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Institution Profile
Accounting and Financial Management - MSc
University of York
York Management School
This specialist Masters degree is intended to build on your existing knowledge of accounting and finance.
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This specialist Masters degree is intended to build on your existing knowledge of accounting and finance. The programme concentrates on the role of accounting and finance in organisational management and will provide you with a thorough grounding in accounting, finance, financial management, financial reporting, financial markets and investment and risk.
The programme will provide you with the knowledge and skills you will need for a career in the financial service industry or financial consultancy.
Course Structure
Term 1
-Critical Perspectives in Accounting (10 credits)
-Advanced Financial Accounting (20 credits)
-Managerial Economics (10 credits)
-Advanced Management Accounting (20 credits)
Term 2
-Financial Strategy and Governance (20 credits)
-Qualitative Research Methods (10 credits)
Example Options - Choice of 1 from:
-Social and Environmental Accounting (20 credits)
-Financial Markets and Investment (20 credits)
-Managing Public Finances (20 credits)
-Accounting and Risk (20 credits)
Term 3
-Quantitative Methods and Data Analysis (10 credits)
-Dissertation (60 credits)
Where you'll go from here
York Masters students have been successful in developing careers in a range of organisations in many parts of the world. Common destinations on leaving are:
-Investment Banking
-Accountancy and Audit
-Education (Further and Higher)
-Finance and Banking
-Political Organisation
A small number of students each year are keen to continue their studies, enrolling on specialists masters programmes elsewhere in the UK or moving on to The York Management School's Doctoral programme.
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Advanced Computer Science - MSc
University of York
Department of Computer Science
Research in Computer Science at York is carried out at the frontiers of knowledge in the discipline. This course gives you the chance to study a range of advanced topics in Computer Science, taught by researchers active in that area.
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Research in Computer Science at York is carried out at the frontiers of knowledge in the discipline. This course gives you the chance to study a range of advanced topics in Computer Science, taught by researchers active in that area. This means you will be learning current research results, keeping you at the forefront of these areas. You will also learn a range of theories, principles and practical methods.
The MSc in Advanced Computer Science is a full time, one year taught course, intended for students who already have a good first degree in Computer Science, and would like to develop a level of understanding and technical skill at the leading edge of Computer Science.
You can choose modules on a range of topics, including Cryptography, Functional Programming, Interactive Technologies, Natural Language Processing, Quantum Computation and Model-Driven Engineering.
Course aims
You will gain an in-depth knowledge of topics on the frontiers of Computer Science in order to engage in research or development and application of leading-edge research findings.
By undertaking an individual project, you will become a specialist in your selected area. You will be encouraged to produce research results of your own. This will prepare you to undertake a PhD in Computer Science should you wish to continue studying within the subject.
Learning outcomes
-A knowledge of several difference topics in Computer Science at an advanced level.
-An understanding of a body of research literature in Computer Science in your chosen topic, and the underlying principles and techniques of research in this area.
-An ability to engage in independent study at an advanced level, and develop skills in self-motivation and organisation.
Research Project
You will undertake your individual research project over the Summer term and Summer vacation. This will be a culmination of the taught modules you have taken during the course, which will allow you to focus on a specialist area of interest.
You will be allocated a personal supervisor, who will be an expert in your chosen area of research. You will be hosted by the research group of your supervisor, and you will benefit from the knowledge and resources of the whole group. Being attached to a research group also allows you to take part in their informal research seminars, and receive feedback and help from other members of the group.
You can choose from projects suggested by members of our academic staff. You also have the option of formulating your own project proposal, with the assistance from your personal supervisor.
All project proposals are rigorously vetted and must meet a number of requirements before these are made available to the students. The department uses an automated project allocation system for assigning projects to students that takes into account supervisor and student preferences.
The project aims to give you an introduction to independent research, as well as giving you the context of a research group working on topics that will be allied to your own. You will develop the skills and understanding in the methods and techniques of research in Computer Science.
As part of the assessment of the project, as well as your dissertation, you will give a talk about your work and submit a concise paper which we will encourage you to publish.
Information for Students
The MSc in Advanced Computer Science exposes you to several topics in Computer Science that are under active research at York. The material taught is preparatory to helping to continue that research, and perhaps continuing to a PhD. What we require from you are enthusiasm, hard work and enough background knowledge to take your chosen modules.
The modules on the MSc in Advanced Computer Science are mostly shared with our Stage 4 (Masters level) undergraduates. Your technical background will be different, and we acknowledge this.
During August we will send entrants a document describing the background knowledge needed for each module and, in many cases, references to where this knowledge is available (for example, widely available text books and web pages).
More generally, many of the modules expect a high level of mathematical sophistication. While the kind of mathematics used varies from module to module, you will find it useful to revise discrete mathematics (predicate and propositional calculi, set theory, relational and functional calculi, and some knowledge of formal logic), statistics and formal language theory. You should also be able to follow and produce proofs.
Here at York, we're really proud of the fact that more than 97% of our postgraduate students go on to employment or further study within six months of graduating from York. We think the reason for this is that our courses prepare our students for life in the workplace through our collaboration with industry to ensure that what we are teaching is useful for employers.
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Advanced Mathematical Biology - MSc
University of York
Department of Mathematics
An interdisciplinary masters course covering the breadth of mathematical applications in biology.
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An interdisciplinary masters course covering the breadth of mathematical applications in biology.
Are you a biologically inclined mathematician or physicist, or a biologist with an keen interest in modelling and analysis? Do you want to know how to model fish population dynamics and harvests, to decipher the mathematics of viruses, or understand of the swimming behaviour of microrganisms? The new MSc in Advanced Mathematical Biology aims to provide answers to all of these questions, and more.
The MSc will provide insight into processes over a wide range of scales; from highly symmetric capsids (the cases that surround viruses) to the interactions of entire communities in oceans. Advanced statistical methods, systems biology and biological fluid dynamics will be covered, and there will be emphasis on applications to policy and industry throughout. This programme aspires to fill the language gap between technical mathematical concepts and real world applications in the biological and life sciences. Students will gain a comprehensive grounding in cutting edge theory coupled to training in the subtleties of application.
Biological concepts and mechanisms will be discussed during bespoke sessions in "Issues in modern biology," and developed during interdisciplinary group projects. There will also be a range of challenging elective modules.
The MSc in Advanced Mathematical Biology is an intensive one year taught programme that will prepare students either for a career in industry in the quantitative life sciences or for further academic research in Mathematical Biology.
An important part of the programme is a summer work-based placement. At the end of the spring term, students will select a placement from a list of academic and industrial institutions across the sector. Students will spend a period of three months working closely with their chosen institution with a placement supervisor. Students will write a dissertation towards the end of the placement, and will be assessed by their academic supervisor who will also consult with the placement supervisor.
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Applied Forensic Psychology - MSc
University of York
Department of Psychology
The MSc in Applied Forensic Psychology and MSc in Forensic Psychology Studies (for students without Graduate Basis for Chartered Membership with the British Psychological Society) are renowned for producing high calibre graduates.
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The MSc in Applied Forensic Psychology and MSc in Forensic Psychology Studies (for students without Graduate Basis for Chartered Membership with the British Psychological Society) are renowned for producing high calibre graduates. Feedback from employers indicates they are consistently impressed with the ability of York graduates to apply theory to practice and this is reflected in the destinations of many of our recent graduates.
The courses provide an equal balance of practice-based, methodological and theoretically driven modules designed to foster autonomy within the bounds of professional practice, independent learning and self-directed reflection. The highly specialist forensic modules, delivered by practising experts in the field, combined with generic practice-based modules, tutorials and the support of a highly experienced core course team, will provide you with the requisite practitioner-based skills, understanding, and knowledge to work effectively and increase your employability in a forensic setting. The MSc in Applied Forensic Psychology will also facilitate chartership within the British Psychological Society Division of Forensic Psychology for students who go on to undertake a further two years of forensic practice as outlined in the conditions for membership.
The MSc Applied Forensic Psychology course is formally accredited by the British Psychological Society.
The MSc in Applied Forensic Psychology and MSc in Forensic Psychology Studies are full-time (51-week), 180-credit programmes divided into seven modules (6 taught, 1 independent study):
The practitioner skills modules will facilitate confidence in your ability to work as a practitioner in a forensic setting and will also provide you with leading edge information technology, presentation and communication skills required for a wide variety of roles.
The research evidence and theory modules will provide a grounding in theory, research methods and statistics that will provide the key skills for employment in a variety of settings (e.g., prisons, secure units, the police, prison and probation services) and the key skills for those who wish to pursue a research degree in a forensic or a related field.
The empirical research project will provide the academic grounding for those wishing to pursue an academic career or gain more specialist knowledge in a particular topic area.
Students on both courses are encouraged to write concisely to a high academic standard for a range of different audiences. Hence, assessment methods are varied and include assessed coursework and closed exams:
-Short answer paper
-Briefing paper
-Case formulation
-Open essay
-Research protocol
-Multiple choice paper
-Practical reports
-Empirical research project
Students will be allocated a personal supervisor to monitor their progress throughout the academic year and provide support and guidance if necessary.
The MSc in Applied Forensic Psychology course does not include a placement component. However, some students may be able to obtain voluntary work experience in forensic settings to complement their studies. In addition, the course team is sometimes able to help secure placements for students who have little or no forensic experience, although this cannot be guaranteed. As well as receiving supervision from the provider, students will also be assigned to a member of the course team who will oversee their performance throughout the placement. Since they are not a required or essential component of the MSc course, placements are not assessed.
You are advised to contact local organisations at the start of the Autumn Term if you are considering undertaking work experience during your studies. Please also be aware that some placement providers (particularly charities) may require volunteers to commit for a full year and this should be borne in mind when arranging accommodation.
Our students have succeeded in securing placements with the following establishments/organisations:
-HMP Doncaster
-HMP Full Sutton
-Durham and Tees Valley Probation Trust
-The Farndon Unit
-Strength to Change, Hull
-Stockton Hall Hospital, York
-North Yorkshire Probation
-Rampton Secure Hospital
In the 2015/16 academic year, students have undertaken work experience with:
-Stockton Hall Hospital, York
-Circles of Support and Accountability
-The Petros Organisation, York
-The University of York (supporting PhD students)
-Springwood Lodge Hospital, Leeds
On some occasions, students have managed to secure full or part-time employment with the placement provider after graduating from the MSc programme.
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Applied Health Research - MSc
University of York
Department of Health Sciences
Developing, testing, evaluating and implementing evidence-based healthcare in highly complex situations is becoming increasingly important.
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Developing, testing, evaluating and implementing evidence-based healthcare in highly complex situations is becoming increasingly important. Our MSc in Applied Health Research will equip you with the skills necessary to develop a career in the health sector or to design, implement and publish healthcare research.
It offers an excellent grounding in applied health research methods, including quantitative and qualitative methodologies, systematic reviews, randomised controlled trials, epidemiology and health economics.
Our expertise
When you join our department you are joining one of the UK's top health services research, health economics and public health research teams. Our world leading experts help improve human health and prevent illness through the analysis and delivery of leading research.
Course content
The MSc in Applied Health Research involves a one-year full-time or two-year part-time Masters programme (180 credits). You will take taught modules worth a total of 120 credits. The compulsory modules worth 70 credits are:
-Introduction to Regression Analysis (10 credits)
-Epidemiology (10 credits)
-Randomised Controlled Trials (10 credits)
-Systematic Reviews (10 credits)
-Qualitative Health Research (10 credits)
-Health Economics (10 credits)
-Introduction to Health Statistics (10 credits)
In addition you will choose modules worth 50 credits from the following:
-Health and Social Behaviour (20 credits)
-Health Policy - Principles, Practice and the Evidence Base (10 credits)
-Further Regression Analysis (10 credits)
-Understanding Clinical Statistics (10 credits)
-Measurement in Health and Disease (10 credits)
-Infection and Disease (20 credits)*
-Public Health Foundations in Practice (20 credits)*
-Health Research in Practice (10 credits)
* Please note Applied Health Research students can only take either Infection and Disease or Public Health Foundations and Practice
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Archaeological Information Systems - MSc/PGDip/PGCert
University of York
Department of Archaeology
The MSc in Archaeological Information Systems course will provide you with applied practical experience and critical theoretical engagement with a full range of computing systems and technology used for publishing, archiving, analysing, visualising and presenting archaeological information today.
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The MSc in Archaeological Information Systems course will provide you with applied practical experience and critical theoretical engagement with a full range of computing systems and technology used for publishing, archiving, analysing, visualising and presenting archaeological information today.
The University of York's Archaeology Department has been at the forefront of researching and developing archaeological computer applications since the early days of digital practice in the discipline and has hosted the first online peer-reviewed e-journal for archaeology since 1996. It also hosts the world-leading Archaeology Data Service, which is the UK's national digital data archive for the historic environment.
• Gain applied practical experience in internet applications, database design and management, GIS technology, CAD and computer modelling systems.
• Build a broad foundation of expertise in archaeological computing applications.
• Access the University of York's world-leading expertise in e-publishing and digital archiving.
• Develop IT knowledge and skills that are highly valued in heritage-sector careers.
• Access a full suite of research computing hardware and software
• Receive tailored careers advice from staff with significant experience of recruiting within the sector.
York is one of the best places to study Archaeology, Heritage or Conservation. The Department has an excellent reputation and is one of the largest Archaeology teaching centres in the UK. The historic City of York is rich in architectural and archaeological treasures and resources which you will have easy access to during your studies.
What does the course cover?
Through a combination of academic studies, practical training, research and work placements, you will:
• Develop vital knowledge of the digital and internet technologies used for disseminating, publishing and archiving archaeological information.
• Learn practical skills in 3-D modelling, GIS, CAD and other technologies used for analysing and visualising archaeological information.
The course provides a detailed introduction to the broad range of information systems used in archaeology, and provides the opportunity to apply these systems in practice. The work placement and dissertation enable you to specialise in a particular technique or approach, giving you valuable practical experience in your areas of interest.
Who is it for?
The MSc in Archaeological Information Systems is designed for people who have a basic grounding in computer literacy and an interest in archaeology and heritage, and who wish to follow vocational training in archaeological information systems.
What can it lead to?
Many of our graduates go onto careers in archaeological computing, working in contract units or county-based records organisations. Others have founded their own consultancy businesses. Some apply their computing skills in more mainstream archaeological work, in museums, or in the wider world. Others have pursued further research at doctoral level. Click on the alumni tab above to find out what our alumni and current students have to say about the course.
This one-year MSc course is taught via a combination of lectures, seminars and tutorials. You will study two core modules, two optional modules and four shorter skills modules of your choice. You will also gain valuable practical experience of applying information systems in the workplace on a work placement module. Finally, in the summer term you will develop your research and presentation skills by producing a dissertation and giving an assessed lecture.
Your work placement is a key feature of the course, providing valuable experience of using IT in an archaeological work environment. The placement offers you the chance to gain practical experience in a professional, academic or heritage environment. You will be able to work on projects that help you develop new skills or put into practice skills gained from your taught courses.
-To provide experience of computer applications within a workplace in the historic environment sector.
-To consolidate knowledge and understanding of computer applications from one or more of the taught modules.
Learning outcomes
Upon completing your placement you should have:
-Gained detailed knowledge of how information technology is applied in the workplace in the historic environment sector, under the guidance of experienced professionals.
-Developed an understanding of the contexts in which IT is applied, and of real world limitations.
-Developed your IT skills in one or more of the core areas covered by the taught programme (i.e. database design, web technologies, digital archiving, electronic publication, CAD, GIS and virtual reality modelling).
Placement providers
Although the organisations offering placements change from year to year, and you have the option of proposing other providers that match your specific interests, the following list is a good indication of some of the choices available:
-Yorkshire Museums Trust
-Archaeology Data Service
-City of York Council
-Internet Archaeology
-York Archaeological Trust
-Centre for Christianity and Culture
-L-P: Archaeology
-On Site Archaeology
-Council for British Archaeology
-West Yorkshire Archaeology Service
-Historic England
-English Heritage
-National Trust
The MSc in Archaeological Information Systems offers practical, careers-focused training for many essential roles in the professional world of archaeology. By the end of the course you will:
-Have examined how computers are applied in archaeology and their impact on the development of the discipline
-Understand the concept of the internet, be able to find and use relevant information and add materials to it
-Have the skills to evaluate critically the claims made for different computer applications and select the correct application for a given problem
-Have an understanding of authoring tools and be able to create an electronic text
-Have an understanding of database design and be able to design and implement a simple relational database
-Have an understanding of CAD and GIS and be able to create effective applications in each
-Have an awareness of digital archiving principles, resource discovery and metadata
Many graduates from this course go on to careers in archaeological computing with contract and county-based records units, or found their own consultancy businesses. Some apply their computing skills to more mainstream archaeological settings, such as museums, or in a range of the others sectors and roles, including:
-Archive management
-Social media management
-Local government and development
-Computing and IT services
-Business and administration
-Marketing and public relations
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Audio and Music Technology - MSc
University of York
Department of Electronic Engineering
The MSc in Audio and Music Technology is a one-year full-time taught course for graduates who wish to enhance their skills to go on to a career or further research in the varied fields of audio processing, room acoustics, interactive music and audio applications, voice analysis and synthesis, audio programming and other music technology related areas.
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The MSc in Audio and Music Technology is a one-year full-time taught course for graduates who wish to enhance their skills to go on to a career or further research in the varied fields of audio processing, room acoustics, interactive music and audio applications, voice analysis and synthesis, audio programming and other music technology related areas.
The MSc is designed for:
-Graduates of courses in Music Technology or Tonmeister
-Graduates of courses in technology, mathematics, science, engineering or computing who can demonstrate music performance or music production skills
-Graduates of a related subject who can demonstrate an understanding of music theory/digital audio, skills in music production or performance and technical experience or an aptitude for the technical aspects of audio
The course aims to:
-Provide students with a thorough grounding in scientific theory and engineering techniques as applied to digital audio technology
-Develop an understanding of audio processing and acoustic analysis as it relates to speech, singing, music and room/environmental acoustics
-Provide practical experience of audio software programming in a variety of coding languages and a creative approach to audio analysis and synthesis
-Develop communication skills for academic and public engagement purposes, in a variety of writing styles, or for oral presentations
There is a particular emphasis on practical application of theoretical aspects of audio signal processing and acoustic analysis and the programme also helps students to develop other skills such as critical analysis and evaluation, synthesis of theory and practice, creative problem-solving, design and implementation and oral and written communication skills.
The course is also designed to enhance your employability and to prepare you for entering the world of work or research after graduation. Some of the ways we do this are:
-Personal Professional Practitioner module dedicated to enhancing your employability, self-promotion and transferable skills, whether you go on to work in industry or running your own business.
-Hands-on experience of event and project management including the opportunity to design and deliver two events on campus.
-Project Development module furthers your skills in promoting your work/research to the public, presenting to an audience and developing a project plan.
-A substantial piece of individual research or development project, which you undertake over the summer under supervision from a staff member.
-Student section of the Audio Engineering Society regularly runs events with external speakers from the industry - a chance to network with the professionals.
-Group work in some modules allowing you to put your team work and management skills into practice.
The course is supported by a wide range of facilities including:
-Three recording studios and Digital Audio Workstation production rooms
-Dedicated listening space with surround sound loudspeaker array
-6-sided anechoic chamber
-Newly equipped Mac Workstation suite specifically for audio app development
-State-of-the art equipment for voice analysis and synthesis
-The opportunity to access audio facilities across campus including the 3Sixty (immersive audio visual space) and the Arthur Sykes Rymer Auditorium (Music Research Centre) as availability allows
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Bioarchaeology - MSc/PGDip/PGCert
University of York
Department of Archaeology
Study at the frontiers of archaeological science. Like a handful of comparable courses, the York MSc in Bioarchaeology provides training in the advanced osteoarchaeological analysis of skeletal remains.
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Study at the frontiers of archaeological science
Why choose this course?
Like a handful of comparable courses, the York MSc in Bioarchaeology provides training in the advanced osteoarchaeological analysis of skeletal remains. Uniquely, however, it is the only course in the UK to combine this discipline with the molecular analysis of human remains. Nowhere else can you immerse yourself in the study of stable isotopes, lipid residue analysis, palaeoproteomics and ancient DNA – and play an active role in the development of new techniques in this constantly evolving branch of archaeology. In 2014, seven of the top 100 discoveries in science were in archaeology, and BioArCh staff were involved in three of these.
-Advanced training in human osteoarchaeology, delivered by the UK's leading practitioners
-Study ancient biomolecules in world-class facilities at the BioArch centre and Department of Biology
-Unique opportunity to combine bioarchaeology with complementary subjects and tailor a course to suit your interests
-Access an incredible range of in-house analytical equipment
-Take part in cutting-edge science and build essential practical skills
-Work alongside leading researchers and academics in a diverse range of specialisms
-Work on diverse material that is often 'fresh out of the ground' and make valuable contributions to live projects Receive career and research guidance from staff with significant experience in the sector and a track record of successfully placing PhD students
What does the course cover?
Through a combination of academic studies, practical training and dissertation research, this course provides a thorough grounding in all aspects of bioarchaeology theory, investigation and practice.
Uniquely, you can combine bioarchaeology with a range of subjects and tailor your degree to your own interests. You could adopt a 'period' focus, for example, to specialise in the bioarchaeology of the Medieval, Viking, Mesolithic or early prehistoric periods. You could combine human bioarchaeology with zooarchaeology and orientate your course towards more advanced studies of bone function and anatomy. Or you could focus on skills such as GIS modelling and field archaeology.
Who is it for?
This course is designed for students with a passionate interest in the future of archaeology, who want to work at the frontiers of archaeological science. The degree is primarily aimed at those whose previous experience is in archaeology, anthropology, biology or related fields, but we do accept students from diverse backgrounds. The common factor among our student intake is a keen interest in science and in human remains at a biomolecular or bone level.
What can it lead to?
Molecular analysis is used increasingly widely in archaeology, but the range of osteological and molecular skills offered by the course provide valuable training and expertise for a wide range of careers and further study.
Many students go on to take PhDs at York and other institutions around the world. Others pursue a wide range of professional careers, from osteoarchaeology and environmental archaeology to the medical humanities and laboratory technician work.
By the end of the MSc Bioarchaeology course you will be able to:
-Identify and record human bone assemblages
-Age, sex and assess pathologies from human bones
-Understand advanced methods for analysing bone tissues, including biomolecular methods
-Apply chemical and biomolecular methods to skeletal material
-Understand the processes of decay and diagenesis of bone tissue
-Critically evaluate published research and datasets
-Orally present knowledge and concepts
-Work effectively within a laboratory environment
-Plan, design and undertake a piece of independent research
These skills and techniques are deployed widely in the field of archaeological research and exploration, but they are also valuable for a wide range of careers and further studies.
Many our MSc Bioarchaeology postgraduates go on to further research in bioarchaeological and environmental fields. The BioArch department has a successful track record of placing students on PhD courses in York and institutions worldwide.
Here's a selection of the career and research destinations of some of our recent students: US graduate school programmes
-Archaeological field units
-Environmental archaeology
-Professional archaeologists – field and laboratory based
-Laboratory technicians
-University/research technicians
-On-site osteoarchaeologists
-Medical humanities
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Biology - MSc by Research
University of York
Department of Biology
The Department of Biology research has been judged world leading in biochemistry, chronic disease, microbiology, plant biology and ecology and it is competitive internationally in all fields of investigation.
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The Department of Biology research has been judged world leading in biochemistry, chronic disease, microbiology, plant biology and ecology and it is competitive internationally in all fields of investigation. With a commitment to interdisciplinary research, our research is arranged in eight foci that use state of the art technology to address three global challenges facing humanity.
Our almost 70 principal investigators are supported by current grants totalling £55 million. Every step of our research is carried out with the indispensable help of postgraduate students. No matter which area of Biology you specialise in, you will be working alongside some of the world's biggest names in their respective fields, at the cutting edge of scientific exploration.
We have around 120 research students, and we take good care of them. As a research student you can expect:
-A supervisor who directs your research and training
-Your supervisor to spend at least 1 hour per week with you
-A Thesis Advisory Panel of 2 other staff to monitor progress and offer advice
-A progress meeting with your supervisor every 2 months
-A Thesis Advisory Panel meeting every 6 months for which you prepare a report
-A programme of training in research and transferable skills tailored to your needs
-Opportunities to attend seminars by leading scientists from around the world, and to present your own work through posters and talks
All our research students benefit from a balanced programme of training in broader research-related skills that enhance their career prospects. This is tailored to individual needs, taking into account previous experience and future career aims.
-General courses for all students include project planning, writing and presentation, ethics, media, etc.
-Specific courses for individual needs might include advanced science training through our Masters modules in bioinformatics, etc.
-All students are expected to attend a UK GRAD school or similar intensive residential course.
-York Biology employs a Graduate Skills Coordinator who oversees this provision and develops it to meet the needs of all our students.
-Each student has a training record and needs to spend about two weeks each year on training activities
-Our programme is designed to meet and exceed the requirements of the UK research councils.
A research degree is internationally recognised as a demonstration that you have the skills, intellect and motivation to carry out original research and present it convincingly. It is more or less essential to have a research degree if you plan a career as an independent researcher with responsibility for your own research programme, whether in academia, research institutes, or industry. In this case, the next stage will probably be a postdoctoral position where you will broaden your research experience and perhaps do some teaching and help to supervise other staff and students.
A lifetime of research is not for everyone, though, and there are many other careers in which the skills you develop during your research degree will certainly not be wasted. You will have learnt to think rigorously for yourself, to find information and teach yourself what you need to know, to present your case convincingly in writing and to an audience, to meet deadlines, and to plan your work effectively on short and long timescales. Employers of all kinds recognise and value skills like these.
All research students have access to:
-Modern, well-equipped research labs
-Your own desk in a write-up area outside the lab
-The Technology Facility – a very special feature of York – with advanced equipment and expert staff to help you use it; all research students get an annual allowance to use the TF for training and research
-Catering and social areas on site to meet your friends and keep yourself going through those late-running experiments.
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Chemistry - MSc by Research
University of York
Department of Chemistry
In the Department of Chemistry we offer a range of programmes that can be taken full or part time. Research projects can be carried out in virtually any area of chemistry as long as a suitable project and supervisor can be allocated, meaning you can specialise in your own specific area of interest.
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In the Department of Chemistry we offer a range of programmes that can be taken full or part time. Research projects can be carried out in virtually any area of chemistry as long as a suitable project and supervisor can be allocated, meaning you can specialise in your own specific area of interest. You will work under the guidance of an academic supervisor who is expert in that particular field, and alongside other members of the research group including academics, post-doctoral researchers as well as fellow postgraduate students.
As a research student in the Department of Chemistry, you can expect:
-A dedicated supervisor to help direct your research and training
-A Thesis Advisory Panel (TAP) comprising two members of staff to monitor your progress and offer impartial advice
-TAP meetings every six months for which you are required to prepare a report on your research
-Progress meetings with your supervisor approximately every 2 months, and more informal interactions with your supervisor on a day-to-day basis
-Training programmes designed to provide you with research, teaching and transferable skills. This is delivered through our Innovative Doctoral Training in Chemistry Programme
-Seminar programmes from leading scientists, and opportunities to present your own research
-A student mentor to support your transition to postgraduate research and provide collaboration and networking opportunities
The Department of Chemistry offers all research students the opportunity to access its state-of-the-art research facilities as required by their research. This includes a range of NMR Spectrometers, Mass Spectrometers, Laser Spectrometers, X-Ray Diffractometers, EPR Spectrometers, Electron Microscopes, and a dedicated Crystallisation Suite.
All Chemistry research students are provided with access to dedicated research space within the Department. This includes allocated writing space with others from your research group, which is usually adjacent to your supervisor's office to facilitate regular discussions about progress. if your project is laboratory-based, you will also have access to a fume hood or bench space in a purpose-built research laboratory. All research students have access to a communal area for discussions with other researchers.
During your time at York, you will have the opportunity to develop a wide range of skills, which will support not only your studies, but also prepare you for the world of work beyond your research degree. The Researcher Development Team offer a wide range of training under the Research Development Framework, and the Careers Service provides a wealth of guidance and opportunities to develop the types of skills employers are looking for.
The Chemistry Department has a dedicated Employability and Diversity Officer who arranges a range of careers events for postgraduate chemists each year. She also offers one-to-one careers advice sessions for all graduate students to support you to develop your Curriculum Vitae, complete job applications and prepare for interviews. Your supervisor will also offer support and guidance for your career development.
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Clinical Anatomy - MSc
University of York
Hull York Medical School
The MSc in Clinical Anatomy is a world-class programme, which is designed to provide advanced training in clinically applied human anatomy.
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The MSc in Clinical Anatomy is a world-class programme, which is designed to provide advanced training in clinically applied human anatomy. You will learn from expert tutors and clinicians who are leading practitioners and researchers in their fields. You will be taught in small groups, in state-of the-art facilities and will have access to the resources of both the Universities of Hull and York.
You will receive all the help, support and guidance you need to get the most out of your time with us and achieve your academic and career goals. This programme will enhance your knowledge and your skills to undertake and deliver high quality research in clinical anatomy and related disciplines.
State-of-the-art facilities
You will have access to brand new, state-of–the art Thiel embalmed and plastination dissection labs, where you will have regular opportunities to conduct whole body dissections. Thiel embalmed cadavers will enhance your experience greatly by ensuring that cadaveric material is as close to living tissue as possible in colour, texture and flexibility.
Flexible course structure
You can tailor the programme to suit your individual interests and goals. You can choose from a number of exciting elective modules, which are taken in conjunction with the core modules. You will be based primarily on the University of Hull campus, but you may need to travel to York for some of the elective modules.
You can choose to study full time over one year, or part-time over two or three years.
An ideal option for intercalating students
This programme is an ideal option for medical students wishing to intercalate. It will hone and develop your analytical and research skills, as well as your practical skills using state-of-the-art equipment, which will enhance your performance on your undergraduate programme.
Core modules
-Clinical anatomy of the limbs and spine
-Clinical anatomy of the trunk
-Clinical anatomy of the head, neck and brain
-Research Project/Dissertation
Research Electives
-Research Methods & Statistics
-Research Approaches in Health Professions Education
Anatomy Electives
-Tissues of the Body
-Hard Tissue Biology
-Human Evolutionary Anatomy
Education electives
-Learning and Teaching
-Assessment and Feedback
-Contemporary Issues in Health Professions Education
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Clinical Anatomy and Education - MSc
University of York
Hull York Medical School
The MSc in Clinical Anatomy and Education is a world-class programme, which is designed to provide advanced training in clinically applied human anatomy, whilst also developing your skills as an anatomy educator and researcher.
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The MSc in Clinical Anatomy and Education is a world-class programme, which is designed to provide advanced training in clinically applied human anatomy, whilst also developing your skills as an anatomy educator and researcher. You will learn from expert tutors and clinicians who are leading practitioners and researchers in their fields. You will be taught in small groups, in state-of the-art facilities and will have access to the resources of both the Universities of Hull and York.
You will acquire and develop the same range of skills and knowledge as students studying the MSc in Clinical Anatomy. In addition, the MSc in Clinical Anatomy and Education provides a comprehensive professional education that focuses on developing you as a teacher and researcher of anatomy. You will be trained in pedagogical techniques that will allow you to teach anatomy to students and healthcare professionals.
State-of-the-art facilities
You will have access to brand new, state-of–the art Thiel embalmed and plastination dissection labs, where you will have regular opportunities to conduct whole body dissections. Thiel embalmed cadavers will enhance your experience greatly by ensuring that cadaveric material is as close to living tissue as possible in colour, texture and flexibility.
Flexible course structure
You can tailor the programme to suit your individual interests and goals. You can choose from a number of exciting elective modules, which are taken in conjunction with the core modules. You will be based primarily on the University of Hull campus, but you may need to travel to York for some of the elective modules.
You can choose to study full time over one year, or part-time over two or three years.
An ideal option for intercalating students
This programme is an ideal option for medical students wishing to intercalate. It will hone and develop your analytical and research skills, as well as your practical skills using state-of-the-art equipment, which will enhance your performance on your undergraduate programme.
Core Modules
-Clinical anatomy of the limbs and spine
-Clinical anatomy of the trunk
-Clinical anatomy of the head, neck and brain
-Research Project/Dissertation
Research Electives
-Research Methods & Statistics module
-Research Approaches in Health Professions Education module
Anatomy Electives
-Tissues of the Body
-Hard Tissue Biology
-Human Evolutionary Anatomy
Education Electives
-Learning and Teaching
-Assessment and Feedback
-Contemporary Issues in Health Professions Education
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Cognitive Neuroscience - MSc
University of York
Department of Psychology
This MSc is provided jointly by the Department of Psychology and the York Neuroimaging Centre (YNiC), and recruits contributing faculty from other university departments such as The Hull-York Medical School.
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This MSc is provided jointly by the Department of Psychology and the York Neuroimaging Centre (YNiC), and recruits contributing faculty from other university departments such as The Hull-York Medical School. The overarching aim of the MSc in Cognitive Neuroscience at York is to provide a bridge between undergraduate study and PhD research in cognitive neuroscience, experimental psychology and imaging methods.
The course has been developed around training and research using neuroimaging techniques, and the experimental and analytical methods on which they depend. Through our specialist modules students are introduced the principles of neuroimaging, gaining hands on experience in functional magnetic resonance imaging (fMRI), magnetoencephalography (MEG), eletroencephalography (EEG) or transcranial magnetic stimulation (TMS), learning how to design, analyze and evaluate neuroimaging experiments, and how such experiments are contributing to our understanding of the brain mechanisms underpining cognition and behaviour. Along the way, students also receive training on generic statistical, writing and research skills, and are exposed to main research topics in cognitive psychology and cognitive neuroscience. Finally, students complete an extended empirical project, typically using a neuroimaging technique of their choice. The empirical project is supported by the state-of-the-art facilities at YNiC.
Specialist modules place neuroimaging in the wider context of cognitive neuroscientific research and introduce students to the principles of neuroimaging the design of neuroimaging experiments and specialist methods required for the analysis of neuroimaging data. These include:
-Basic principles in neuroimaging
-Research Design and Analysis in Neuroimaging
-Topics in Cognitive Neuroscience
-Programming in Neuroimaging
Empirical project
Project enables students to participate in the design and implementation of a theoretically-motivated piece of pure or applied research in cognitive neuroscience providing hands-on training in advanced brain imaging methods, some of which are being developed at York. Topics are chosen so as to be timely and practicable within the relevant resource and time constraints. We regard it as important that the topic not only engages the interest and enthusiasm of the student, but is also a good match to the specialist expertise and knowledge of the supervisor.
Many of our students' projects are published. Each year we offer projects on a wide variety of topics linked to faculty research interests. For example students have used fMRI to investigate the processing of emotional and social cues, representation of semantic knowledge in the brain, disruption of visual cortex in patients with macular degeneration and brain mechanisms underpinning language understanding, face processing, number processing or anxiety and risky behaviour. Students have also used MEG and TMS to investigate brain mechanisms of memory for words and pictures, connectivity patterns between brain regions and auditory perception. Some of these projects are methodological in nature in that they aim to study the analytical strategies to apply in brain research, or they aim to develop the use of new imaging methods.
General research modules
These provide a solid grounding in contemporary issues in psychology and neuroscience, psychological research methods, professional and generic skills.
Modules are assessed through a variety of different assignments and exams including practical reports, essays, multiple choice questions, critical analysis of published papers, short notes on a range of topics, dissertation on the Empirical Project, poster presentation.
This challenging but rewarding course will best suit applicants who are:
-Interested in the brain and its workings (see What is cognitive neuroscience? in the overview)
-Interested in Psychology as a biological science
-Considering a career in research, especially in psychology, cognitive Neuroscience or imaging methods (many other career choices would be compatible with the general scientific, academic and professional training you will receive as part of the course)
-Comfortable with computers and statistics
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Communications Engineering - MSc
University of York
Department of Electronic Engineering
The MSc in Communications Engineering is a one year full-time taught course which makes extensive use of the knowledge and expertise from our well established Communication Technologies Research Group.
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The MSc in Communications Engineering is a one year full-time taught course which makes extensive use of the knowledge and expertise from our well established Communication Technologies Research Group.
It is intended to provide students with a good understanding of the techniques and issues in modern communications systems, with an emphasis on wireless and Internet communications. It provides students with:
-A balanced picture of modern communications technology and networks
-A sound theoretical and practical knowledge of radio communication techniques, signal processing, network protocols, and the design and optimisation of communication networks
-The ability to learn new techniques as they are developed
-Experience of the use of industry-standard tools to make them attractive candidates for employers throughout the field of modern communications
Course Content
The course aims to provide a broad-based introduction to modern communications and to provide a solid grounding in the theory and techniques suitable for students wishing to pursue a career in electronic communications.
All postgraduate students have access to high performance computer workstations with full network connectivity within the department, as well as to the large number of other computing rooms available around the campus. Dependent on their project, students might also use some of the department's other facilities, including NAMAS-accredited EMC measurement facilities, well-equipped music and media technology suites, electric measurement facilities up to 40 GHz, anechoic chambers, and specialised software for FPGA design, and DSP workstations.
Students on the MSc Communications Engineering also have use of the MSc Project room which provides computing equipment, project facilities and study space.
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Computer Science - MSc by Research
University of York
Department of Computer Science
An MSc by research is taken in one year as a full-time student or in two years as a part-time student. The degree is awarded following the successful completion of a period of research, including the submission of a thesis and its subsequent examination, together with a seminar.
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An MSc by research is taken in one year as a full-time student or in two years as a part-time student. The degree is awarded following the successful completion of a period of research, including the submission of a thesis and its subsequent examination, together with a seminar. The thesis is expected to display a particular knowledge of some part or aspect of the field of study, and to make a contribution to knowledge or understanding.
Course Structure
There are various milestones throughout the MSc year which will be assessed through formally required pieces of work. These include seminars, written work and oral deliverables.
Students should aim to submit a thesis at the end of the 12 months registration period. The final deadline for submission falls three months later. No oral examination is held, unless either supervisor or assessor requests one.
Part-time students can take an MSc by research over a two-year period, with the milestones distributed accordingly over this duration.
Centre for Doctoral Training in Intelligent Games and Game Intelligence
The EPSRC Intelligent Games and Games Intelligence (IGGI) Centre for Doctoral Training is a collaboration between the University of York, the University of Essex and Goldsmiths College, University of London. It will train the next generation of researchers, designers, developers and entrepreneurs in digital games.
The Centre is a unique opportunity for students to undertake PhD research in collaboration with our 60 industrial games partners and world-leading academics.
The doctoral programme combines practical skills training with advanced teaching in cutting-edge research topics and the chance to contribute original research to a growing academic area. Students also undertake two industrial placements during the programme, giving first hand industrial experience that will influence their research projects. Graduates will have the skills needed to succeed in a career in games, having also developed strong relationships with the leaders in the UK digital games industry.
Funded by the EPSRC, we have a number of studentships available for October 2016 entry. The studentships cover tuition fees and include an annual stipend of approximately £14,057 at 2105/16 rates (or £16,057 if studying at Goldsmiths with London weighting).
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text:
If that is really the new iphone design then it's kind of disappointing. I expect them to be way better than that lol.
Think this time around im going to go with an S3. Ive had every iPhone that has been released but, after seeing all the pics of the new phone really it disappoint me. I feel like apple is trying to play catch up with Android powered phones. Dont get me wrong i love Apple products. I have an iphone, iMac and the new iPad as well but i wouldnt mind trying out the S3. Im going to hold off until the 12th and see if that truly is the phone then ill make my decision. iOS 6 isnt that impressive over iOS 5. Should have been iOS 5.5. Most of the features we can already get with the jb except for 3d maps, passbook and a few minor things. I got to use an S3 this weekend and i was very impressed. Pretty smooth OS, loved the widgets and the tons of customization you can do. However, i didnt like the cheap plastic back cover, phone isnt as bright as the iphone(brightness wise), not too fund of the icons and the camera quality isnt superb. Other than that, its a great phone. We'll see what Tim Cook has for us in 9 days!
My guess:
there no new "iPhone" coming.
No new "iPad" or "iPod" either.
Tim Cook will sit on the sidelines, while a hologram takes center stage
and Steve Jobs announces the iBlobTV - a comprehensive personal entertainment and communication system.
Critics will complain that the iBlob requires you to stay immobile (defeating the point of most of the old products) but Steve's unassailable logic will convince most people to buy in anyway. The argument that Steve Jobs is dead, and his hologram is powerless.... well, you try arguing with him!
Esp. since iOS 6.0 will only run on the iBlob, forcing everyone to upgrade...
Think about it: it's an even better stunt than the oops-lost-iPhone-prototype-in-a-bar. AND at $5 a piece, it is a very nice revenue for a single dose of K-Jelly. This is Operation iFinger.
That would be just brilliant! Stranger things have happened

subset: commoncrawl


text:
A YORK family have told of their dramatic escape from their burning home as flames raged around them in the dead of night.
Michael and Lynsey Ward and their sons Kieran, 14, and Christopher, 12, fled their home on Askham Lane in the early hours of yesterday, as a blaze took hold around them.
Michael, 45, woke up at around 1am when smoke filled his bedroom and smoke alarms started sounding.
Within minutes he woke his wife and children and managed to get the family into the street outside - where they watched in horror as windows exploded and the flames shot out.
The whole family had to be treated for smoke inhalation at York Hospital but escaped unharmed, along with their dog Max.
"We were so scared, it was terrifying. I wouldn't wish it on anyone," Michael said. "The smoke was unbelievably thick, and the smell was horrible."
When builder Michael and railway worker Lynsey went to bed at around 11.40pm there was nothing untoward in the house.
"I checked the spare bedroom between our room and Kieran's, and I checked both my sons and everything was fine," Michael said.
A little over an hour later he woke coughing as the smoke crept into the room, woke Lynsey, and ran to rescue Kieran and Christopher.
"I went on to the landing and saw flames licking up the walls in the spare bedroom. The whole room was engulfed. I couldn't see and it burnt my face and eyebrows.
"The boys were both asleep, but their bedrooms were full of smoke. They were stunned at me charging in there like raging bull."
Meanwhile, Lynsey found window keys in a bedside cabinet, in case the fire blocked their escape route downstairs.
She said: "It was awful - really really scary. I went out on to the landing, then back into the bedroom. Then the room filled with smoke from floor to ceiling in about five seconds. It was like somebody had pulled a blind.
"I heard Michael shouting at me to go downstairs. We couldn't see each other because of the smoke. It was so hot my hair burnt."
Downstairs, she found Michael and the two boys in the kitchen and saw Kieran had rescued dog Max. Minutes later they were in the street looking back as their home went up in flames with neighbours looking after them.
"It's awful to stand and watch as your own house burns while you are powerless. I was very frightened," Lynsey said.
Now the family are recovering with relatives and looking back on their lucky escape.
"The house is wrecked, but we are alive and that's the main thing," Lynsey added.
"You can replace stuff, but you can't replace a life. We've got good neighbours, and they have been brilliant."
They thanked the firefighters who rushed to their home, and the neighbours and family who rallied around and even boarded up the house and organised a skip to take away ruined furniture.
Michael said: "I've been back to the house and it is ruined. It makes me sick to the teeth to see it."
Lynsey said they are relieved their smoke alarms woke them in time, and are urging other families to make sure they have alarms fitted and know how to get out of their house in an emergency.
They are now waiting for a report from the fire brigade, but believe the fire may have been started by a faulty electrical socket in the spare bedroom.


text: The best A general work is still guidebook is Andrew Burke et al., Papua New Guinea and Solomon Islands, 7th ed. (2005). H.C. Brookfield, Melanesia: A Geographical Interpretation of an Island World (1971), is a comparative survey of geography. Many aspects of European exploration are included in James Sinclair, Kiap: Australia's Patrol Officers in Papua New Guinea (1981). Essential historical coverage is provided in J.L. Whittaker et al. (eds.), Documents and Readings in New Guinea History: Pre-History to 1889 (1975). J.A. Ballard (ed.), Policy-Making in a New State: Papua New Guinea, 1972–1977 (1981), examines political decision making; and the The Melanesians' view of change is discussed in Gernot Fugmann (ed.), Ethics and Development in Papua New Guinea (1986). Among the best anthropological works are Lawrence S. Grossman, Peasants, Subsistence Ecology, and Development of in the Highlands of Papua New Guinea (1984); Roy A. Rappaport, Pigs for the Ancestors: Ritual in the Ecology of a New Guinea People, new ed. (1984); and Marilyn Strathern, Women in Between: Female Roles in a Male World: , Mount Hagen, New Guinea (1972). Fraiser McConnell, Papua New Guinea (1988), is an informative bibliography, new ed. (1993).


text:
It is the responsibility of the person borrowing any item from the Wixom Public Library to return that item in a timely manner and in good condition. Individuals not responding will be prosecuted to the fullest extent of the law. (Wixom City Ordinance: 9.16.060 Conversion of Library Property.)
When a patron reports the borrowed item as lost or fails to return it, the patron will be responsible to pay the replacement cost of that item plus a $5.00 processing fee.
If the item is found and returned in good condition, refunds may be given up to 60 days from date of payment. The receipt for payment must be presented at the time of refund. No refunds will be given without the receipt. The processing fee is not refundable.
If library materials are damaged enough to be judged by the library to be unusable for the collection, the patron must pay for the entire cost of the item, plus the processing fee. An item may be considered unusable by the library if an essential part of it is missing.
Once the patron pays the replacement cost of an item, the patron then owns that item.
If it is determined that a patron is responsible for minor damages to an item (pencil, crayon, ink marks; torn pages; minor scratches on videos or DVDs/CDs) a minimum charge will be assessed of $1.00. Missing barcodes will be assessed a $2.00 fee. Book bindery charges or DVD/CD resurfacing will be assessed at the cost of that service.


text:
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Cruz Azul 2009-10 season home shirt.Features embroidered team badge and logo.Embroidered sponsor in front and screened on sponsor at the back.`La Maquina Celeste` shirt has a unique style in its V-Shape neck with one side white and other side red.Anatomically placed mesh ventilation throughout.100% polyester..Comes with official licensed player N&N of Villa #30..
Soccerplus first opened in 1994. We were one of the first soccer websites to hit the webView more
Address: 1640 E. Washington Blvd.
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Phone: 1-800-945-7291
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text:
If you didn't see it with your own eyes, or hear it with your own ears, don't invent it with your small mind and share it with your big mouth!
Compare that to David Haye, it would be a massive step down both financially and exposure wise for him. He's at the age now where he probably wants to invest his money into business etc and not have to learn totally different combat sports. Just think that it's totally not in any of his interests to do so unless either he was to get a massive contract offer or really really wanted to dedicate the next few years to it, both are extremely unlikely at the moment.
I would love to see someone like David Haye compete in MMA but just think it won't happen.
Not saying your wrong or i'm right just having my opinion on it
If you didn't see it with your own eyes, or hear it with your own ears, don't invent it with your small mind and share it with your big mouth!
Was actually a pro-wrestling organisation not MMA. At one time Big Van Vader was the champion.
However, in this fight Berbick was moaning about his pay backstage so Takada shot on him. Hence why Berbick looks terrified, clinging to the ropes & complaining about the rules.
Takada did a similar thing against Koji Kitao, catching im with a head kick KO during what was a pro-wrestling match.
Fury should stick to boxing, as already mentioned he has shown improvements over last couple of fights.
If he wants a fight have it with Price, then regardless of who wins they can both shut the hell up about Klitchskos & get some harder fights under their belts before jumping in the ring with either of those.
Brock did ok with very little experience at the top table of mma, Haye, given some takedown defense I could see doing, not tearing up tree's but the lad is a big athletic unit who is also very quick, he could cause some average HW's in the UFC trouble with half an hours takedown defense (assuming they dont have a wrassling background!)... If he were to step into MMA from a monetary point of view it would have to be the UFC with a share of PPV etc for him to be interested, maybe he could take a year off and train his arse off wrasslin!
Sig awaiting witty quote from someone.
Instead it was agreed as a shoot, BUT Ali insisted on lots of rules. No throws. No tackles. No kicks from a standing position. Inoki couldn't stand with him obviously so dropped to his back & spent the fight there kicking out at him.
Those kicks by the way put Ali in hospital with blood clots in his legs!
when haye for mccormeck in 07 or 08 he brought james zikic in cos mccormack clinched alot, he said when he first trained with london shoot he got took down 8 out of 10 times now he's reversed that statistic would be interesting to see him fight


text:
WATCH: Jimmy Kimmel challenges Pharrell to 'Twofie' shootout
Well you've heard of the selfie, but what about a "twofie?" Well, a "twofie" is like a selfie, but with two people.
Now that you're up to speed, Jimmy Kimmel challenged Pharrell to a twofie shootout. The two quickly made their way down Hollywood Boulevard to see how many twofies they could capture in 30 seconds.
The rules? Both sets of eyes and noses had to be in the picture to count.
Who won?! Find out below:


text:
From OpenWetWare
Welcome to the Cell and Molecular Biomechanics Lab! CMBL is part of the Department of Biomedical Engineering at Columbia University! The CMBL is focused on determining the mechanism that allows cells to sense and respond to extracellular mechanical stimulation. Particularly we are interested in determining, at a cellular level, how bone tissue is regulated by physical loading. This work has applications in developing new therapies to age-related bone loss and osteoporosis. We explore this question both in cell culture identifying novel molecular targets and in quantifying the skeletal sensitivity to loading of tissue-specific conditional deletions in mice. Our current targets include focal adhesions, cytoskeletal proteins, and the cell's primary cilium.
- 4/30/2011 CMBL Postdoctoral Fellow David Hoey awarded certificate for Outstanding Trainee Presentation at the 4th New York Skeletal Biology and Medicine Conference
His paper was entitled "A role for the primary cilium in fluid flow mediatd osteogenic differentiation of human mesenchymal stem cells"
- 1/8/2011 CMBL Graduate Students Kristen Lee and Matthew Downs awarded travel grants and Postdoctoral Fellow Julia Chen awarded Best Podium at the 29th meeting of the SPRBM
Kristen Lee presented a paper entitled "TRPV4 is required for mechanotransduction in MC3T3 osteoblasts". Matthew Downs presented a paper entitled "Modeling and analysis of primary cilia under fluid flow". Julia Chen presented a paper entitled "The effect of oscillatory fluid flow on the osteogenic differentiation of human bone marrow stromal cells" on behalf of David Hoey. Abstracts for these papers are available on the SPRBM website (http://www.sprbm.org/assets/bmessprbm2011programbook.pdf)
- 1/16/2010 CMBL Postdoctoral Fellow David Hoey awarded Best Presentation at the 28th meeting of the SPRBM
Postdoctoral fellow David Hoey was awarded best presentation in the Postdoctoral Category at the 28th meeting of the Society of Physical Regulation in Biology and Medicine. His paper was entitled "Determining the mechanisms of primary cilia bending in response to fluid shear stress". This paper along with fellow CMBL member, graduate student Jennifer Blundo's paper are available on the SPRBM website (http://www.pitt.edu/~sprbm/index.html)
- 9/1/2009 CMBL Postdoc David Hoey awarded IRCSET-Marie Curie International Mobility Fellowship in Science, Engineering and Technology
The objective of the IRCSET-Marie Curie INSPIRE co-funded Scheme is to encourage Ireland-based researchers to avail of a structured period of overseas mobility with associated career development actions, followed by a corresponding return period in Ireland. David will spend two years here in Columbia University after which he will return to Prof. O'Brien's lab in the Royal College of Surgeons in Ireland (http://www.ircset.ie/Default.aspx?tabid=240)
- 9/1/2009 The CMBL receives New York State Stem Cell Grant
The CMBL was delighted to receive a three year grant to study the role of primary cilia in the ability of bone marrow derived stem cells to sense and respond to mechanical load. The grant, titled "Mechanosensitive primary cilia in osteogenic differentiation of stem cells due to loading" if funded by the New York State Stem Cell Board (NYSTEM). You can look at the lay abstract of the project here.


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Surprise, surprise.
It's one thing to have one team in the CIF Southern Section Pac-5 title game that was left for dead back in September.
It's another to have a second team that was left for dead a year ago.
And the idea that either of those teams would be named Long Beach Poly and Mater Dei sounded simply absurd considering the massive weight the Jackrabbits and Monarchs have carried over the years at the top of the CIF.
Poly won seven titles between 1997 and 2008, going 148-15-1 under Jerry Jaso (three, 1997-2000) and Raul Lara (four, 2001-2011)
Mater Dei won five titles between 1991 and 1999, going 109-11-2 under Bruce Rollinson, and reached the semifinals or finals five times since 2001, as recently as 2010.
These teams have crossed paths before. This will be the 13th meeting between the two, and all of them have been in the postseason, the Monarchs holding a 6-5-1 advantage. But never like this.
Poly (10-3) hit the skids, by its own standards, after 2008, not winning the Moore League title in 2009 for the first time since McDonald's first introduced the Happy Meal (1979). The official bottom came on Sept. 7, when it was beaten 56-0 by Narbonne, the middle game of three straight losses.
Mater Dei (11-2) slipped in 2011, when they went 4-6, the first losing season under Rollinson and first non-playoff season since Chernobyl (1986).
Alums are impatient people at heart. Lane Kiffin was a boy wonder in 2011 and now USC fans are comparing him to guys named Tollner and Hackett.
Lara has been hearing the chatter long enough to have tuned it out, although even he had to acknowledge the enormity of the Narbonne loss.
"We had that moment," he said at the CIF championship luncheon at the Grand on Monday. "I know people had their own perception of it and critics had a lot of doubts. But our losses were the result of a lack of experience. I just had to get back to work with a team I knew would get better. We told the kids they had nothing to lose at that point."
Rollinson faced the "what happened?" questions after 2011 through the offseason and into October, always being asked what the difference was between the 2012 and 2011 teams. He gave as good an answer as possible but decided in November that it was time to bury 2011.
"You have to believe in yourself, and not listen to critics," Rollinson said. "I look across at Poly and see a coach who just got back to what the team has always done well, run the ball and play tremendous defense. Coach Lara didn't panic, and he's run off nine straight wins."
Rollinson didn't panic after 2011, either, but he did make changes.
He started to see a slip in discipline in a program - "accountability and leadership" - that sent 11 quarterbacks to Division I schools - Danny O'Neil, Billy Blanton, Colt Brennan, Matt Leinert and Matt Barkley among them.
"My plight was I had to make some changes," he said. "It wasn't just 2011. I just saw certain things eroding in a couple of areas. The expectations at Mater Dei and Poly are higher than at other schools, and no one knows that more than the coaches."
Rollinson made subtle tweaks you won't find in a box score. Better nutrition, Saturday workouts and intensive weight training. He hired Scot Prohaska away from Servite as the new strength and conditioning coach. He put in a variety of off-the-field programs that have had a dramatic effect on the field.
Lara and Rollinson agree that any pressure they feel to win is a product of their success.
"We created the monster," Rollinson said. "The expectations are that we reload every year, and people believe we can win every game.
"Every year is a different challenge. I've had teams that lost in the quarterfinals that I think accomplished as much or more than teams that won titles. It's not a cookie cutter.
"I'd love to go back to the '90s, where the atmosphere was almost `let's meet at the stadium and go win.' But you have to be able to adapt. The people who fail are those who don't change with the environment."
The Pac-5 did change this season. The Marmonte League was bumped up after dominating the Northern Division for several years, with the last three title games being played between Marmonte teams, Oaks Christian and St. Bonaventure the most notable.
"You know what I find intriguing?" Lara asked. "We had these new teams in the Pac-5 and everyone thought they would dominate. Well, here we are, and it's still Poly and Mater Dei."
Different paths, but the same destination.
Twitter/@Bob Keisser


text: Neon colors had a fashion comeback this past spring, reminding everyone of '80s slap bracelets and fanny packs, but neon lighting is also having a comeback, with the opening of the Neon Museum in Las Vegas, and the unveiling of a new collection of vintage neon at the Nevada Museum of Art in Reno. Will Durham collected his first neon sign in 1996, and has been amassing a group ever since to testify to an integral part of Nevada's history. With the museum, Durham has spent the past 10 years cleaning, fixing, and restoring fixtures from iconic restaurants, casinos, hotels, and business establishments. Highlights of The Light Circus: Art of Nevada Neon Signs include the M-shaped cowboy chaps sign from former Mapes Hotel Casino (shown) and other signs from the Sahara, a former casino on the Vegas Strip, and El Cholo, one of Nevada's oldest Mexican restaurants. Through Feb. 10. • nevadaart.org


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big news, eh? a Tito fight would be good, but ultimately i'd like to see him fight Rampage
http://www.sherdog.com/news/news/Ste...to-Ortiz-72693Stephan is a guy that has been a huge part of this sport and we are excited have him as part of the roster, said Bellator President Scott Coker. He was one half of probably the greatest and one of the most important fights in MMA history, and it happened on Spike. When you look at our light heavyweight division, with names like Rampage, Tito, King Mo, Emanuel Newton and others, there are a lot of fights Stephan can be involved in. Big fights against big names. After talking to Stephan, I know thats what he wants, and we want to provide that to our fans.


text: The Eagle series realizes the ideas behind Morris Fuller Benton's famous display typeface, Eagle Bold, the symbol of American recovery, drawn in 1933 for the National Recovery Administration. Font Bureau's Eagle was started in 1989 for Publish magazine. David Berlow designed a lowercase, expanded the character set and in 1990 added Eagle Book, a weight more suitable for setting text. In 1994, Jonathan Corum added Eagle Light and Eagle Black to complement the family. Font Bureau, 1989–94


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Chinese Calligraphy Chinese Gardens and Collectors' Rocks Landscape Painting in Chinese Art Ming Dynasty (1368–1644) Painting Formats in East Asian Art Scholar–Officials of China
Central and North Asia, 1400–1600 A.D. China, 1400–1600 A.D.
The Metropolitan Museum of Art Guide provides a comprehensive view of art history spanning five millennia and the entire globe.
Experience the best of human creativity from every corner of the globe at The Met.
Explore highlights of the collection through a variety of tours.
The easiest way to see what's happening at The Met every day—wherever you are.


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Tracking vehicle maintenance using sensor detection, patent No. 8,311,698, invented by Gregory J. Boss of American Fork, Peter G. Finn of Brampton, Calif., Rick A. Hamilton, II of Charlottesville, Va., Brian M. O'Connell of Cary, N.C., James W. Seaman of Falls Church, Va., and Keith R. Walker of Austin, Texas, assigned to International Business Machines Corp. of Armonk, N.Y.
Plastic and plywood laminate table with drop corner, patent No. 8,307,769, invented by Lane Wescott of Spanish Fork, assigned to Mity-Lite Inc. of Orem.
Bookmarks including ribbon holding features and related methods, patent No. 8,307,777, invented by Lynn G. Robbins of Centerville, assigned to Franklin Mill LLC of Salt Lake City.
Clutch for a jack element, patent No. 8,307,919, invented by David R. Hall of Provo, and David Lundgreen of Provo, assigned to Schlumberger Technology Corp. of Houston, Texas.
Fluid collection device with captured retractable needle, patent No. 8,308,685, invented by Michael J. Botich of Oxnard, Calif., and Thor R. Halseth of Simi Valley, Calif., assigned to MDC Investment Holdings Inc. of Salt Lake City.
Interlaminar stabilization system, patent No. 8,308,767, invented by Stephen Hochschuler of Paradise Valley, Ariz., Ali Araghi of Scottsdale, Ariz., Matthew N. Songer of Marquette, Mich., Thomas S. Kilpela of Marquette, Mich., Joshua A. Butters of Chandler, Ariz., and Greta Jo Hays of Logan, assigned to Pioneer Surgical Technology Inc. of Marquette, Mich.
System and method for facet joint replacement, patent No. 8,308,768, invented by Andrew R. Fauth of River Heights, assigned to GMEDelaware 2 LLC of Audubon, Pa.
Spinal rod reducer and cap insertion apparatus, patent No. 8,308,774, invented by Jeffrey Hoffman of Marquette, Mich., Maria M. Norman of Negaunee, Mich., Scott J. Parrow of Ishpeming, Mich., and Michael D. Ensign of Salt Lake City, assigned to Pioneer Surgical Technology Inc. of Marquette, Mich.
Spinal implant, patent No. 8,308,801, invented by Peter Halverson of Alpine, Larry L. Howell of Orem, Spencer P. Magleby of Provo, and Anton E. Bowden of Lindon, assigned to Brigham Young University of Provo.
Out-of-autoclave and alternative oven curing using a self heating tool, patent No. 8,308,889, invented by George J. Glancy of North Ogden, and David L. Johnson of Roy, assigned to Alliant Techsystems Inc. of Minneapolis, Minn.
Systems for increasing catalyst concentration in heavy oil and/or coal resid hydrocracker, patent No. 8,309,041, invented by Roger K. Lott of Edmonton, Calif., and Yu-Hwa Chang of West Windsor, N.J., assigned to Headwaters Heavy Oil LLC of South Jordan.
Thermally conductive structural composite material and method, patent No. 8,309,225, invented by Steven R. Rodgers of West Jordan, assigned to ITT Manufacturing Enterprises Inc. of Wilmington, Del.
Compositions and methods for inhibiting vascular permeability, patent No. 8,309,519, invented by Dean Li of Salt Lake City, Christopher Jones of Salt Lake City, and Nyall London of Bountiful, assigned to the University of Utah Research Foundation of Salt Lake City.
Capsaicinoid decontamination compositions and methods of use, patent No. 8,309,538, invented by Christopher A. Reilly of Salt Lake City, assigned to Kapso LLC of Salt Lake City.
Compounds and therapeutical use thereof, patent No. 8,309,562, invented by Mark B. Anderson of Salt Lake City, J. Adam Willardsen of Salt Lake City, Warren S. Weiner of Salt Lake City, Ashantai Yungai of Salt Lake City, Robert J. Halter of Salt Lake City, Yevgeniya Klimova of Sandy, Kazuyuki Suzuki of Salt Lake City, and Matthew Reeder of Salt Lake City, assigned to Myrexis Inc. of Salt Lake City.
Auto-regulated motion power system, patent No. 8,310,211, invented by Robert Mount of Lindon, and David Spencer of Orem, assigned to Advanced Power Systems LLC of Lindon.
Apparatus, system and methods for analyzing pressure-sensitive devices, patent No. 8,310,682, invented by Michael Orthner of Salt Lake City, Florian Solzbacher of Salt Lake City, and Loren Rieth of Salt Lake City, assigned to the University of Utah Research Foundation of Salt Lake City.
Systems and methods for seamless communications recovery and backup, patent No. 8,310,918, invented by Chris Stewart Poulson of Bluffdale, James Rex Gledhill of Sandy, and Timothy Alan Ruff of Herriman, assigned to Telecom Recovery of Draper.
Processor cooling management, patent No. 8,311,683, invented by Robert Lee Angell of Salt Lake City, David Wayne Cosby of Raleigh, N.C., Robert R. Friedlander of Southbury, Conn., and James R. Kraemer of Santa Fe, N.M., assigned to International Business Machines Corp. of Armonk, N.Y.
System and method of currency conversion in financial transaction process, patent No. 8,311,944, invented by W. Jeffrey Knowles of Provo, Russell Hales Day of Provo, David J. Matthews of Lindon, Jeffrey R. Burke of Orem, Scott E. Wessman of Provo, A. Carlo Okowitz of Orem, and Joseph B. Emig of Orem, assigned to Mtrex Inc. of Orem.
Tracking memory space in a storage system, patent No. 8,312,242, invented by Corene Casper of Pleasant Grove, Terence M. Rokop of Aloha, Ore., and Samuel Revitch of Portland, Ore., assigned to Hewlett-Packard Development Co., L.P. of Houston, Texas.
System and method for installing trust anchors in an endpoint, patent No. 8,312,263, invented by Robert T. Bell of Bountiful, and Douglas Q. Dexter of Cary, N.C., assigned to Cisco Technology Inc. of San Jose, Calif.
Plant nutriment ring, patent No. D670,547, invented by David M. Gorzo of St. George.
Everett Robinson, an attorney registered with the U.S. Patent and Trademark Office, compiles this list weekly for The Salt Lake Tribune. Robinson can be reached at 801-649-5858. For more patents, see the Money page at sltrib.com, go to Sections on the left-hand side and click Patents.


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DOWNEY - In response to a civil lawsuit from the family of a South Gate man who was fatally shot twice in the back by a Downey police officer, the city has signed a letter of agreement to retain the services of a police litigation law firm.
The City Council held a special meeting March 2 and approved the hiring of Manning & Kass, Ellrod, Ramirez and Trester of Los Angeles to defend the city in a civil lawsuit from the family of Michael Nida, according to council agenda documents.
In February, Nida's family filed a federal lawsuit seeking unspecified damages and claiming wrongful death.
Nida, 31, a married father of four, was unarmed when he was fatally shot in the back by a police officer on Oct. 22 near Paramount Boulevard and Imperial Highway, according to an autopsy from the Los Angeles County Coroner's Office.
The officer was investigating a nearby ATM robbery and said Nida made an "aggressive" move before he was shot. Police later determined Nida wasn't connected with the ATM robbery and was on a date with his wife.
The Los Angeles County Sheriff's Department is investigating the shooting and will turn over its results to the Los Angeles District Attorney's Office, which will decide if the officer involved was at fault or acted appropriately.
The Downey Police Department didn't release the name of the officer who allegedly shot Nida. However, at council meetings, Nida family members identified him as Officer Steve Gilley.
Lt. Dean Milligan, a Downey police spokesman, wouldn't confirm Gilley is the officer, but did say Gilley is on the police force and on paid administrative leave.
According to the Manning & Kass, Ellrod, Ramirez and Trester website, the law firm is "extremely well-equipped to represent the interests of individual law enforcement officers, supervisory officials, and their employing public entities. We understand the importance of cutting off harassing litigation at the earliest possible time."
The firm claims clients from police departments in Inglewood, Beaumont and Southgate, and sheriff's departments in Los Angeles and San Bernardino counties.
email@example.com, 561-714-2098, twitter.com/zonkelpt


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The 200 Series Swivel Chair, part of KI's new Blu Sky Collection of new and licensed products, marries Eames-inspired design with modern design cues. Its hand-worked craftsmanship delivers classic style that's still within reach of most designers and users. A coordinating line of tables is available with a variety of top and base options.


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by Elissa Blattman, Project Assistant
When 17 year old Lesley Gore reached the top spot on the pop charts with "It's My Party" in 1963, she instantly became one of the most popular pop acts of the early 1960s. Her sound was similar to the very successful "girl groups" of the era and her music resonated with high school kids across the country.
In 1964, Gore released "You Don't Own Me." The song keeps the same bubblegum pop sound she became famous for, but the lyrics contain more social commentary that her earlier releases and most of the songs (especially women's songs) at the time. During the early 1960s, many girl groups and female singers' songs were about love and devotion to the men in their lives. For instance, Little Peggy March's "I Will Follow Him" (1963) contains the lyrics, "I will follow him, follow him / Wherever he may go…For nothing can keep me away / He is my destiny," and The Crystals' "He Hit Me (It Felt Like a Kiss)" (1962) even seems to condone staying in an abusive relationship with the lines, "He couldn't stand to hear me say / That I'd been with someone new / And when I told him I had been untrue / He hit me / And it felt like a kiss." When "You Don't Own Me" came out, it turn the role of song's female protagonists around. With lyrics such as the following, the song was an early source of the feminist consciousness that was coming to fruition. "You Don't Own Me" opened the doors for later women's liberation songs to have their place in popular music.
"And don't tell me what to do
Don't tell me what to say
And please, when I go out with you
Don't put me on display 'cause
You don't own me
Don't try to change me in any way
You don't own me
Don't tie me down 'cause I'd never stay
I don't tell you what to say
I don't tell you what to do
So just let me be myself
That's all I ask of you"
For the 2012 election, Gore and other celebrities brought "You Don't Own Me" back when they recorded a music video PSA for the song.
Join in on the conversation! Post comments below, on Facebook, or Tweet us @womenshistory using the hashtags #ThrowbackThursday and #TBT.


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Jul 10, 2017 @ 11:45 AM
Claudia Schiffer's Changing Looks
Shop This Post
1. 1993The young model was declared the new Brigitte Bardot. "To be compared to her is an honor," she told People.
2. 1997
Bold crimson lipstick and a fabric gardenia amped up her red-carpet look.
3. 1998
Schiffer sported long piecey fringe to the Academy Awards.
4. 2004
A whimsical look for evening: Claudia was spotted out in a coronet of flowers and eye-matching blue shadow.
5. 2006
Schiffer added movement to her mane with side-swept bangs.
6. 2008
Sexy beachy waves at the haute couture shows in Paris.
7. 2009
Hollywood legends inspired more than just her red lipstick: "I've used thousands of different smiles over my career, but two classics every woman should know are Anita Ekberg's subtle grin and Marilyn Monroe's big laugh."
8. 2009
Schiffer gave yet another nod to Bardot with her be-banged French twist and cat-eye liner.
9. 2010
The mother of three let her complexion shine through minimal makeup. "There are lots of creams that will make your skin look and feel nice," she told InStyle. "But I still believe that drinking at least a liter of water and several cups of peppermint tea a day is the easiest way to make your skin glow."
10. 2011
The newly-minted knitwear designer brought out her bright blue eyes with bleached brows.
11. 2012Schiffer returned as the face of Guess for the label's 30th anniversary.
1 of 11
The young model was declared the new Brigitte Bardot. "To be compared to her is an honor," she told People.
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Logan HS coach to be inducted in Nat'l Hall of Fame
LA CROSSE, Wis. - Longtime Logan High School Head Wrestling Coach Doug Leclair will be inducted into the National Wrestling Hall of Fame this summer.
Coach Leclair will be inducted, along with four other Wisconsin coaches for "lifetime achievements and contributions to the sport of wrestling."
Leclair found out about this nomination and acceptance in January during an All-City Duals at Logan High School.
"This is such a well-deserved honor for Doug," Logan Athletic Director Steve Hole said in a statement. "He has dedicated many years to Logan's wrestling program. It is his passion and commitment to the program that has allowed us to build and maintain such a strong program. I'm thankful for his efforts and the tremendous impact he has had on our student athletes."
The induction ceremony will be on August 4 at the River Inn Hotel and Banquet Facility in Boscobel. For more information, contact Kevin Anderson at firstname.lastname@example.com call (608) 317-6663.


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'Toronto nursed the lead until the final minutes of regulation when J.P. Dumont scored the tying goal with Garry Valk serving a holding minor. Knocked to his knees, Dumont swatted the puck past temporary No. 1 Leafs netminder Corey Schwab with 5:30 left in regulation.'
The Sabres Report - March 3, 2002


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Associated Press
SPOKANE — Spokane business leaders were in Washington, D.C., this week, lobbying the Air Force to base its new aerial refueling tankers at Fairchild Air Force Base.
Fairchild has long been home to the older KC-135 air tankers.
Now the Air Force will be transitioning to the next generation of tankers, known as the KC-46A. They will be built by Boeing.
Fairchild is one of four finalists to be home of the new tankers. A decision is expected in mid-May.