SET news Chemistry
Why the UK is a great place to study Graduate courses in Ocean and Earth Science
Which engineering course should I study? Volume 8 Issue 1
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SET news Chemistry
Why the UK is a great place to study Graduate courses in Ocean and Earth Science
Which engineering course should I study?
Studying for a degree in Chemistry
Volume 8 Issue 1
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A unique opportunity: MSc in Chemistry with Entrepreneurship
Masterâ€™s courses in
MSc Mathematics and its applications
Which Engineering course
Should I study?
What students say about
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Space Science Creating systems for space leads to big opportunities on Earth 20
Graduate Ocean and Earth Science courses
Studying Geomatics... If a picture paints a thousand words, a map can paint a million 24
SET reporter, Laura Proto, brings you the latest information on developments in science, engineering and technology around the world.
Full face transplant for US citizen A 25-year-old man horrifically injured by an accident involving an electric power line, has received a full face transplant in the USA. The man, from Texas, was injured in November 2008 when his head touched a high voltage electrical wire. The burns he sustained erased all of his facial features. The transplant took over 15 hours and the help of more than 30 doctors to give the man his new face. Surgeons who carried out the operation at Brigham and Women’s Hospital in Boston, have hailed the transplant a success. The surgery has replaced the nose, lips, skin and muscles, as well as the nerves that power them and provide sensation. However, the surgeons have unfortunately been unable to give the man new eyes to restore his vision. Following the transplant, surgeons have commented that the man is recovering well and that he is “meeting all the milestones that he’s expected to at the present time”. President of the Brigham and Women’s Hospital, Betsy Nable, said: “Today’s tremendous news marks a new milestone in Brigham and Women’s legacy in transplant surgery. The pioneering achievement by the entire transplant team is a gift made possible by the most selfless act one human being can do for another, organ donation.”
New scanning technology to enable faster medical diagnosis Portable medical scanning technology, on the same level with MRI and CT scans, could soon find its way into GP surgeries, aiding the quicker diagnosis of various conditions. The system can be retrofitted to existing ultrasound platforms, but has the added ability to differentiate between tissue types, opening up areas such as cancer diagnosis. In terms of spatial resolution, magnetic resonance imaging (MRI) and computed tomography (CT) are the current gold standard, but are time consuming and require the use of large, expensive magnets and the injection of a contrast agent. Ultrasound technology is more amenable, but despite recent advances, cannot resolve with sufficient detail for all but the most basic applications. A team from Oxford University’s Department of Engineering Science experimented with combinations of electromagnetic and acoustic waves to refine its technology — now being patented as Oxford Electromagnetic Acoustic Imaging (OxEMA). Dr Rakesh Roshan of Iris Innovation, Oxford’s technology transfer unit, said of the new creation, “It’s a real-time imaging system, so you put a gel on patients as you do in ultrasound, but you don’t have to put them through a hole as with MRI. And it’s a portable device so every GP can have it next to them.” Crucially, the technology can discriminate between the different mechanical and electrical properties of tissues, allowing the identification of various anomalies. In a recent trial of the technology, a calcium carbonate stone was introduced in a sheep’s kidney, which was then scanned with ultrasound and subsequently with the OxEMA upgrade. While ultrasound failed to resolve the kidney stone, it clearly showed up as a brightly coloured area of relatively high permittivity and conductivity with OxEMA.
SET news Did a ‘supermoon’ cause the Japanese earthquake and tsunami?
Fibres from sea creatures to help human muscle tissue regrow
The powerful tsunami that slammed into Japan’s eastern coast came just two days after warnings that the movement of the moon could trigger unpredictable events on Earth. Astrologers predicted that on March 19th, the ‘supermoon’ would be closer to Earth than at any time since 1992, just 221,567 miles away, and that its gravitational pull would bring chaos to Earth. Others have predicted it will cause further catastrophes such as volcanic eruptions and earthquakes.
Research from the University of Manchester has found that tiny fibres from unusual sea creatures could help to regrow human muscle tissue. A team from the university’s materials department used nanoscale ‘whiskers’ of cellulose taken from animals called tunicates, to create a scaffold that encouraged muscle cells to grow. The team were able to use cellulose for muscle tissue growth for the first time because the fibres from the tunicates, or ‘sea squirts’ as they are more commonly known, were easily oriented into the necessary position.
The Japanese disaster came just three weeks after the quake which devastated Christchurch in New Zealand killing hundreds, adding further speculation to the supermoon theory. In a radio interview discussing the potential impact of the supermoon, astrologer Richard Nolle, who first coined the term in 1979, said he was convinced that lunar perigees cause natural disasters on Earth. He said, “Supermoon’s have a historical association with strong storms, very high tides, extreme tides and also earthquakes.” However, scientists dismiss this as utter nonsense and that although it makes a good photo opportunity for astronomers, it has no impact on Earth. Professor George Helffrich, a seismologist at the University of Bristol, stated that Nolle’s theory is ‘complete nonsense.’ He went on to say, “The moon has no significant effect on earthquake triggering. If the moon triggers ‘big’ earthquakes, it would trigger the many of millions of times more ‘small’ earthquakes that happen daily. There is no time dependence of those; hence no moon effect.”
Dr Stephen Eichhorn from the University of Manchester said, “We took it from the sea creature because it is a model material. The whiskers are rod like, so they’re thin and long, and have a high surface area so they have good interaction with other materials.” When the whiskers are spun at high speeds, they line up to create a framework for muscle tissue to grow around. Embryonic cells called myoblasts effectively detect the oriented framework and communicate with each other before becoming myotubes, the basis for skeletal muscle fibres. The whiskers are chemically extracted from tunicates, which are the only animals that create cellulose, but typically grow on rocks in coastal waters as if they were plants. The team is now studying how the process could be used to create a practical solution for regrowing tissue in the body.
The moon’s orbit around Earth is not a circle, but an ellipse. At its closest approach, the perigee, the moon appears brighter and larger in the sky. When it is furthest away, the apogee, it is smaller and dimmer. A lunar perigee occurs once a month. However, March’s perigee coincides with a full moon — a combination of events that happen just once every two or three years, which fuels the supermoon argument further.
Studying for a degree
in Chemistry Chemistry is about the very essence of life, the quality of life and itâ€™s continuous improvement. A chemistry degree can take you anywhere. It can open windows of opportunity from marine chemistry to chemical engineering; food chemistry to neurochemistry; environmental chemistry to biological chemistry, pharmaceutical chemistry and beyond.
With a chemistry qualification, you could be part of a team working to discover solutions to create a healthier environment, analysing paints to produce equivalent materials to restore famous artwork, or investigating and detecting crimes as a forensic scientist the diversity is endless. Many employers recognise the value of training in logical thought, and numerical and communications skills. What you learn and the skills you develop while studying for a higher education qualification
in chemistry will give you a firm foundation for a successful career. Major employers of chemists include pharmaceutical companies, agrochemical companies, oil companies and the makers of detergents, paints, dyes, cosmetics and explosives. Of course opportunities for chemists are not confined to the commercial or production sector. Opportunities are available to work in government, journalism, the health services, museums and many more seemingly diverse organisations.
Why study chemistry in the UK? Universities in the UK offer the opportunity to study a wide range of chemical subject areas. Many national and international leading researchers in chemistry operate from UK university chemistry departments, and a strong collaboration between university departments and chemical industries provides an opportunity for some students to take the option of spending a portion of their study within industry. This placement may be for a full year for some undergraduate courses or a six-month placement in a sponsoring company during postgraduate study. As the nature of the requirement for chemists in industry evolves, so does the variation in chemistry courses and research projects available at UK universities. Many industrial opportunities are in specialist chemicals and polymers, advanced materials and pharmaceuticals, specialist coating, electronics, biochemicals
and clean technology. These often involve working at the interface of chemistry and other areas of science, requiring multidisciplinary and collaborative capabilities. Many universities in Britain offer chemistry degrees and research projects that combine chemistry itself with other disciplines that naturally interface with chemistry, such as material science, pharmacology, Environmental Studies, or combination courses such as chemistry with a European Language and Chemistry with Management Studies. Many international students choose the UK to study chemistry due to its reputation for the quality of research and teaching. Many UK universities are centres of excellence in a variety of fields, and are highly respected for the research and teaching that occurs in these specialist areas.
Chemistry Types of chemistry degrees available Undergraduate chemistry degrees include the Bachelor of Science (BSc) degree, which is typically three years in length (or four years in Scotland). Exceptions to this rule are the BSc courses which include a year in industry or a year-long placement in a European university chemistry department. In both these instances, the degree will take four years to complete. The BSc course in chemistry is typically defined in terms of a core syllabus, embracing organic, inorganic and physical chemistry. In varying degrees, students are allowed to choose from a range of course options or modules, which may change from one university to the next.
There are also enhanced first degree courses (MChem), which are intended for able and motivated chemistry students who see their future being based primarily on the knowledge and direct application of advanced chemistry. An enhanced chemistry course is designed to prepare the student for direct entry into professional practice, or to provide a sound basis for their progression to a research degree. The science of chemistry advances primarily through research, with a substantial project involving a literature survey. Practical work and report writing is therefore a key element in the latter stages of the MChem. This formal training in research methodology is excellent preparation for the ‘world of
work’ or continuing research in academia. Universities in the UK have an outstanding record of achievement in chemical research and research training. The essential purpose of PhD training is a period of ‘apprenticeship’ in research with the graduate student working, to begin with, with an experienced supervisor, before becoming more self-reliant and eventually being able to write a thesis independently that is based on the student’s own work. The second purpose of PhD training is that students should acquire many personal and professional skills, which are necessary not only for their
research, but also to form the basis for the development of their future careers. Chemistry PhD programmes in the UK prove to be a very good preparation for further research, and the chemical and pharmaceutical industry both in the UK and abroad continues to be extremely supportive of UK university chemistry departments With thanks to: The Royal Society of Chemistry
Faculty of Engineering, Science & The Built Environment We offer some of the best and most accessible courses in the fields of engineering, science and the built environment, delivered in a stimulating campus environment using a wide range of teaching and IT resources. The faculty is a vibrant community of academic, research and technical staff providing top quality teaching, learning and support underpinned by world class research expertise and far-reaching industrial contacts. For more information about the courses available please visit our website or contact the Course Enquiries Office on 020 7815 7815.
Become what you want to be www.science-engineering.net
www.lsbu.ac.uk SET 07
A Unique Opportunity:
MSc in Chemistry with Entrepreneurship Prepare for a Dynamic Career
The Chemistry with Entrepreneurship MSc is a one-year full time course starting in October. This course provides an exciting opportunity for science graduates from the UK and overseas to learn about the latest developments in chemical science and to gain business skills. This course is an ideal preparation for students wishing to pursue a career in the chemistry using industries. The experience and qualifications gained
are particularly relevant to students interested in realising opportunities at the sciencebusiness interface, notably the commercialisation of a research development. Flexible Course Structure The course is taught jointly by the School of Chemistry and Nottingham University Business School and comprises taught modules, a dissertation and technology transfer project. The flexible course structure allows each student to choose from a
range of modules those that best suit their interests, skill requirements, and future career plans. Course Modules The core business modules aim to familiarise a student with the pathways to commercialise scientific breakthroughs and include: creative problem solving, innovation management, science, technology and business, finance and accounting and marketingâ€™. Some modules involve
speakers from industry and visits to companies. Optional chemistry modules cover recent developments in the chemical sciences, including nanotechnology and environmental project management. The technology transfer project involves the assessment of the commercial potential of a recent research development, including the preparation of a business plan, and can provide students with an opportunity to participate in a real commercialisation project with industry.
INDUSTRY NEEDS SCIENTISTS WITH TECHNICAL AND BUSINESS SKILLS...
Could you be one of these special people?
MSc in Chemistry with Entrepreneurship: The transformation of novel science into successful business ventures (the development of new products and processes) is key to the long term profitability of the world’s chemical and related industries (e.g. pharmaceutical and petrochemical industry). This goal requires scientists who possess a critical combination of technical and business skills. Increasingly, such individuals are playing a pivotal role in today’s knowledge driven economy by enhancing existing businesses and by setting up new ventures themselves. Could you be one of these special people? The MSc Chemistry with Entrepreneurship course is ideal for students wishing to prepare themselves for a dynamic career in the chemical, pharmaceutical and related industries, and particularly relevant for those interested in the commercialisation of research, or intending to work at the business-science interface. You will: • Gain business skills, training and experience. • Learn about the latest developments in chemical science and emerging technologies. • Participate in real life innovation projects with industry. This programme is taught jointly by the School of Chemistry and the Nottingham University Business School. Because we aim to give you the best experience possible, our course is limited to 20 students.
Will you be one of them?
For further information about Masters courses within the School of Chemistry, please visit: http://www/chemistry/studywithus/postgraduate/postgradauatetaught/pgtaughtcourses.aspx or email the Postgraduate Manager at firstname.lastname@example.org
in Marine Biology Masterâ€™s courses in Marine Biology are predominately taught and will provide advanced training in the subject area, where strong emphasis will be given to training in practical techniques. Universities should have a long history of research expertise in most aspects of marine science, allowing marine biology postgraduate students to reflect their own interests as far as possible, through the literature review and research project. SET 10
Aims of a postgraduate Marine Biology courses • To elevate recent graduates and those mature students with relevant experience to the level of being independent marine biologists, so that they may successfully follow careers in the public, private and higher education sectors of the UK and abroad, or embark on doctoral research • To develop self-learning and knowledge acquisition as the basis for development of advanced level understanding of marine biology • To develop inquiring, intellectual expansion and problem solving at advanced level, in the context of marine biology • To broaden awareness of the importance of biology to the shelf seas • To develop advanced understanding of the scientific method and its application in independent research in the study of marine biology Taught course philosophy Master’s courses in Marine Biology are taught, providing advanced training through lectures, seminars, practical courses, desk studies and research projects. The course may begin with structured lectures and practicals, supported by essay and exercise assignments. Teaching of modules might be provided by small teams of academic staff in their
specialist areas, who supervise the course for periods of up to 5 weeks at a time. What is required of Marine Biology Master’s students Students are required to undertake a significant proportion of independent reading and other study for each module. Reading will be directed to support learning on specific topics, which are assessed by exercises, oral presentations, field and laboratory practical assignments, individual and group reports. Group work in practical and field classes is an important element of learning, encouraging interaction between students in devising, conducting and presenting outcomes of exercises. Seminars, workshops, conference presentations and research reviews provide the opportunity for oral presentation, audience interaction and critical peer review. As the course progresses, students are increasingly charged with the responsibility for learning through independent study. With time, the staff role becomes less of a teacher and more of a facilitator and supervisor, which is an integral part of the intellectual and career development of students. The assignments culminate in preparation for the research project, including a detailed literature review in the area of a chosen research project and development of an outline research proposal.
Research project On successful completion of the taught part of the course, an independent research project is conducted under the supervision of a member of staff and findings are presented to publication standards in a dissertation. The interdisciplinary nature of the course allows students from different natural science subject areas, and a wide range of UK and overseas backgrounds, to broaden their knowledge by amalgamating different topics within a the broad framework of marine biology. By these means, the courses attempts to elevate those students from recent undergraduate courses and those mature students with relevant experience, to the level of the independent marine biologist. Most Marine Biology M.Sc courses will cover some of the following areas: • Marine Research Skills - Marine taxonomy and Biodiversity; Experimental and survey designs; Marine benthic survey; Key statistical techniques • Marine Vertebrates • Coastal Ecology and Habitat Survey - Principles of biological survey; Coastal habitats; Survey methodology • Marine Fisheries - Fisheries resources and their assessment; Fish population dynamics • Marine Invertebrates
• Research Design and Planning - Literature Review; Project Proposal; Proposal Defence • Research Project and Dissertation Marine Biology MSc courses therefore equip students with: • Multidisciplinary Training • Practical Training within Disciplines • Field Skills Training • Research Training • Communication Skills and Interpersonal Skills Training • Quantitative Skills Training • Vocational Skills Training. Admission requirements for Marine Biology courses Successful applicants normally hold, or are expecting to be awarded with, a First Class or Upper Second Class Honours Degree in a Natural Science or related subject. Nongraduates who are over 25 years in age and have at least two years work experience relevant to the course are also encouraged to apply. With thanks to: Sandie Hague, School of Ocean Sciences, Bangor University
MSc Mathematics and its applications Available as one year full-time, two years part-time
School of Mathematics, Statistics and Actuarial Science The University of Kent has developed an MSc for graduates seeking to increase their knowledge, skills and creativity in applicable mathematics. If you love mathematics, want to learn more and would like to know about the wider relevance and application of what you are learning, then this MSc is for you. The Mathematics group at the University of Kent, based in Canterbury, is highly qualified to lead your advanced study in mathematics. Indeed, in the last Research Assessment Exercise, 95 per cent of mathematics research submitted was rated at International Quality or above. From internationally renowned researchers to up-and-coming research stars, the staff all have a strong commitment to student achievement and to developing students’ creativity. Course content The MSc consists of the core module Mathematical Inquiry and Communication, six taught modules (from a list of options), and a final Dissertation. Core module Mathematical Inquiry and Communication involves an open-ended investigative project to develop your initiative and creativity.
Some honours level modules may also be taken.
Activities to enhance your technical communication skills including public speaking, graphic design of posters and mathematical typesetting will also be included. Dissertation An independent, in-depth study of an advanced topic of mathematics or mathematical application carried out with guidance and supervision. Taught modules These are topic-based and delve into modern mathematical thinking involving the areas of geometry, analysis and algebra and their applications.
Each year most of the following will be offered: • Geometric numerical integration • Nonlinear waves and solitons • Symmetries, groups and invariants • Asymptotics and perturbation methods • Quantum physics • Applied differential geometry • Applied algebraic topology • Nonlinear analysis and optimisation • Algebraic curves in nature • Functional analysis • Mathematics and music • Lie groups and algebras • Poisson algebras and combinatorics.
Who should apply? The programme has been designed for graduates seeking to enhance their employability (or thinking of doing a PhD but wanting an extra year) and for teachers of mathematics in schools who wish to develop their mathematical knowledge, communication and project design skills. Mathematics graduates enjoy a wide range of careers in many science and engineeringbased industries, as well as in banking and finance. Many employers take the view that if you have good mathematical skills, “they can teach you the rest”. Entry requirements Applicants must have a 2(ii) or higher Bachelor degree in Mathematics from an accredited UK institution or equivalent. There is an English language requirement for international students.
Mathematics Programme staff All mathematics modules will be taught by members of the Mathematics group within the School of Mathematics, Statistics and Actuarial Science. Some optional taught modules may be offered by staff in other academic groups. Further information Please contact the MSc Admissions Officer Dr Steffen Krusch on email@example.com www.kent.ac.uk/ims/maths
The staff all have a strong commitment to student achievement and to developing students’ creativity.
University of Kent
School of Mathematics, Statistics and Actuarial Science
• Statistics with Finance • Postgraduate Diploma in Actuarial Science • MSc in Applied Actuarial Science • MSc in Finance, Investment and Risk • MSc in Mathematics and its Applications • MSc in Statistics
The School also offers PhD, MPhil and MSc by research in Actuarial Science, Applied Mathematics, Pure Mathematics and Statistics in the following areas:
The School has a multinational staff comprising some of the world’s most talented researchers. A high proportion of research output in Statistics and Applied Mathematics was judged to be internationally excellent in the 2008 RAE.
Funding is available for a limited number of high calibre postgraduate research students. Potential applicants for the research programmes are encouraged to review the web pages and to contact staff members for more information about research interests.
• economic capital, risk management, stochastic modelling; • mortality trend risks, mortality rating, longevity markaets, genetics and insurance, insurance economics and accident compensation; • nonlinear phenomena, applied analysis and differential equations, geometric integration, integrable systems, Lie groups and moving frames, mathematical physics and quantum groups, representation theory and invariant theory, computational algebra, discrete mathematics and functional analysis • applied probability, biological modelling, Bayesian methods, particularly Bayesian nonparametrics, chemometrics, biostatistics, ecological statistics, epidemics, time series and finance, statistics of shapes, and risk
For further information contact: T: +44 (0)1227 827181 | E: firstname.lastname@example.org www.kent.ac.uk/IMS/postgraduate | To view the Graduate Prospectus 2011: www.kent.ac.uk/studying/postgrad
Nanotechnology: Easing the Pain of Moving from Fossil Fuels to Renewables- Could There Be a Better Career Prospect for the Next 30 Years? The United Nations has predicted that the world population will rise from 6.7 billion in 2009 to 8.2 billion by 2030. Along with this increase in population comes a drastic increase in demand for energy specifically from large population developing countries like China and India. The World Energy Outlook Report 2008 predicts that world energy demand will grow by an average of 1.6% per year, with a total increase of over 40% by 2030. Due to these population and aspiration pressures, the demand for oil will accordingly rise from the current 85 million barrels a day to 106 million barrels a day. We are now all aware of the detrimental effects that the unfettered use of fossil fuels are having on our planet, with the United Nations predicting an increase of 1.8°C – 4°C before the end of this century. These changes are directly related to ‘greenhouse gasses’ produced from fossil fuel combustion. Such changes can be catastrophic on a global scale – climates are already changing, plants and animals are becoming extinct, sea levels are rising and deserts are extending. It is blatantly obvious that current trends in energy supply and consumption are unsustainable from an economic, environmental and social standpoint, and change will be made! The International Energy Agency (IEA) have stated that in order to limit the temperature rise to 3°C by 2030, renewable energy will have to expand to 26% of the energy balance by 2030. This will require an additional $4.1 trillion to be invested in infrastructure and equipment. This level of investment will create thousands of renewable careers for suitably qualified graduates.
SET 14 26
Scotland is currently taking a lead within the UK with over 17% of its energy being produced from renewable resources – well above the rest of the UK down around 5-6%. The earth has an abundance of renewable resources, we are currently just very poor at harvesting them. The energy from sunlight is sufficient to meet our needs ten thousand times over, so what are we doing wrong? Can Nanotechnology Ride to the Rescue? The first question to answer is: What is nanotechnology? Nanotechnology is about making useful things by manipulating matter at the nanometer length scale (1100 nm). To give this some perspective, the average width of a human hair is around 50,000 to 100,000 nm. These nanomaterials offer a large surface area for reactions to occur; as an example, carbon nanotubes show a surface area of around 1600 m2/g - this is equivalent to the size of a football field for only 4 gms of nanotubes. Currently, public or even governmental uptake of
renewable energy technologies is low. Although this may not be forgivable, to a large extent it is understandable. Many of the existing technologies available suffer from one or a combination of; high capital cost, low efficiency, intermittent energy production and unsuitable location. Renewable technologies have, as yet, been unable to fit seamlessly into our lives, and until they do, I am afraid that there will not be widespread adoption of renewable technologies. Nanotechnology Solutions for Transportation (~20% of Scotland’s CO2 emissions) At the University of Dundee we have a developmental ‘renewable energy’ car that illustrates some of the problems with renewable technologies. This car currently has a range of about 50 miles utilizing NiCd battery technology. This range would be fine for most people to travel to work, do errands, and as a general ‘around the town’ car, although, if you wanted to travel between cities, you are more limited. So, even though usable electric vehicles have been around for over a decade, the public will not accept a car with limited range – they do not seamlessly fit into our lives.
Undeterred, nanotechnology research strives to enhance the performance and/or reduce the cost of electric vehicles: • Novel battery and fuel-cell technology utilizing carbon nanotubes • High strength, lightweight composites for increasing fuel efficiency Energy Production (~30% of Scotland’s CO2 production) Solar panels that produce electricity are called photovoltaic (PV) cells and are typically made from high cost semiconductors. Again, riding to the rescue is nanotechnology in the shape of a cheap, flexible, nanoenabled photovoltaic material that is capable of converting light into electricity even under low light conditions. These so-called Gratzel Solar Cells have a lower efficiency than semiconductor technologies, but are very low cost. With the potential for newspaper style ‘reel-to-reel’ production it is not hard to envisage every roof being covered with electricity producing solar arrays. Home Heating & Hot Water (~12% of Scotland’s CO2 production) Southern Europeans have
Nanotechnology had their roofs adorned with solar-thermal hot water systems decorating for decades. These systems work well in places like Madrid with a solar fraction of 82%, but less well in Dundee with a solar fraction more like 50%. Again, nanotechnology research is playing its part by enhancing heat transfer from solar radiation to the heating media in the thermal panels by up to 50% over plain water, allowing solar-thermal to function efficiently in higher latitudes like Dundee. The technologies outlined above are just a few ‘tasters’ of the areas where nanotechnology is impacting renewable energy, for more information, or to investigate the possibility of studying in an technology area that will surely offer a bright future and a rewarding career, please visit one of the growing number of Renewable Energy Programs, and become part of the solution.
David Cameron industry until he and his family decided to return to Scotland in 2006.
David Cameron is Chief Technical Officer at Scottish Renewables, the trade association for the renewables industry in Scotland. Scottish Renewables has over 230 members across a wide range of renewable technologies and interests, a very impresive position! HOWEVER, David was not always interested in the renewables sector, having worked in the automobile
David latterly worked for Nissan in vehicle development – as he says a tough day was being asked to drive sports cars at a test track to judge which had the best characteristics or go mud plugging in 4x4 vehicles on off-road test trails. A hard day at the office. Recognising that there was no real equivalent job in Scotland, David decided to retrain and move his career into a new area. While searching out interesting courses found the Renewable Energy MSc at Dundee. This provided a good base to research the key technologies and the how renewables fit into the energy mix and government policy.
David does not mind pointing out that his year at the University of Dundee was probably the midpoint of his working life, and sees being (a bit) older as no barrier to being successful in renewables. The industry is young so needs experience to help it develop rapidly. David sees that there are great opportunities in renewables, both in the variety of different technologies, and the reasons to be involved. David’s own view is that the renewables industry is not just about saving the planet but that renewables offer a genuine means to improve security of supply through reduced reliance on imported.
We offer a wide range of undergraduate and postgraduate degree programmes in Civil, Mechanical and Electrical and Electronic Engineering, Physics, Mathematics, Renewable Energy and Product Design. • We pride ourselves on providing education and training of the highest standard. • We are at the forefront of research and teaching, building on a history of excellence dating back to 1881. • We have an excellent reputation with employers and our graduates are much sought after by leading companies. • Our research portfolio is internationally competitive and covers a diverse range of topics from the engineering/life sciences interface, health technologies, nano-materials and nano-engineering, bio-mathematics, complex numerical analysis though to the environmental sciences, infrastructure engineering and construction management.
SCHOOL OF ENGINEERING, PHYSICS AND MATHEMATICS To find out more about the University visit: www.dundee.ac.uk/epm or contact us directly on: email@example.com or telephone: + 44 (0) 1382 384188
SET 27 15
Which engineering course
should I study? Many students choose to study engineering at university, but there are so many different types and areas of engineering available to study, how do you know whether you’ve chosen the right course?
Engineering, much like other science, is a broad discipline which is often broken down into several sub-disciplines. These disciplines concern themselves with differing areas of engineering work. Although initially an engineer will usually be trained in a specific discipline, throughout an engineer’s career, they may become multi-disciplined, having worked in several of the outlined areas. Engineering is often characterized as having four main branches:
by Laura Proto Chemical engineering What is it? The exploitation of chemical principles in order to carry out large scale chemical process, as well as designing new specialty materials and fuels. What the course covers: Chemical engineering comprises the application of physical and biological sciences to the process of converting raw materials or chemicals into more useful or valuable forms. Sub-disciplines covered on chemical engineering courses include; materials engineering, process engineering and molecular engineering. These sub-disciplines are then broken down further to cover specialities including; ceramic engineering, crystal engineering, petroleum refinery engineering, plastics engineering and paper engineering. Careers following a course in chemical engineering: Chemical engineers play a crucial role in everyday life. The manufacturing of mobile phones, the production of chocolate bars and the harnessing of nuclear energy all involve the input of chemical engineers, to give you an indication of the scope of your career prospects. In manufacturing, chemical engineers might work with others to design machinery, equipment and quality control instruments for the production process at a factory and oversee the day-to-day operation the plant itself. In research and development, chemical engineers are involved in lab tests to make new products and streamline production methods. The pay for chemical engineers tends to be very competitive, earning on average £49,500. Starting salaries tend to be around the £24,000 mark, rising to an average of £60,000 for Chartered Chemical Engineers – the leading professionals in the field.
What is it? The design and construction of public and private works, such as infrastructure (roads, railways etc.), bridges and buildings.
What is it? Electrical engineering is a very broad area that may encompass the design and study of various electrical & electronic systems, such as; electrical circuits, generators, motors, electromagnetic/electromechanical devices, optical fibres, computer systems and telecommunications.
What the course covers: Civil engineering comprises the design, construction and maintenance of the physical and natural built environments. Sub-disciplines covered during civil engineering courses include; geotechincal engineering, structural engineering, transportation and environmental engineering. As with chemical engineering, the subdisciplines of civil engineering courses are then broken down to cover major specialities. These specialities include; mining engineering, architectural engineering, ocean engineering, railway systems engineering, fire protection engineering, hydraulic engineering and municipal engineering. Careers following a course in civil engineering: Most civil engineering graduates tend to work as engineering professionals. Civil engineers work in several types of organisations, private and public, and can specialise in a wide variety of areas including transportation, municipal, geotechnical, environmental and hydrological engineering projects. There are also opportunities to carry out research and to work abroad. Many engineers choose to work in the charitable sector, running projects in developing countries or disaster hit areas to restore water supplies and basic transportation networks.
What the course covers: Electrical engineering comprises the study and application of electricity, electronics and electromagnetism. Sub-disciplines covered in electrical engineering courses include; electronic engineering, computer engineering, power engineering and optical engineering. This area of engineering isn’t as broad as chemical and civil engineering, but specialities you can expect to touch upon include; control engineering, telecommunications engineering and software engineering. Careers following a course in electrical engineering: Electrical engineers are responsible for developing, modifying and supporting systems. These can range from communications satellites to advanced medical equipments used in diagnosis and treatment. Much of the work is groundbreaking and involves working with leading-edge technologies in areas such as robotics, IT applications and the mobile communications. Many engineers work as engineering professionals, information technology professionals or in the commercial, industrial and public sectors.
Mechanical engineering What is it? The design of physical or mechanical systems, such as; power and energy systems, aerospace/aircraft products, compressors, kinematic chains, vacuum technology and vibration isolation equipment. What the course covers: Mechanical engineering comprises the design, analysis and usage of heat and mechanical power for the operation of machines and mechanical systems. Like electrical engineering, mechanical engineering isn’t one of the largest types of engineering in terms of sub-disciplines and specialities. Courses in mechanical engineering cover sub-disciplines such as; vehicle engineering, thermal engineering and acoustical engineering. These areas can then be broken down into specialities including; automotive engineering, aerospace engineering and marine engineering. Careers following a course in mechanical engineering: In order to become a Chartered Mechanical Engineer, it is necessary to complete a recognised training programme and achieve “corporate member” status with the Institution of Mechanical Engineers. Work is typically a mix of science and creativity, with engineers often taking the lead of a team of other specialists, depending on the nature of the project. In medicine, for example, engineers may work closely with doctors to help improve the treatment and management of illnesses and disabilities, either through their expertise in medical equipment or by applying engineering principles to the workings of the human body. Those working in agriculture might develop specialist machinery for use with particular soil or crop types in the developing world. Engineers in the manufacturing industry could be planning and managing efficiency programmes or using their technical skills to create new production processes to convert raw materials into usable products.
What Students Say
about Tomsk Polytechnic University
Martin Kalany, Austria I wanted to study in Russia because I was very much interested in Russia and the Russian culture and I wanted to learn the Russian language. Furthermore, Russia is a much more unique experience than most destinations in Europe. I have seen some information material in the International Office of Vienna University of Technology. For students of Vienna University of Technology, exchange programs are provided only in Perm and Tomsk. For me Tomsk is much more interesting and adventurous. I also preferred Tomsk to Perm because Tomsk offered many courses in English language. Moreover social and guidance support was really good, especially through the first few weeks. Many people in Tomsk are friendly and eager to meet foreigners; lotâ€™s of snow â€“ I like winter.
The University Profile: Location: Russia, West Siberia, Tomsk city Foundation date: 29th of April, 1896 Number of students: 25,000 Number of international students: 2,100 Number of graduates: 150,000 Language of instruction: Russian, English Number of programmes: approximately 220 European association membership: CESAER, CLUSTER Ranked third out of all Russian technical universities National Research University status since 2009
Tomsk Polytechnic University
Apata Oluwagbenga, Nigeria Choosing Russia to pursue my studies was a very easy decision because the education here is recognized globally. A friend of mine told me about Tomsk Polytechnic University. I have always wanted to study in English language here in Russia and when I got information about TPU and the opportunity to have my studies in English, I made up my mind the university was the right place to study. TPU was a good choice because I had lots of information about the accreditation status of the university and its academic partnership with other renowned universities. I saw this as an opportunity to maximize my potentials. Also, the fees are quite affordable if compared to other universities which offer the same opportunities in other cities. Next, I must give kudos to the social and guidance unit of the department; they do all they can to help students settle fast in the new academic environment. The level of training here is quite good. The academic process is up to international standards. A quiet and serene city conducive for academic growth. I love the beautiful wooden architecture of the city.
Jacob Joshua Demekaa, Nigeria
Katia Nedelec, Germany I learnt about TPU on the internet pages of the international office of my university (TUM). I wanted to study one semester in Russia and TPU was very attractive due to its visible interest towards exchange students. In several reviews written by students who had spent a semester of a year in Tomsk, TPU was always recommended as a cooperative university with an international environment in a beautiful town. As in Germany the reputation of the organisation in Russia is very bad, I was a bit surprised that there were few problems (most of them got solved very fast). The level of training is fine; the focus is more on the practical classes than in my university. The support is very good, the international office helps us and through the Buddy-Building club we have a lot of Russian friends. TPU is situated in an interesting and beautiful city. It is not as big as Moscow, but due to the universities, there are many students, so it is easy to find friends. There are many things I like about Tomsk, i.e. excursions in the nature or just walking with some friends through the town and looking at beautiful houses.
Petr Lhotka, the Czech Republic
I learnt about TPU through the Internet. I came to realise that I would study at TPU when I learnt about its status in Russian system of education. I chose TPU because I saw it as one of the leading universities of technology in Russia. The level of training is high and the relationship between international students and the guidance support is warm. When I first came to Tomsk, I had an impression of being situated in an ancient city. My favourite thing about Tomsk is “the people”, they are friendly. The warm relationships I share with the people around me in Tomsk make me feel I am at home and not in a foreign country. I live at TPU international students’ hostel, which is comfortable. My roommate is from Mongolia, we live together in a room for two. I suggest that when we have extreme cold temperatures, we should be excused from lessons or teachers should come to give lectures to us in our hostel.
I wanted to study in Russia, because I wanted to improve my Russian language. But I don’t like big cities like Moscow or Saint Petersburg. I wanted to visit Asian part of Russia. I learnt about TPU from my university’s website. Also my friends in Prague told me that TPU is a high-quality university with good reputation. Level of training and the organization of academic process are o’key. TPU has own Buddy-Building Club – it’s a very nice idea. Russian students can practice their language and international students can find new friends. I also enjoy good level of language courses. I arrived in Tomsk in August. The weather was fine and I was enjoying my first time in Russia. I quickly got used to this student city. If you are kind and friendly, you will find many friends in Tomsk. And with good friends you never feel alone. I live in hostel of TPU. It’s an awesome student’s hostel — everything is new and clean. The security is also very good. Students from Russia, France, Germany, the Czech Republic, Switzerland, Italy and Austria live in this hostel. The atmosphere is outstanding.
Admission office | + 7 (3822) 563-304 | E-mail: firstname.lastname@example.org The Institute of International Education and Language Communication| Tomsk Polytechnic University, 30 Lenina Prospect| Tomsk, 634034|Russia
Joining us you have a great opportunity, besides having effective training in higher education, to make new friends from all over the world and get acquainted with different cultural traditions. So, come and join us! www.iie.tpu.ru
Creating systems for space leads to big opportunities on Earth
Designing and building the next generation of space telescopes and interplanetary probes requires in-depth knowledge of a large number of subjects, from celestial mechanics and atomic physics, to electronics, thermal design, risk analysis and project management. This unique combination of science, technology, computation, mathematics and management gives space science graduates a competitive edge, whether pushing the boundaries of knowledge at the Final Frontier, or working in industry to generate wealth and enhance the lives of those of us left on the ground. What is ‘space science’? Chances are you’ll get a different answer from everyone you speak to. The term space science is very general and tells us little about the subject, other than the fact that it involves space - which is why it is so often misunderstood. Space science is a multidisciplinary subject concerned with the development of spacecraft and the instruments they carry. It is most commonly associated with missions designed to study astronomical objects (either remotely with orbiting telescopes, or by visiting planets and moons with probes and landers) and the development of Earth observation platforms used, for example, to monitor climate change, land usage, or assist in the coordination of disaster relief. But space scientists are also involved in developing new
technologies for commercial space applications such as telecommunications and navigation satellites. The spectacular images of the cosmos and the Earth which are commonplace today, would not be possible without the work of space scientists, who apply their knowledge of subjects including fundamental physics, engineering, electronics and data processing to create new types of highly sensitive imagers and other sensors, producing some of the most complex and high-value pieces of technology on (or off) the planet. But that’s only part of the story. Space is a uniquely hostile place. Sophisticated structures and instruments are exposed to vibration, acceleration and rapid changes in pressure during launch. Once in space, they face extremes of temperature, particle radiation and high speed impacts from micrometeorites and manmade space debris. Planetary landers must survive the long cruise to their destination, before descending to the surface, sometimes enduring the heating and rapid deceleration of atmospheric entry. After landing, often at very high speed (without damaging the complex systems on board)
the lander must survive in the harsh environment of an alien world to explore the surface with delicate, sensitive scientific instruments during a mission which may last months, or even years. To make the task yet more challenging, the spacecraft must be small and light enough to fit into the payload bay of a rocket or space shuttle, yet be sufficiently reliable for years of operation in these severe conditions, where no repair mission is possible. This is why space science graduates are prized, not only by university research groups seeking to answer the most pressing questions in astronomy or climatology, but also by industrial employers around the world for their ability to develop new techniques, technologies and analytical approaches to challenging problems - abilities that can lead to the next big development in telecommunications satellite design, power generation or medical imaging systems. Because of the complex and international nature of today’s large space projects, students can complete their courses with highly marketable, transferable skills such as project management and leadership certification, which
are as relevant to international business as they are in the production of a multi-national space mission. The University of Leicester is a world-leader in this field, and students studying with us for a three-year BSc or four-year MPhys degree in Physics with Space Science are joining a group with 50 years experience behind them, and a healthy portfolio of future mission involvement ahead. From our laboratories have emerged instruments, systems and structures built to address some of the most fundamental questions in astrophysics. Technology produced by the group has operated on orbiting satellites during every year since 1967, with the first in 1962 on the UK’s first scientific satellite, Ariel 1. Our instruments can be found on some of the largest currently active orbiting observatories - including two of the main detectors on Europe’s XMM-Newton orbiting X-ray observatory (launched in 1999) and the high-performance camera that provides the X-ray “eye” of the joint US-UK-Italian Swift, a remarkable satellite designed to study Gamma Ray Bursts – the most powerful events in the Universe since the Big Bang. We are part of the
Space Science UK-led consortium developing the Mid-InfraRed Instrument (MIRI) for the James Webb Space Telescope (successor to the legendary Hubble and currently planned for a 2013 launch) which will study the infra-red Universe searching for planetary systems and the very oldest galaxies. We are also playing a leading role in the development of the International X-ray Observatory (IXO) – an X-ray satellite several hundred times more sensitive than XMMNewton, which will search for the first giant black holes that formed in the Universe over 10,000 million years ago. Our planetary mission activity includes ExoMars, Europe’s next Mars lander, for which we are developing several instruments including a Life Marker Chip and X-Ray Fluorescence and X-Ray
Diffraction experiments. For ESA’s BepiColombo mission to Mercury, due for launch in 2013, we are leading the construction of the Mercury Imaging X-ray Spectrometer (MIXS) which will help to provide new information on the formation and history of the planet. At the opposite end of the planetary size scale, we are involved in the EuropaJupiter System Mission, a major ESA-NASA collaboration to send two spacecraft into the Jupiter system, with launch currently set for the 2020 time frame. Space scientists are involved in the development of new technologies and techniques, some of which find important applications on Earth in fields such as medicine, security and industrial processes. Leicester space scientists have forged strong links across the Life
Sciences / Physical Sciences interface and with the wider industrial community, our work has led to exciting new developments in a variety of fields. In 1995, large area, high sensitivity detectors originally developed in our laboratories for use in X-ray astronomy satellites were used to image radio-labelled biological samples. Today the spin-out company formed on the basis of this activity acts as a focus for the transfer of space instrumentation into a variety of biological and medical applications. Instruments which we developed for the study of gamma ray bursts at visible wavelengths have led to the formation of another spin-out company which concentrates on the detection of counterfeit products. Our ongoing research into power sources for planetary exploration may offer solutions
to the generation of electricity, and the safe disposal of nuclear waste, to the potential benefit of everyone with their feet on terra firma. These are just a few of the reasons to explain why Leicester space science graduates can be found in major space agencies such as ESA and NASA, along with some of the largest multinational companies in the life sciences, aerospace, energy generation and financial sectors.
Physics and Astronomy Study for a 4 year Masters or 3 year BSc degree in: Physics Physics with Astrophysics Physics with Planetary science Physics with Nanotechnology Physics with Space Science and Technology World leading research covers the Universe on all scales from nanoparticles to cosmology One of only two UK Physics departments awarded centre of excellence status for teaching and learning Times Higher Education University of the Year 2008 / 09
Graduate Ocean and Earth Science courses The study of the interaction between the oceans and the earth is vital to our future. As humans leave their mark on the global environment, we face serious challenges and responsibilities in our new role of planetary stewardship. Yet, we still do not fully understand how the oceans work with the Earth, and more research is urgently needed.
Science Courses Postgraduate study in Ocean and Earth Science provides the opportunity to contribute to pushing forward this understanding, which is of worldwide importance. Postgraduate students in this area acquire expert knowledge in a specialised field, train in research methods, carry out original research, and develop the ability to design, implement and publish scientific research with the potential to improve our understanding of the global earth system. Research areas Institutions offering postgraduate programmes in Ocean and Earth Science will generally have a diverse range of research areas in which students can work. Many of which will be multidisciplinary and allow collaboration with other sciences and researchers, often with international links. Participation in fieldwork is often an essential component; either on land or at sea on research cruises. Students will typically be interested in the study of marine biology, oceanography, geology and geophysics. It may not always be necessary to have an undergraduate degree in one of these specific subjects, as many postgraduates come with strong mathematical skills or from a background in another aligned science discipline, and use a postgraduate course to hone their skills to be more marine or earth science orientated. Some specialist areas in which Ocean and Earth Science postgraduate students may study include: • Marine Geology and Geophysics • Physical Oceanography
• Coastal and Shelf Seas • Palaeoceanography and Palaeoclimate • Ocean Biogeochemistry • Marine Biology and Ecosystems • Ocean Technology and Sensors Many postgraduate programmes are fully modular, and allow students to choose pathways that provide specific academic or vocational training, depending upon their intended direction after completing study. Course options Master of Research (MRes) courses are one-year researchintensive programmes, consisting of an extended research project together with taught instruction. These are an option that may be particularly suitable for students prepare for further postgraduate study (a PhD). Master of Science programmes also include a sizeable research project, but have more of a focus on taught modules and on developing skills that are sought after by future employers. As in other fields, PhD research programmes involve individual study under the close guidance of an academic supervisor, leading to submission of a thesis and an oral examination, and usually take up to three years of full time study to complete. As well as the academic side of the programme, key skills are a common capability which every postgraduate student needs to develop, regardless of research area, and these are typically provided via a mixture of tutorial and workshop style courses.
Deciding on a course When deciding which graduate course would be most suitable to take, you should be actively looking to the future and your intended career path. Students graduating from Ocean and Earth Science postgraduate degrees are qualified to enter a broad range of employment, ranging from posts with major multinational companies and government agencies, mineral, oil and gas exploration companies, conservation and environmental agencies, coastal management and geophysical survey companies, meteorology and geological survey companies, local authorities, water boards, engineering and construction companies through to universities and allied research institutes. Choosing where to study Ocean and Earth Science are internationally connected disciplines in which many scientists often collaborate globally on large projects. Choosing to study at an institution that has excellent research facilities, outstanding academics who are experts in
their field, and access to field and ocean going work, are important considerations that will enrich and improve your experience of postgraduate study in this area. Wellknown oceanographic and geosciences institutions also attract prominent scientists and researchers from all over the world, and if you are studying in the same vicinity, you will have the opportunity to network and build up valuable links that may support your projects whilst studying, and in the future. You may also wish to choose a university that has a specific international department that is set up to support you in your study. Entry requirements Entry qualifications may differ between universities, however, generally a first or upper second class BSc degree (or equivalent) is required to enrol on most Master’s programmes. Further more, a Master’s degree is generally required for entry to PhD programmes. With thanks to: National Oceanography Centre, University of Southampton
Studying Geomatics… ….if a picture paints a thousand words, a map can paint a million Geomatics (gathering, storing, processing, delivering geographic information) is the profession, the Royal Institution of Chartered Surveyors (http://www.rics. org/) and Chartered Institution of Civil Engineering Surveyors (http://www.cices.org/) are the internationally recognised professional bodies. Is Geomatics the same as mapping? Not wholly, but Geomatics’ definition includes delivering geographic information – maps do that. Geographic information was once delivered as ink-drawn representations of three-dimensional space on linen (mappa: Latin for cloth) then paper, but now on computer screens. The newest visualisations support three-dimensional dynamic representations – bringing modern mapping close to that of computer gaming. What about gathering geographic information? Information is geographic once positioned. Atmospheric SO2 measurements are geographic once we know where the observations were
taken. Or peat-depth, noise decibels, population density, ocean-depth, land-parcel size. The list goes on. Positioning observations (by Latitude/ Longitude, or Eastings/ Northings, and elevation above sea-level) seems easy using GPS (or GNSS) receivers. But GPS is not the only way; we also use laser-scanners, aerial photos, satellite images, and all the technologies predating GPS including theodolites and levels. Understanding the characteristics, advantages and disadvantages of positioning technologies is the Geomatician’s responsibility. Storing the geographic information? Recent Geomatics research has addressed making geographic information freely available. Geospatial databasing theory and accompanying legislation have emerged. Formerly controlled by single enterprises (e.g. Great Britain’s Ordnance Survey or Her Majesty’s Land Registry), geospatial databases are now accessible to all across the internet. As internet technology improves, the databases will evolve. Geomaticians need
Two map designs meeting different user needs
to understand and exploit these developments. Within Geomatics there are specialists – cartographers close to the user where map design is an issue; surveyors in the field (land, sea, air or space) where quality measurements are made under exacting conditions; database designers in the office maintaining the geospatial database supporting important decision making, talking to users answering new geographic questions (What is the volcanic ash’s altitude? Which rural bus route picks up most schoolchildren?). And generalists, interacting with all the discipline’s components. Career prospects in both public and private sector are good. Professionally accredited Geomatics MSc degrees are offered by: Geographical and Earth Sciences, University of Glasgow (www.ges.
Spring 2010 and the media has gone ‘map-mad’ with three broadcast series: on Radio 4 Mike Parker’s “On the Map”, on BBC4 Jerry Brotton’s “Maps: Power, Plunder and Possession” and Steven Clarke’s “The Beauty of Maps”. Programmes are characterised by amateurs discovering mapping. But it could be your profession. SET 24
gla.ac.uk:443/degrees/ postgraduate/courses): • Geospatial and Mapping Sciences; • Geoinformation Technology and Cartography; • Applied Population and Statistical Mapping; • Landscape Monitoring and Mapping; Institute of Engineering Survey and Space Geodesy, University of Nottingham (http://www. nottingham.ac.uk/iessg/ courses/msc.php): • GNSS Technology; • Engineering Surveying and Geodesy; • Environmental Management and Earth Observation; • Positioning and Navigation Technology; Civil, Environmental and Geomatic Engineering, University College London (http://www.cege.ucl.ac.uk/ teaching/postgraduate): • Environmental Mapping; • Geographic Information Science; • Hydrographic Surveying; • Photogrammetry with Remote Sensing; • Remote Sensing; • Surveying. So take the opportunity to build on your enthusiasms!
Geographical & Earth Sciences Founded in 1451, the University of Glasgow is the 4th oldest university in the UK.
MSc in Geospatial & Mapping Sciences
…. if a picture paints a thousand words, a map can paint a million ….. Build on your enthusiasms ! The Department of Geographical and Earth Sciences has offered qualifications in map related disciplines since 1963. With an international reputation for Geomatics teaching, its courses are characterised by a close involvement with this sector. As well as our own professionally accredited staff, support through invited lecturers, industry guided practicals and specialist equipment is generously provided. Current research focuses on applications of radar imagery (INSAR) to deformation studies; laser-scanning to coast zone and historic building monitoring; hyperspectral data for habitat mapping; the visualisation of multi-dimensional environments and GIS data quality.
The programme consists of a core components (land survey; aerial survey & satellite remote sensing; GIS; coordinate systems and map projections; engineering survey; hydrographic survey; geodesy and GPS), options (LIS, remote sensing, close range photogrammetry; terrestrial laserscanning; deformation monitoring) and a project. The student projects, relate to the departmental research, students’ personal interests or an employers’ needs. A quarter of our students are part-time and employed in the Geomatics sector, released by their employers one or two days a week; their projects address their employers’ challenges, including infrastructure preparation for the Glasgow Commonwealth Games in 2014, historic building survey and school atlas design. Employability is very good.
Our diverse University community is something we are very proud of at Glasgow, providing a rich culture, social and educational mix which appeals to students and staff from all over the world. By choosing to study here you will join students from over 100 different countries, making up 15% of our total student community; last year the university welcomed around 3,000 international students
The relevant professional bodies (The Royal Institution of Chartered Surveyors and The Chartered Institution of Civil Engineering Surveyors) have supported the programmes through accreditation. Qualify for a research or professional career in Geomatics at the University of Glasgow ! Linked degrees offered by Geographical and Earth Science at the University of Glasgow: • MSc in Geoinformation Technology and Cartography • MSc in Applied Population and Statistical mapping • MSc in Landscape Monitoring and Mapping For further information see: www.ges.gla.ac.uk:443/degrees/postgradu ate/courses
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Beijing June 17th-19th, 2011 China International Exhibition Centre Shanghai June 25th-26th, 2011 East Asia Exhibition Hall
2011 Summer China International Education Expo
Join us with over 200,000 Chinese Students Visitors! RESOURCES - To recruit students from over 200,000 visitors who are seeking chances to study abroad. Tips: Each year, more than 50,000 students from Beijing and Shanghai choose to study abroad, which accounts for nearly 45% of the total study abroad market of China. CHANCES - To talk with representatives from more than 800 Chinese schools and organizations who are wishing to expand their international relations and cooperate in training programmes. MARKETS - To develop cooperative learning and exchange opportunities with China's governmental and educational organizations. D N A SERVICES - To Join the fair as exhibitor, will be provided with services including: welcome reception, media interview, catalogue promotion, onsite seminar/conference participation, booth assist/interpreter, and website online exhibition.
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Spring 2011 30 March / Ankara 01-03 April / Istanbul Fall 2011 06 October / Izmir 08-09 OOctober / Istanbul 11 October / Ankara
Join Turkeyâ€™s Premier Recruitment Tour Spring Tour 2011 Ankara Izmir Bursa Istanbul
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Beijing Municipal Education Commission [China]
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EDU Fairs Turkey [Turkey]
University of Glasgow – Department of Geographical and Earth Sciences [UK]
International Education Show [UAE]
University of Kent – Department of Mathematics [UK]
University of Leicester – Department of Physics [UK]
London South Bank University [UK]
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Tomsk Polytechnic University [Russia]
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Published on Apr 18, 2011
Published on Apr 18, 2011
Science, Engineering and Technology (SET), is aimed at International and UK students who are seeking courses in Science, Engineering and Tec...