgrounds with real-world experience. You will benefit from research-led teaching as well as strong links to wider criminal justice professions and industry.
Whether you are a recent graduate, or a practitioner or professional already working in the criminal justice field, this course will enable you to gain a critical understanding of contemporary criminological and socio-legal issues and engage with a diverse range of methods used to research them.
Aims of the course:
-Develop students' intellectual, critical and analytic skills in the academic areas of criminology and criminal justice.
-Produce graduates who have a thorough understanding of the key theoretical and political positions and concepts within criminology and criminal justice and the ability to use this knowledge in sophisticated ways in the critical assessment and development of public policy and interventions.
-Provide students with the opportunity to explore, through a range of optional courses, particular areas of study that are either professionally relevant or of academic interest.
-Provide students quantitative and qualitative research method skills in a way that is consistent with the demands of the discipline and the professional market.
-Develop in students an appreciation for interdisciplinary studies as the only way to confront the complexity of our object of study, an interest in the applied dimension of scientific knowledge and the awareness of the ethical implications of the scientific criminological project.
-Enhance students' transferable skills including proficiency in oral and written communication; the capacity for independent learning; the ability to reflect about the ethical and ideological components of their work; and the capacity for working co-operatively with others to produce professional outputs in a timely fashion.
-Develop criminological knowledge and research skills for the writing of a Masters-level dissertation.
Special features
On successful completion of the course, students will have:
-Demonstrated a critical awareness of the functioning and goals of the different institutions and agencies that comprise the criminal justice field in the English criminal justice system, the existing research on what works and the interrelationship between different forms of social control;
-Demonstrated a conceptual grasp of the different theoretical perspectives on crime, deviance and criminal justice, as well as specific areas of criminological research (e.g., interpersonal violence), and the capacity to critically evaluate theoretical developments in these areas;
-Developed an appreciation for the ethical and ideological dimensions of crime control and criminological research and the links between crime control and public policy;
-Recognised the methodological problems involved in the design and conduct of research and will have demonstrated knowledge of the main measurement strategies and data sources relevant to criminology and criminal justice studies;
-Understood the assumptions and practical implications built into criminal justice and criminological positions and how they affect policy formation and research methodologies;
-Demonstrated a critical awareness of research issues and methodologies related to the fields of criminology and/or criminal justice, combined with a knowledge of corresponding skills in undertaking a piece of research commensurate with Masters'-level study.
Teaching and learning
This course is taught by an interdisciplinary team using a variety of delivery methods: lectures, workshops, student-led presentations and debate, group work and individual research.
Career opportunities
This master's offers you the specialists knowledge attractive for a range of criminal justice careers in areas such as local/central government, criminal justice agencies e.g. as a criminal intelligence analyst within the police, probation services, the voluntary sector and NGOs, pressure groups and think-tanks.
It also allows you to develop skills applicable to jobs in social research, management, third sector services, social work, and teaching.
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Digital Technologies, Communication and Education - MA
University of Manchester
School of Environment, Education and Development
The course will be offered in three modes. -Full-time study in Manchester lasting 12 months. -Part-time study in Manchester which normally lasts around 27 months.
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The course will be offered in three modes:
-Full-time study in Manchester lasting 12 months
-Part-time study in Manchester which normally lasts around 27 months
-Part-time study at a distance, by e-learning over two or three years
All three modes start in September each year. The deadline for applications is 31st August 2017; later applications are considered at our discretion. Please note that we receive a very high number of applications so the course may be closed to new applications before the final deadline given.
-Further your career by improving your skills and knowledge base in the area of digital technologies and communication, in order that these can be applied in any educational setting.
-Enhance your interpersonal and group communications skills in order to learn independently and make effective decisions through self-reflection on your own practice.
-Develop the ability to design your own educational materials using digital technologies and in particular to develop creative and innovative approaches to this work.
-Build your confidence and ability to identify and critically evaluate the use of digital technologies, whether in formal educational settings or the informal educational processes of society, and with specific reference to your own needs and practice.
-Develop your ability to systematically understand and critically evaluate research and research methodologies relevant to digital technologies in education, and apply this knowledge in actual research projects.
-Develop an ability to manage and understand rapid technological change and its effect on educational processes, institutions and policies.
Teaching and learning
Formalised lectures are rare. Instead, classes tend to mix lecturer input with group work, computer and video activities, simulations, problem-based learning and class discussions. We make considerable use of enquiry-based learning (EBL), encouraging students' critical reflection on their own practice and beliefs: formed both by their professional experiences and intuitions, and theory and research. We encourage both individual and co-operative learning and research and hope to foster an ethos of life-long-learning. As most of our participants are themselves experienced teachers, we appreciate the wealth of knowledge and practical experience that they bring to the course and we encourage all participants to use all sources 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.
Career opportunities
Graduates from the course can follow a number of career paths: some continue to work in their existing posts, but often with enhanced status; some move into teacher education, materials development, publishing, the media, managing self-access facilities, testing and assessment, research; some set up their own businesses. Alternatively, graduates may use the programme as a springboard into further study, eventually leading to a PhD.
For example, we quote one student who previously studied on this course:
"I was employed with my Master's degree at the Arab Open University. It is a non-profit Higher Education Institution established mainly to enable those who missed the chance of attending the University to pursue their higher education through distance learning. I I've planned two modules for this semester. One is Education and ICT, the other is Using Computer Software in Education. I'm using the best that I have experienced in Manchester to construct stimulating courses."
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Economics - MA
University of Manchester
School of Social Sciences
-Are you looking for a solid training in microeconomic and macroeconomic principles as well as quantitative methods?. -Are you interested in how applied and policy-oriented research of economic data has relevance for real-world economists?.
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-Are you looking for a solid training in microeconomic and macroeconomic principles as well as quantitative methods?
-Are you interested in how applied and policy-oriented research of economic data has relevance for real-world economists?
-Are you focused on a career after your masters or would like to meet the entry requirements of our more advanced MSc in Economics?
Manchester is a leading centre for economics and research-led teaching. Graduate students from across the globe come to study economics at Manchester, attracted by its first-class postgraduate training and supervision in the core and specialist areas of economics.
Many famous names from the world of economics have worked here at Manchester, including three Nobel Prize winners. Interdisciplinary study is also actively pursued here with many course units involving a number of different Schools at the university.
The Economics MA course is designed to meet the growing demand for those students who seek a degree that combines a solid training in microeconomic and macroeconomic principles with quantitative methods and research informed applied economics units.
This course is clearly different from the existing MSc Economics courses at Manchester because of its focus on mainstream but less theoretical units that need to be completed.
Students who choose the Economics MA will take compulsory courses in both Microeconomics and Macroeconomics; they will further advance their quantitative skills and techniques in the core courses in Introduction to Econometrics, Mathematical Methods in Economic Analysis and Further Econometrics; and, as part of their MA dissertation, they will focus on applied and/or policy-oriented research of economic data as relevant to policy makers and economics professionals.
The programme suits students who are interested in a career straight after the MA and not those students interested in postgraduate research. The latter group may find our MSc Economics more appropriate.
-Provide instruction and rigorous training in economics and the relevant methods of mathematical economics and econometrics research in this area
-Develop your powers of inquiry, critical analysis and logical thinking, and your ability to apply theoretical knowledge to current issues of policy and practice in economics
-Encourage initiative, independent learning, awareness of analytical and theoretical approaches in the field of economics, exposure to recent research and the state-of-the-art tools in applied work in economics
-Train you in research methods and core skills in microeconomics, macroeconomics, econometrics, mathematical economics, problem-solving, written and oral expression, communication and presentation skills
-Equip you with the intellectual apparatus and practical skills necessary for an economist working in private or public organisations
-Enable you to apply advanced research skills to a relevant research area either in economics, via course units and a dissertation
Career opportunities
The demand for economists continues to grow worldwide. This demand exists across a host of institutions ranging from the public sector (like universities, central banks, international organisations) to the private sector (commercial banks and insurance providers).
With the range of applied economics skills provided in the MA Economics students are perfectly place to seek a career in business and place themselves ahead of competition. At the same time this degree is ideal for students who seek further education via MSc-research degrees across the UK and the world
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Education (International) - MA
University of Manchester
School of Environment, Education and Development
The course has been designed for teachers and other education professionals, working in a range of educational settings.
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The course has been designed for teachers and other education professionals, working in a range of educational settings. It will provide you with the opportunity to engage in structured study of, and reflection upon, the application of educational theories, ideas and concepts to a range of educational and community-based contexts.
It offers a unique combination of policy and practice-based perspectives on education located within the educational and other related experiences. It is taught by world-leading researchers who focus on the realities of professional practice using the social sciences. Course participants typically study the course in order to develop their careers in education through securing new posts, or promotion, in educational and education-related institutions.
-Develop critical understanding of key concepts in educational theory in order to enable an informed analysis of educational practices.
-Raise awareness of the influence of context upon education.
-Develop students' professional knowledge, understanding and skills in relation to their prior and emerging professional interests.
-To enable students to gain evaluative and analytical skills that will help them to critique education policy and practice.
-Develop capacity to engage in research to inform and develop practice.
Special features
The course has been designed for teachers and other education professionals, working in a range of educational settings. It will provide you with the opportunity to engage in structured study of, and reflection upon, the application of educational theories, ideas and concepts to a range of educational and community-based contexts.
It offers a unique combination of policy and practice-based perspectives on education located within the educational and other related experiences. It is taught by world-leading researchers who focus on the realities of professional practice using the social sciences. Course participants typically study the course in order to develop their careers in education through securing new posts, or promotion, in educational and education-related institutions.
-Develop critical understanding of key concepts in educational theory in order to enable an informed analysis of educational practices.
-Raise awareness of the influence of context upon education.
-Develop students' professional knowledge, understanding and skills in relation to their prior and emerging professional interests.
-To enable students to gain evaluative and analytical skills that will help them to critique education policy and practice.
-Develop capacity to engage in research to inform and develop practice.
Teaching and learning
The course is taught by world-leading researchers who focus on the realities of professional practice through using the social sciences. This includes Professor Mel Ainscow (an international expert in inclusive education), Professor Michael Apple (the world's leading critical educationalist), Steve Courtney (an expert on school restructuring, change and leadership), Professor Helen Gunter (known internationally for her work on policy and leadership), Professor David Hall (an expert in policy enactment and distributed leadership), Ruth McGinity (an expert on localised policymaking, change and leadership), Dr Susie Miles (known internationally for her specialist knowledge of inclusion and disability in developing country contexts), Professor Mel West (a leading expert in school improvement and school effectiveness).
The course units are delivered through lectures, tutorials, group-work, case-based approaches, and enquiry-based learning. Comprehensive training is provided in the use of electronic resources. We encourage both individual and co-operative learning and research and hope to foster an ethos of lifelong learning. We aim to build on the expertise of our students, many of whom are experienced teachers, and who bring with them a wealth of knowledge and practical experience from a wide range of different countries.
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Educational Leadership - MA
University of Manchester
School of Environment, Education and Development
This course has been designed for educational professionals who are currently working in, or who aspire to work in leadership positions and/or careers in administration, universities/colleges, or development in their own contexts.
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This course has been designed for educational professionals who are currently working in, or who aspire to work in leadership positions and/or careers in administration, universities/colleges, or development in their own contexts. The programme is taught by leading academics in the field of leadership, management, school effectiveness and improvement. Senior educational experts also contribute, including head teachers, inspectors, local authority officers and policy-makers.
Teaching encourages student participation, shared experiences and opportunities for practical application. Depending on your background and experience, you may find the approach rather different from your previous experiences of university.
-Provide an overview of current theories/frameworks for examining education policy and practice from a leadership perspective
-Develop your understanding of key leadership issues that influence teachers `performance in primary and secondary schools and other educational settings.
-Enable colleagues at all levels within educational institutions to identify issues and develop appropriate strategies to generate and sustain school improvement.
-Develop knowledge and understanding of practical approaches to school improvement and school effectiveness and of current theories, issues and debates in the field.
-Develop a range of learning and transferrable skills which integrate current research and best practice in the areas of school leadership and school improvement applicable to different students on different programmes.
Special features
The programme is taught by leading academics in the field of leadership, management, school effectiveness and improvement. Senior educational experts also contribute, including head teachers, inspectors, local authority officers and policy-makers.
Teaching and learning
The course is taught by world-leading researchers who focus on the realities of professional practice through using the social sciences. This includes Professor Mel Ainscow (an international expert in inclusive education), Professor Michael Apple (the world's leading critical educationalist), Steve Courtney (an expert on school restructuring, change and leadership), Professor Helen Gunter (known internationally for her work on policy and leadership), Professor David Hall (an expert in policy enactment and distributed leadership), Ruth McGinity (an expert on localised policymaking, change and leadership), Dr Susie Miles (known internationally for her specialist knowledge of inclusion and disability in developing country contexts), Professor Mel West (an international expert in school improvement and school effectiveness).
The course units are delivered through lectures, tutorials, group-work, case-based approaches, and enquiry-based learning, associated with school visits. Comprehensive training is provided in the use of electronic databases, library resources. We encourage both individual and co-operative learning and research and hope to foster an ethos of lifelong learning. We aim to build on the expertise of our students, many of whom are experienced leaders in education, and who bring with them a wealth of knowledge and practical experience from a wide range of different countries.
Career opportunities
Over the past decade graduates of this course have returned to over 40 countries around the world. They have mainly either entered or returned to teaching, lecturing or educational administration, while others have proceeded to further advanced studies.
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English Literature and American Studies - MA
University of Manchester
School of Arts, Languages and Cultures
The MA in English and American Studies prepares students for undertaking further research in the discipline, but it is also aimed at those who wish to broaden and deepen their critical engagement with English and American literature and culture.
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The MA in English and American Studies prepares students for undertaking further research in the discipline, but it is also aimed at those who wish to broaden and deepen their critical engagement with English and American literature and culture. The structure of the MA is flexible, which means that you can choose to combine your interests in English and American culture, or you can choose to focus more exclusively on one or the other . The division of English, American Studies and Creative Writing at the University of Manchester provides a thriving environment, with its vibrant research culture, its close links to the Centre of New Writing, its involvement in the Manchester Literature Festival and its access to the world-class John Rylands research library.
While this MA offers you a range of exciting modules that are chronologically or geographically specific, all modules are informed by recent theoretical and historical developments that allow you to think about categories like `literature', `culture' and `history' in nuanced and fresh ways.
You can also choose 30 credits from our MA Modern and Contemporary Literature (subject to availability) to further extend the scope of your study.
Teaching and learning
In your first semester, you will choose 2 of 3 core modules (30 credits each), which will lay the groundwork for your coursework as well as preparing you to think about your dissertation. The core modules address questions that are at the heart of literary and cultural studies, and will give you conceptual tools relevant to all of the modules offered in the second semester. The core modules are entitled:
-The Times of Literature
-Space, Place and Text
-American Studies: Theories, Methods, Practice.
In the second semester, you will choose 4 out of 6 modules, each of which is weighted at 15 credits, allowing you the choice of a greater number of courses. You diversify your engagement with the field with these courses, each of which tackles a range of periods and literary/cultural productions. Some of the courses offer you the chance to engage with the holdings of the John Rylands Library. Each focuses on a body of work, or on a topic or critical question, situated in a particular context. The courses are:
-Treacherous Love: Translating the Medieval Past
-Shakespeare: Theory and Archive
-Before Sexuality: Bodies, Desires and Discourses, 1660-1900
-Revolutionary Poetics: 1789-1840
-Radical Subcultures
-Doing History in Public: Struggling over the American Past.
Students with an interest in American Studies take 6 modules in total, including, in semester one, the core course 'American Studies: Theories, Methods, Practice' plus the choice of one of the other core courses (as listed above).
Finally, students will write a 15,000-word dissertation, worth 60 credits, supervised by an academic member of staff.
Coursework and assessment
Students are required to take 180 credits of units as listed above.
The list of units on offer will be updated annually. Students may also choose up to 30 credits worth of units from another MA programme in place of one of their optional units, subject to the approval of the Programme Director.
Students will also attend seminars on such topics as how to study at MA level, how to research and write a Master's thesis, and career options.
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Film Studies - MA
University of Manchester
School of Arts, Languages and Cultures
The MA in Film Studies at the University of Manchester is a flexible programme of study, providing students with opportunities to study areas of film theory, history and culture, as well as aspects of applied practice.
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The MA in Film Studies at the University of Manchester is a flexible programme of study, providing students with opportunities to study areas of film theory, history and culture, as well as aspects of applied practice. It caters for students wishing to enhance their artistic and professional careers as well as those seeking to prepare for doctoral study. The course provides opportunities for students who are relatively new to the subject area to establish a foundation in the discipline as well as those who wish to pursue further study. It prepares students for doctoral study and/or employment in film, screen media and creative industries, as well as those who wish to employ their knowledge of screen media and practice in educational, social and community settings.
The course thus builds on extensive links between the University of Manchester and professional contexts and communities in Manchester and the North West. It encourages the research and practice of film in academic and creative contexts, in particular with engagement in non-traditional and/or community sites, combining artistic and academic exploration with a focus on social responsibility, critique and transformation.
Teaching and learning
The MA Film Studies programme offers a solid foundation in theoretical and critical film studies, built on staff expertise and specialisms from form and theory to historical and cultural approaches to national cinemas to the politics of identity, gender and sexuality, and film music as well as practice, for students who may wish to pursue the discipline at postgraduate level for personal or professional development. It also offers opportunities for research and practice in aspects of and approaches to applied Film Studies, for students who may be interested in pursuing more practice-based and socially engaged research, for example, using film production and audio-visual methodologies for research, knowledge exchange and community engagement. This involves acquiring practical skills in addition to theoretical knowledge, such as documentary film-making, sound design, film curation and programming, that could be applied to education, community and activist contexts, as well as work placement opportunities.
Following a mandatory first semester of two core modules, students are free to construct their MA programme from a diverse range of options, including established study options within School of Arts, Languages and Cultures, a directed reading or practice option (enabling you to pursue a specific area of research with the careful supervision of specialist staff), and a work placement option. Study options vary from year to year depending on staff availability.
Students are taught in seminars, small group tutorials, workshops and surgeries, offering opportunities for lively and engaged discussions. One-to-one supervision is offered on all dissertations. Assessment is primarily by written assignment, also there will also be opportunities for those interested in practice as research.
Coursework and assessment
Written coursework in each taught 30 credit taught module is constituted by a 6,000 word essay, or its equivalent, constituted by a combination of various kinds of written work, including essays, log books, evaluation reports, project critiques and practice analysis. The dissertation is constituted by a 15,000 word project on a topic chosen in consultation with the dissertation supervisor.
Career opportunities
This Masters degree teaches and develops a range of transferable skills, and thus enables students to keep open a wide range of career options. Previous MA students have continued to take up PhD study with us, and many of these have gone on to academic and teaching careers in further and higher education institutions. Others have gone on to work for the BBC, in independent television production companies, festivals, film education and other areas of the film and screen media industry.
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Tag: touch
Sensuality in Food and Lomographywritten by hans12 on 2012-08-21
Food and Lomography is comparable in many ways. I thought of comparing it based on our five senses.6 17 Share Tweet
Spotted: Hasselblad Camera & Darkroom Scenes in Touchwritten by astilla on 2012-06-04 #news
An analog camera has made its way to the small screen again! In its tenth episode this season, "Touch" showed one of its characters sporting a Hasselblad Camera a few minutes after the start of the episode. Read on to find out more.1 5 Share Tweet
The Tactile Workshopswritten by soundfoodaround on 2012-02-01
Keep your hands off! Don't touch! Isn't it interesting how we hardly ever say 'don't listen' or 'avert thine eyes!' Well, perhaps, but not to the extent of the first two exclamatory remarks, when speaking to children. Bruno Munari's educational book 'The Tactile Workshops' contain highly sensory visuals that show his design savvy nature as well as call into question the role of the sense of 'touch'.1 Share Tweet

subset: commoncrawl


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Blocs 1.4.3 | MacOSX | 10 MB
Focused on simplicity, Blocs brings a fresh new approach to building modern, quality, static websites without the need to understand or write code. Built with Bootstrap 3, one of the most efficient frameworks, Blocs is a stylish and efficient OS X application that makes it as easy as possible for you to build websites with the help of its built-in templates and intuitive workflow.
Key features:
- Simplicity Blocs subtracts the need to write code meaning everyone can build websites.
- Quality Blocs generates good quality organized code with no clutter or inline styles.
- Clarity Blocs delivers a new level of clarity and focus helping you build websites faster.
- Intuitive Blocs has many time saving features such as smart swatches and auto type colouring.
- Fast Blocs really is insanely fast, you can build full webpage layouts in minutes.
- No Coding You don't need to understand or use any coding to build a website with Blocs.
- Bootstrap 3 Blocs builds using Bootstrap 3 one of the most reliable and proven frameworks.
- Responsive Because Blocs builds following page flow, sites are responsive with no extra work.
- Web Fonts Blocs has a curated list of Google Web Fonts that you can easy use in your sites.
- Unlimited Websites Since Blocs is an actual desktop app you can build as many websites as you like.
- Pre-Made Blocs Blocs comes with many pre-made layouts, so building and prototyping is super fast.
- Retina Support Blocs has retina support, so you can enjoy every pixel on your Macs retina screen.
- Easy to Use Blocs is one of the easiest website building tools, anyone can build with Blocs.
- Beautiful Not only is Blocs a great tool to use, it's also one you can enjoy to look at.
- Works Offline Unlike so many other website building tools Blocs actually works offline.
- Beginner Blocs is easy to understand and use. It's simplicity will encourage you to take your first steps.
- Designer Blocs lets you easily build and style great looking websites without the need to write a single line of code.
- Developer Blocs generates good quality, clean code. This makes it the perfect springboard to get the basics in place, fast.
What's New Version 1.4.3:
This is the latest version of Blocs for Mac, it's recommended that you update as soon as possible to ensure you receive the best user experience.
New features
* Added support to launch app and open file when file double clicked in finder.
* Fine tuned index page title meta so no longer uses project export name as part of meta data.
Fixed Bugs
* Issue that caused duplicate navbar page links
* Issue that caused removed navbar links not to sync across all pages.
* Issue that caused navbar toggle to be left in code when no nav links in nav.
* Padding issue on navbar links in mobile view.
Requirements: Intel, 64-bit processor OS X 10.9 or later
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Buy Premium From My Links To Support Me & Download with MaX SPeeD!
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Tried all most common workflows to import a 20 Gigabytes Bacpac into Azure SQL, (Business 150Gig profile) and all failed. Our biggest table which we think is the culprit, has 16.5 million rows, about 3GB (data&index) on-premise without compression. As it fails when rebuilding an index, non-clustered On Azure, but the exact same process is working fine On-Premise. Unless provided by other alternative, or better workflow, I now qualify this issue as a Showstopper.
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Artist description:
enerjak from sonicc the evil all powerful echidna o: oo lazy to colour
Flash Draw Created Mar 17, 2012 460 x 640px Unless noted Copyright 2012 Lee-ChanXD.
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I Love Myself
Love Myself probes the crucial balance of taking one's false mask off to allow one's true self to emerge; as one removes the mask the true self is available to give and experience love. I Love Myself takes Narcissus by the hand, educates him, and allows him to discover unconditional and unobjectified love. Through songs,vintage ditties, and a well-executed script of life's adventures, the audience and the performer learn the invaluable platitude, "You can't love another without loving yourself
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Wrangler Jeans Sweepstakes Have Got Us Hooked
Wrangler Jeans have been around since 1947. Their history runs parallel with that of our country and their jeans were worn by the same people who built this. This particular brand is dedicated to great quality and good, old fashioned, American culture. Wrangler clothes are for the working man and woman, but who says that they can't look good? These affordable, well-constructed, and stylish clothes could be yours! By entering the Wrangler Jeans sweepstakes I have for you today, you could win yourself a years' worth of work clothes or maybe even the chance to meet famous stock car racer Dale Earnhardt. Find out how!
First off, we have the 'Win a Year's Worth of Riggs Workwear Sweepstakes. You could win $400 worth of Riggs workwear apparel, consisting of seven pairs of Riggs jeans and eleven Riggs shirts. All entrants over the age of 21 are eligible to win. You also must be a resident of the US or Canada. This sweep expires on the last day of the year, December 31, 2013. So you still have quite a while to enter the wrangler jeans sweepstakes.
Wrangler is also hosting another very similar sweepstakes. This one is the 'Years' Worth of Wrangler Jeans and Shirts Sweepstakes.' This prize has Wrangler products instead of Riggs, like the last sweep. With this sweep, you could win $480 worth of wrangler western apparel consisting of six jeans and ten shirts. Sounds like a great new wardrobe to me! United States and Canada residents are free to enter, as this great sweep ends a little later than the last one. Well, almost a whole year later! July, 31, 2014 is the expiring date for this amazing wrangler jeans sweepstakes so remember that date!
The 'Take a Test Drive with Dale Jr. Sweepstakes' will have you racing into the North Carolina sunset! You and one guest will be flown to North Carolina for 4 days and 3 nights to go to the Nationwide and Spring cup professional stock car races on October 11 and 12. You'll be able to go on a VIP tour of the facilities and meet Dale Earnhardt! Pair this up with a lovely gift bag and a $250 Wrangler gift card and it sounds like the perfect win! If you're over 18 and a US citizen, enter now! This awesome wrangler jeans sweepstakes ends on September 17, 2013.
Win me Somethin' Good
Today we have one very special grand prize winner from Sweepstakes Advantage. Senior member drgnldy812 won the Perfect Night Sweepstakes and will be receiving an 'Outdoor Movie Package' that includes an outdoor portable movie screen, a projector, a fire pit, a table, an outdoor chair with cushions, 2 lanterns, a stove top popcorn popper, A pizza peel, A pizza cutter, an outdoor bug zapper and 3 free months of Netflix. This awesome prize totals to a whopping $1,503! That is HUGE! Congrats to this very lucky winner! Maybe we could have some of your luck this week.
Good luck to everyone entering the Wrangler sweeps. Have fun and Happy Sweeping!


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It always feels good when a public school beats a private school, so Holly Geranen must be feeling great this week.
The pitcher for the Leland girls softball team helped the Chargers crush St. Francis 8-0 last weekend, tossing a two-hit shutout. She allowed only two walks and struck out eight in the dominant win.
At the plate, Lexi Belligan smacked a double and a pair of singles and drove in three runs, while Ashley Boerner roped two hits and drove in two. Mikhaila Talaugon and Kelsey Borello each cracked a pair of hits and had an RBI apiece, and Lindsey Calcany-Blair belted two hits in the win. Ally Kido added a double and Geranen helped her own cause with a base hit.
It was the second non-league win of the week for the Chargers, who also knocked off Monta Vista 12-9.
The Chargers took a commanding lead with five runs in the firs, and despite allowing two in the bottom half, didn't let up. By the fourth inning, the Chargers had scored all 12 runs with five in the first, one in the second, four in the third and the last two in the fourth. Monta Vista just couldn't keep up with the Charger offense.
Borello hammered a triple and two singles and drove in one, while Megan Wesolowski crushed a double and a single and drove in five. Jessica Leong knocked a triple and a single and had an RBI and Calcany-Blair roped two hits in the win. Vanessa Urrea and Boerner each smacked hits and drove in runs for the Chargers.
Kido started in the circle and Calcany-Blair made an appearance, but it was Geranen who threw the majority with 4 2/3 innings of work. She allowed no runs on two hits and struck out six.
The Chargers also finished a suspended game, defeating Pioneer 3-0 in the continuation of a rain out from earlier in the season. Lindsey Hammond blasted two hits, while Boerner and Talaugon each knocked one.
Geranen tossed the complete game shutout for the win. She allowed six hits and a walk, and struck out six.
Caitlyn Weisner got the tough loss in the circle for Pioneer. Makenzie Drake led the Mustangs' offense, blasting a pair of hits.
The Chargers entered play this week trailing Pioneer by only half a game with a record of 6-1. Leland will head to Westmont on May 7 for a 4 p.m. game.
Prior to its loss to Leland, Pioneer rolled over Live Oak 11-0 with Holly Azevedo earning her 14th win in the circle. Alexandra Luna belted a home run and Weisner led the squad, knocking a pair of doubles and a pair of singles for four hits. She also drove in two runs in the win.
Pioneer was leading the Mt. Hamilton Division with a record of 7-1 coming into this week. The Mustangs will host Westmont on May 2 at 4 p.m.
Leigh split in its games last week, defeating Live Oak 10-3 but falling to Westmont 4-2.
In the win, Leigh knocked the ball all over the yard with 13 hits. Tayne Andersen smashed a home run and a double and drove in three runs for the Longhorns, while Sara Gyer smacked a double and a single and drove in two. Taylor Klauser and Jennifer Blasé each ripped two hits and Alexis Lindsey roped a triple. Megan Bowden helped the cause with a double, Hannah Mandy drove one in with a base knock and Charlotte Viner and Lizzie Haskell each contributed hits.
Bowden did the work in the circle, tossing the complete game. She allowed only one earned run on six hits and struck out one.
In the loss to Westmont, Leigh was held to only four hits. Mandy crushed a homer and drove in one. Lindsey belted a double and had an RBI and Teri Danenberg and Haskell each smacked singles for the Longhorns.
Danenberg this time did the pitching. She allowed four runs on 10 hits and struck out one.
Leigh was in fifth in the Mt. Hamilton Division coming into this week. The Longhorns host Pioneer on May 7 at 4 p.m.
Branham lost its only contest last week, falling 1-0 to Sobrato in eight innings. The Bruins could manage only five hits. Marie Minteer roped a pair of singlese, while Kaddy Pizano and Natalie Dorsey each smacked doubles. Malyna Sanchez slapped a single in the loss.
Minteer topped the rubber for Branham. She gave up only one run on seven hits and struck out one.
Branham was 5-3 and tied with Evergreen Valley for second place in the Santa Teresa Division of the BVAL. The Bruins host Evergreen Valley on May 2 at 4 p.m. to break the tie.


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Oct-17: 440 people failed to attend their GP/nurse appointment! This is equal to 73 hours of wasted appointments! With increased demand for GP and nursing services and very little extra funding to facilitate this rise, reducing the DNA (did not attend) rate could make a significant difference to appointment availability. PLEASE...if you cannot make your appointment, let us know ASAP so we can offer it to someone else.
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For some reason, the folks from Brabus believe that the market badly needs a wider, more powerful Mercedes GL 63 AMG. This is why the German aftermarket specialists released the Brabus B63 – 620 Widestar, a souped-up GL 63 AMG that comes with 611 horsepower (620 PS), a wide body kit and an upgraded interior.
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Expands agreement for Meizu to use TouchSense® Premium Technology in its portfolio of smartphones
Immersion's best-in-class TouchSense Premium solution offers the highest quality haptics available for OEMs designing high-end mobile handsets requiring high-fidelity effects. TouchSense Premium technology supports Pressure Haptics, an emerging feature in many premium handsets. Meizu will work with Immersion to achieve optimized haptic experiences through effect customization and UI analysis, hardware tuning and software integration services.
"We are pleased to continue our work with Meizu, whose smartphones bring
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Immersion's actual results might differ materially from those stated or implied by such forward-looking statements due to risks and uncertainties associated with Immersion's business, which include, but are not limited to: unanticipated difficulties and challenges encountered in product development efforts (including with respect to Immersion's TouchSense Technology) by Immersion and its licensees; unanticipated difficulties and challenges encountered in implementation efforts by Immersion's licensees; adverse outcomes in any future intellectual property-related litigation and the costs related thereto; the effects of the current macroeconomic climate; delay in or failure to achieve adoption of or commercial demand for Immersion's products or third party products incorporating Immersion's technologies; and a delay in or failure to achieve the acceptance of touch feedback as a critical user experience. Many of these risks and uncertainties are beyond the control of Immersion.
For a more detailed discussion of these factors, and other factors that
could cause actual results to vary materially, interested parties should
review the risk factors listed in Immersion's most current Form 10-K,
and Form 10-Q, both of which are on file with the
Immersion, the Immersion logo, and TouchSense are trademarks of
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OK, I'll admit it: Halloween scares me. The sheer amount of candy, sugar and neon dyes my son consumes in one night is enough to give me the shivers, because I know what's coming next: crazed, wild-eyed, uncontrollable behavior. Although it still hasn't been proven conclusively, I am convinced that too much sugar, along with all the food additives, worsens behavior. And I don't think I'm alone in this — what parent hasn't seen their child bouncing off the walls like a superball after eating a pack of Skittles? (You may have also heard about the study that came out last year in England that said that kids' hyperactive behavior, especially those with ADHD or ADD, increases when they consume common food dyes and additives.)
Don't get me wrong, I love Halloween as much as the next person and am definitely a fan of chocolate and candy myself, but I also have to admit that I dread the ginormous haul of loot that comes home with my son. My in-laws think I'm crazy for saying this — they tend to hand my son candy, cookies, and treats like they're senior crack dealers on a mission. They can't understand why he starts whizzing around the room and screaming incoherently like the Tasmanian Devil about 10 minutes after consuming these goodies. So far, it's been impossible to get them to realize that yes, sugar and food dyes make Alex into a crazy, howling mini-werewolf.
Last Halloween was the validation of all my fears. One night about a week after the holiday, I got a call from my sister-in-law in Virginia. As is my habit, I went to hide in the bedroom so we could actually talk. My son was happily watching a video, so I thought I had at least a good 30 minutes to catch up on the phone. What I'd forgotten was that Alex's Halloween candy bag was still out on the counter…and there was a very large box full of styrofoam peanuts in the living room. By the time I came out a half an hour later, there was a trail of Snickers and Reese's Peanut Butter Cup wrappers leading directly to the (now empty) box of peanuts. Alex had spread every last little white plastic thing around the living room, mostly (as I heard him tell it, and then demonstrate) by jumping into the box repeatedly from the sofa. Have you ever seen the effect of static electricity on said peanuts? They were stuck EVERYwhere — to the rug, the furniture, his fleece pajamas, his hair…I even found some clinging to the walls like little white styrofoam caterpillars. One year later, and I'm still finding them on the undersides of the couch.
But this year it's going to be different. I'm going to limit his sugar intake, offer him an apple instead of a Milky Way when he brings in his haul. (Yeah, right.) So here we go, another Halloween and another sugar bath for the kids. Be afraid, parents…be very afraid.
What do you think? Have you seen sugar or food dyes affect your child's behavior? Or is this a bunch of hogwash concocted by neurotic, candy-phobic parents?
About Elisabeth Wilkins
Elisabeth Wilkins was the editor of Empowering Parents and the mother of an 10-year-old son. Her work has appeared in national and international publications, including Mothering, Motherhood (Singapore), Hausfrau, The Bad Mother Chronicles, and The Japan Times. Elisabeth holds a Masters in Fine Arts in Creative Writing from the University of Southern Maine.