The Centre for Social Issues Research at the University of Limerick is seeking two PhD students to work on a project examining the Social Identity Model of Trauma and Identity Change. The successful candidates will receive full funding and have the opportunity to work with a world-class team. Two projects are available focusing on either group interventions for trauma or social resources and child and family health. Applicants should demonstrate strong research skills and interest in social psychology. The deadline to apply is February 1st, 2022.
An Evaluation of the Comprehensiveness of the BSc Honours in Psychology Degre...iosrjce
No matter how well designed or filled with cogent material curricula are, they cannot adequately prepare an
early career professional for working with practical situations and puzzles. Of late, ZOU has an influx of undergraduates
who are straight from high school and these have limited exposure to field experiences. Hence even after graduation, the
practicality of their fields of study is elusive. This was an exploratory research whose findings will be used to evaluate the
psychology programme offered at ZOU. The study used a qualitative methodology and purposive sampling to select the
participants and data sources. Data was collected through depth interviews, document analysis and focus group discussions.
The research has a longitudinal element; hence the sample included 25 BSc. Honours in Psychology graduates from ZOU
within the past 5 years. Data were analysed using thematic content review. The findings revealed that, the students lacked
perceptual understanding of the fields of psychology and most of the practical concepts were imaginary in the absence of
practical exposure. From the participants, 100% were not practicing psychology, 100% were not registered and 92% were
not utilizing psychology qualification in their scope of work. The study recommends an evaluation of the 4 year Psychology
Programme in terms of development, efficiency, effectiveness and relevance
Doctor of Education in Educational LeadershipThe Doctor of EDustiBuckner14
Doctor of Education in Educational Leadership
The Doctor of Education in Educational Leadership program in the college of education
prepares graduates to become effective administrators and visionary leaders. Students
learn the skills required to lead organizations, manage change, and apply research and
theory to real-world problems.
Executive Educational Leadership EdD program courses are taught by faculty with both
academic credentials and experience as practitioners. Coursework combines the
theoretical and methodological foundations of academic research with an applied
focus, allowing students to develop the professional and interpersonal wisdom needed
to successfully manage change in complex organizations. Graduates are well prepared
to lead schools, school districts and organizations and possess the skills required to
conduct, interpret and evaluate research and data, diagnose and resolve organizational
challenges, and create programs and policies that affect learning success.
This cohort-based executive graduate program consists of a fixed set of courses
offered in a specific sequence, and all students in each cohort take the same courses in
the same sequence. Courses are offered one weekend per month to accommodate the
schedules of working professionals.
All courses within the Executive Educational Leadership EdD program are offered at
Temple University Center City. The program is designed to be completed on a part-time
basis; students may complete the program in three years.
Related Graduate Degrees
ion and Human Development.
Supporting Materials
1. Transcripts: Submit official undergraduate and graduate transcripts from all
accredited institutions you have attended and/or from which you earned credit. Official
http://education.temple.edu/admissions/documents
transcripts can be emailed to or sent to the Office of Enrollment Management address
listed above.
2. Goals Statement: Include an autobiographical personal statement that explains your
reasons for pursuing a doctoral degree in education. The statement should address
these questions.
How have your personal, academic, and professional experiences shaped your
research interests, and how might a doctoral program in Education help you
explore those interests?
What academic/professional goals would the program help you to achieve
following graduation?
How does the doctoral program at Temple fit your individual interests, needs, and
future goals (including the faculty member whose research best matches your
own interests)?
3. Academic Writing Sample: This should be a paper written for a course within the past
five years. If applicants do not have a recent paper written for a course, they should
compose an op-ed piece on the educational issue of their choosing. The op-ed should
be between 400 and 1,200 words and should be the kind of piece that might appear in
The New York Times
4. Recommendations: Submit two letters of reference that provide insight into your
academi ...
An Evaluation of the Comprehensiveness of the BSc Honours in Psychology Degre...iosrjce
No matter how well designed or filled with cogent material curricula are, they cannot adequately prepare an
early career professional for working with practical situations and puzzles. Of late, ZOU has an influx of undergraduates
who are straight from high school and these have limited exposure to field experiences. Hence even after graduation, the
practicality of their fields of study is elusive. This was an exploratory research whose findings will be used to evaluate the
psychology programme offered at ZOU. The study used a qualitative methodology and purposive sampling to select the
participants and data sources. Data was collected through depth interviews, document analysis and focus group discussions.
The research has a longitudinal element; hence the sample included 25 BSc. Honours in Psychology graduates from ZOU
within the past 5 years. Data were analysed using thematic content review. The findings revealed that, the students lacked
perceptual understanding of the fields of psychology and most of the practical concepts were imaginary in the absence of
practical exposure. From the participants, 100% were not practicing psychology, 100% were not registered and 92% were
not utilizing psychology qualification in their scope of work. The study recommends an evaluation of the 4 year Psychology
Programme in terms of development, efficiency, effectiveness and relevance
Doctor of Education in Educational LeadershipThe Doctor of EDustiBuckner14
Doctor of Education in Educational Leadership
The Doctor of Education in Educational Leadership program in the college of education
prepares graduates to become effective administrators and visionary leaders. Students
learn the skills required to lead organizations, manage change, and apply research and
theory to real-world problems.
Executive Educational Leadership EdD program courses are taught by faculty with both
academic credentials and experience as practitioners. Coursework combines the
theoretical and methodological foundations of academic research with an applied
focus, allowing students to develop the professional and interpersonal wisdom needed
to successfully manage change in complex organizations. Graduates are well prepared
to lead schools, school districts and organizations and possess the skills required to
conduct, interpret and evaluate research and data, diagnose and resolve organizational
challenges, and create programs and policies that affect learning success.
This cohort-based executive graduate program consists of a fixed set of courses
offered in a specific sequence, and all students in each cohort take the same courses in
the same sequence. Courses are offered one weekend per month to accommodate the
schedules of working professionals.
All courses within the Executive Educational Leadership EdD program are offered at
Temple University Center City. The program is designed to be completed on a part-time
basis; students may complete the program in three years.
Related Graduate Degrees
ion and Human Development.
Supporting Materials
1. Transcripts: Submit official undergraduate and graduate transcripts from all
accredited institutions you have attended and/or from which you earned credit. Official
http://education.temple.edu/admissions/documents
transcripts can be emailed to or sent to the Office of Enrollment Management address
listed above.
2. Goals Statement: Include an autobiographical personal statement that explains your
reasons for pursuing a doctoral degree in education. The statement should address
these questions.
How have your personal, academic, and professional experiences shaped your
research interests, and how might a doctoral program in Education help you
explore those interests?
What academic/professional goals would the program help you to achieve
following graduation?
How does the doctoral program at Temple fit your individual interests, needs, and
future goals (including the faculty member whose research best matches your
own interests)?
3. Academic Writing Sample: This should be a paper written for a course within the past
five years. If applicants do not have a recent paper written for a course, they should
compose an op-ed piece on the educational issue of their choosing. The op-ed should
be between 400 and 1,200 words and should be the kind of piece that might appear in
The New York Times
4. Recommendations: Submit two letters of reference that provide insight into your
academi ...
Psychology is the scientific study of behaviour and mental processes. The role of psychologists has diversified to cater for the needs of the individual as well as for communities, professions and organisations. Teaching and research facilities for psychology are excellent at JCU Singapore and we offer a psychology clinic.
Graduates who complete an APAC-accredited four-year course majoring in psychology can apply for conditional registration as psychologists with the Psychology Board of Australia. Subject to completing a further two years of supervised practice (in Australia) or a Master of Psychology, graduates can gain membership of the Australian Psychological Society (APS) and apply for registration to practice as psychologists in Australia. The Singapore Psychological Society has its own requirements for registration as a psychologist in Singapore.
The Doctorate Program in Social Pedagogy of High School is offered by the Department of Social Pedagogy which is attached to the Faculty of Sociology at the Taras Shevchenko National University of Kyiv - Open University.
COLLEGE OF NURSING AND PUBLIC HEALTH MASTER OF PU.docxaryan532920
COLLEGE OF NURSING AND PUBLIC HEALTH
MASTER OF PUBLIC HEALTH PROGRAM
PRACTICUM PACKET
See suprograms.info for program duration, tuition, fees and other costs, median debt, salary data,
alumni success, and other important info.
Version History:
September 2014
Version 2.0 December 2015
Master of Public Health Practicum Packet 1
http://www.southuniversity.edu/programs-info/default.aspx
TABLE OF CONTENTS
Welcome Message ........................................................................................ 3
Master of Public Health Overview ................................................................ 3
Program Accreditation .................................................................................. 5
Master of Public Health Practicum in Public Health ...................................... 5
Objectives of the Practicum Experience ........................................................ 6
General Information for Students ................................................................. 6
Identify a Practicum Site and Preceptor ................................................. 6
Submit the Practicum Proposal Form for Approval ................................. 6
Complete and Submit the Practicum Learning Agreement ..................... 7
Confirm Affiliation Agreement Approval and Execution ......................... 7
Complete Practicum Requirements and Submit Practicum
Requirements Checklist .......................................................................... 7
Complete Trainings and Certifications .................................................... 8
Practicum Activity Log ............................................................................ 9
Practicum Evaluations .......................................................................... 10
Written Report and Oral Presentation .................................................. 10
Responsibilities of the Student, Preceptor and Course Faculty ................... 11
Student Responsibilities ....................................................................... 11
Preceptor Qualifications ....................................................................... 12
Preceptor Responsibilities .................................................................... 12
Practicum Course Faculty Responsibilities ............................................ 13
Precepted Course Policy ....................................................................... 13
South University Practicum Guidelines ................................................. 14
APPENDICES ................................................................................................ 15
Contact Information ................................................................................... 16
Examples of Practicum Agencies/Organizations.......................................... 17
Master of Public Health Practicum Proposal ............................... ...
Student, Graduate, Staff and Employer Voice Profiles on Employability in the North East, South Ulster region of Ireland. Key finding: Pragmatic stance on graduate attribute frameworks.
1 CALIFORNIA STATE UNIVERSITY, BAKERSFIELD Departm.docxhoney725342
1
CALIFORNIA STATE UNIVERSITY, BAKERSFIELD
Department of Economics
Instructor: Dr. Margaret M. Malixi ECON 3008 (online) – Fall 2016
Office: BDC 258a Gender and Diversity in the Workplace
Office phone: (661)654-2464/2181 email: [email protected]
Office Hours: Tuesdays and Thursdays, 3:50 p.m. –
5:20 p.m. and by appointment
COURSE DESCRIPTION:
The demographic composition of the labor force is changing around the world. In the United States,
a growing number of demographically and culturally diverse individuals are working together more
than at any time since the Industrial Revolution. Yet, despite these developments in the workplace,
economic inequalities along the lines of earnings, labor force participation, employment,
occupation, and education, continue to persist. The course addresses the issues of labor market
discrimination according to the following dimensions: race, gender, ethnicity or national origin,
age, sexual orientation, and mental/physical abilities and characteristics. Differences are addressed
from the views of the organization, the individual, and society. The effectiveness of public policies
designed to address discrimination will be evaluated using various measurable indicators such as
labor force participation rates, income and wage differentials, occupational distribution, human
capital accumulation, household production and time allocation.
COURSE OBJECTIVES:
The main objective of this course is to provide students with the appropriate perspectives, tools and
information for the critical assessment of multidimensional diversity issues in today’s workplace.
The following are the specific goals and objectives of ECON 3008:
Upon completion of ECON 3008 students will be able to:
1. demonstr ...
Life Science Students’ Expectations on the Importance and Impact of Education...Adela Banciu
The aim of the study was to determine the students' expectations before and after MSc and teachers' perception of the educational process from the perspective of developing
employment opportunities.
Jornada informativa sobre la convocatoria Individual Fellowships (IF) dentro de las Acciones Marie Curie del Programa Marco Europeo Horizonte 2020. El evento, celebrado en el Instituto de la Grasa - CSIC, fue organizado por la Agencia Andaluza del Conocimiento en colaboración con la Universidad Pablo de Olavide y el Consejo Superior de Investigaciones Científicas.
Each student is required to complete and turn in the evolution oAlyciaGold776
Each student is required to complete and turn in the evolution of the course prior to sitting for the final exam. This is a portfolio requirement that must be completed at the end of each course. You will not be allowed to sit for the final without having completed the evolution for this course.
Rubric
NURS_307 - Nursing Evolution Rubric
NURS_307 - Nursing Evolution Rubric
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeReflects on current theory and clinical class with concepts and theories using the Program Learning Outcomes and BSN Essentials listed in the syllabus
3.3 pts
Meets Expectations
1. Reflects on current theory class and clinical and how courses support each other (transfer of knowledge to apply to clinical)- Focused to Current Term. 2. Synthesizes theories and concepts from liberal education to build an understanding of the human experience. 3. Uses skills of inquiry and analysis to address practice issues 4. Applies knowledge of social and cultural factors in the care of populations encountered in this course.
2.51 pts
Approaches Expectations
1. Limited reflection on current theory class and clinical and how courses support each other (transfer of knowledge to apply to clinical)- Focused to Current Term. 2. Limited synthesis of theories and concepts from liberal education to build an understanding of the human experience 3. Use limited skills of inquiry and analysis to address practice issues 4. Applies limited knowledge of social and cultural factors in the care of populations encountered in this course.
1.65 pts
Does Not Meet Expectations
1.No reflection on current theory class and clinical and how courses support each other 2. Does not synthesize theories and concepts from liberal education to build an understanding of the human experience 3. Does not use skills of inquiry and analysis to address practice issues 4. Does not apply knowledge of social and cultural factors in the care of populations encountered in this course.
3.3 pts
This criterion is linked to a Learning OutcomeDevelops an effective communication style for interacting with current patients, families, and the interdisciplinary health team when providing holistic, patient centered nursing care to populations encountered in this course.
3.4 pts
Meets Expectations
1. Reflects on providing holistic patient care to populations encountered in this course. 2. Describes inter-collaborative involvement (i.e. Interprofessional rounds; consultations and interaction with PT/OT; Respiratory Therapy, Pharmacist consultation---describe their role/ contribution.)
2.58 pts
Approaches Expectations
1. A limited reflection on providing holistic patient care to populations encountered in this course. 2. Describes limited inter-collaborative involvement
1.7 pts
Does Not Meet Expectations
1. No reflection on providing holistic patient care to populations encountered in this course. 2. Does not describes inter-collaborative involvement
3.4 pts
This criterion is ...
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Psychology is the scientific study of behaviour and mental processes. The role of psychologists has diversified to cater for the needs of the individual as well as for communities, professions and organisations. Teaching and research facilities for psychology are excellent at JCU Singapore and we offer a psychology clinic.
Graduates who complete an APAC-accredited four-year course majoring in psychology can apply for conditional registration as psychologists with the Psychology Board of Australia. Subject to completing a further two years of supervised practice (in Australia) or a Master of Psychology, graduates can gain membership of the Australian Psychological Society (APS) and apply for registration to practice as psychologists in Australia. The Singapore Psychological Society has its own requirements for registration as a psychologist in Singapore.
The Doctorate Program in Social Pedagogy of High School is offered by the Department of Social Pedagogy which is attached to the Faculty of Sociology at the Taras Shevchenko National University of Kyiv - Open University.
COLLEGE OF NURSING AND PUBLIC HEALTH MASTER OF PU.docxaryan532920
COLLEGE OF NURSING AND PUBLIC HEALTH
MASTER OF PUBLIC HEALTH PROGRAM
PRACTICUM PACKET
See suprograms.info for program duration, tuition, fees and other costs, median debt, salary data,
alumni success, and other important info.
Version History:
September 2014
Version 2.0 December 2015
Master of Public Health Practicum Packet 1
http://www.southuniversity.edu/programs-info/default.aspx
TABLE OF CONTENTS
Welcome Message ........................................................................................ 3
Master of Public Health Overview ................................................................ 3
Program Accreditation .................................................................................. 5
Master of Public Health Practicum in Public Health ...................................... 5
Objectives of the Practicum Experience ........................................................ 6
General Information for Students ................................................................. 6
Identify a Practicum Site and Preceptor ................................................. 6
Submit the Practicum Proposal Form for Approval ................................. 6
Complete and Submit the Practicum Learning Agreement ..................... 7
Confirm Affiliation Agreement Approval and Execution ......................... 7
Complete Practicum Requirements and Submit Practicum
Requirements Checklist .......................................................................... 7
Complete Trainings and Certifications .................................................... 8
Practicum Activity Log ............................................................................ 9
Practicum Evaluations .......................................................................... 10
Written Report and Oral Presentation .................................................. 10
Responsibilities of the Student, Preceptor and Course Faculty ................... 11
Student Responsibilities ....................................................................... 11
Preceptor Qualifications ....................................................................... 12
Preceptor Responsibilities .................................................................... 12
Practicum Course Faculty Responsibilities ............................................ 13
Precepted Course Policy ....................................................................... 13
South University Practicum Guidelines ................................................. 14
APPENDICES ................................................................................................ 15
Contact Information ................................................................................... 16
Examples of Practicum Agencies/Organizations.......................................... 17
Master of Public Health Practicum Proposal ............................... ...
Student, Graduate, Staff and Employer Voice Profiles on Employability in the North East, South Ulster region of Ireland. Key finding: Pragmatic stance on graduate attribute frameworks.
1 CALIFORNIA STATE UNIVERSITY, BAKERSFIELD Departm.docxhoney725342
1
CALIFORNIA STATE UNIVERSITY, BAKERSFIELD
Department of Economics
Instructor: Dr. Margaret M. Malixi ECON 3008 (online) – Fall 2016
Office: BDC 258a Gender and Diversity in the Workplace
Office phone: (661)654-2464/2181 email: [email protected]
Office Hours: Tuesdays and Thursdays, 3:50 p.m. –
5:20 p.m. and by appointment
COURSE DESCRIPTION:
The demographic composition of the labor force is changing around the world. In the United States,
a growing number of demographically and culturally diverse individuals are working together more
than at any time since the Industrial Revolution. Yet, despite these developments in the workplace,
economic inequalities along the lines of earnings, labor force participation, employment,
occupation, and education, continue to persist. The course addresses the issues of labor market
discrimination according to the following dimensions: race, gender, ethnicity or national origin,
age, sexual orientation, and mental/physical abilities and characteristics. Differences are addressed
from the views of the organization, the individual, and society. The effectiveness of public policies
designed to address discrimination will be evaluated using various measurable indicators such as
labor force participation rates, income and wage differentials, occupational distribution, human
capital accumulation, household production and time allocation.
COURSE OBJECTIVES:
The main objective of this course is to provide students with the appropriate perspectives, tools and
information for the critical assessment of multidimensional diversity issues in today’s workplace.
The following are the specific goals and objectives of ECON 3008:
Upon completion of ECON 3008 students will be able to:
1. demonstr ...
Life Science Students’ Expectations on the Importance and Impact of Education...Adela Banciu
The aim of the study was to determine the students' expectations before and after MSc and teachers' perception of the educational process from the perspective of developing
employment opportunities.
Jornada informativa sobre la convocatoria Individual Fellowships (IF) dentro de las Acciones Marie Curie del Programa Marco Europeo Horizonte 2020. El evento, celebrado en el Instituto de la Grasa - CSIC, fue organizado por la Agencia Andaluza del Conocimiento en colaboración con la Universidad Pablo de Olavide y el Consejo Superior de Investigaciones Científicas.
Each student is required to complete and turn in the evolution oAlyciaGold776
Each student is required to complete and turn in the evolution of the course prior to sitting for the final exam. This is a portfolio requirement that must be completed at the end of each course. You will not be allowed to sit for the final without having completed the evolution for this course.
Rubric
NURS_307 - Nursing Evolution Rubric
NURS_307 - Nursing Evolution Rubric
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeReflects on current theory and clinical class with concepts and theories using the Program Learning Outcomes and BSN Essentials listed in the syllabus
3.3 pts
Meets Expectations
1. Reflects on current theory class and clinical and how courses support each other (transfer of knowledge to apply to clinical)- Focused to Current Term. 2. Synthesizes theories and concepts from liberal education to build an understanding of the human experience. 3. Uses skills of inquiry and analysis to address practice issues 4. Applies knowledge of social and cultural factors in the care of populations encountered in this course.
2.51 pts
Approaches Expectations
1. Limited reflection on current theory class and clinical and how courses support each other (transfer of knowledge to apply to clinical)- Focused to Current Term. 2. Limited synthesis of theories and concepts from liberal education to build an understanding of the human experience 3. Use limited skills of inquiry and analysis to address practice issues 4. Applies limited knowledge of social and cultural factors in the care of populations encountered in this course.
1.65 pts
Does Not Meet Expectations
1.No reflection on current theory class and clinical and how courses support each other 2. Does not synthesize theories and concepts from liberal education to build an understanding of the human experience 3. Does not use skills of inquiry and analysis to address practice issues 4. Does not apply knowledge of social and cultural factors in the care of populations encountered in this course.
3.3 pts
This criterion is linked to a Learning OutcomeDevelops an effective communication style for interacting with current patients, families, and the interdisciplinary health team when providing holistic, patient centered nursing care to populations encountered in this course.
3.4 pts
Meets Expectations
1. Reflects on providing holistic patient care to populations encountered in this course. 2. Describes inter-collaborative involvement (i.e. Interprofessional rounds; consultations and interaction with PT/OT; Respiratory Therapy, Pharmacist consultation---describe their role/ contribution.)
2.58 pts
Approaches Expectations
1. A limited reflection on providing holistic patient care to populations encountered in this course. 2. Describes limited inter-collaborative involvement
1.7 pts
Does Not Meet Expectations
1. No reflection on providing holistic patient care to populations encountered in this course. 2. Does not describes inter-collaborative involvement
3.4 pts
This criterion is ...
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Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
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The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
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1. Applications Open for two funded PhD studentships with the Centre for Social Issues Research
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Limerick are seeking to recruit two funded PhD students to work as part of a team on the Social
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expert team. This is an open competition. Candidates will be shortlisted on the basis of excellent
academic profile in their Bachelors or Masters programme. Start dates are flexible; it is anticipated
that the start date will be between the April 1st
– Sept 1st
, but no later than the Autumn semester of
2022.
The overarching SIMTIC project aims to demonstrate that the physiological, clinical, and socio-
political consequences of stress and trauma result from changes in the nature, extent, and quality of
our social identities. Two projects are currently available.
Project 1: Group Intervention for Trauma and Physiological Stress Responses
This PhD will focus on how groups and related social identity processes, can be harnessed as a
treatment for trauma. This work will involve assessing the efficacy of group-based treatments, and
related social identity processes that influence psychological outcomes in people accessing support
and treatment for their trauma. This work will also assess biometric responses to stress (training
provided), and how social identity processes can influence biomarkers of health. The PhD candidate
will be expected to contribute to the recruitment and data collection of observational and
experimental studies using state-of-the-art biometric testing equipment. Applicants should have a
strong background in research methods, and a keen interest in social psychology.
Project 2: Social Resources and Child and Family Health
The social cure phenomena suggests that social groups can support health in adults and
developmental psychology indicates that social contexts are important to child development. This
project will explore whether the social groups can support family systems and structures. This will
involve empirical work and working with large datasets to investigate how group processes that
support family systems and structures can support the development of psychological well-being.
Applicants should have a strong background in psychology/research methods, and a keen interest in
social psychology.
Application procedure:
Applicants for both scholarships will be shortlisted on the basis of the following selection criteria:
2. 1. Academic performance in undergraduate and postgraduate psychology courses,
2. High levels of achievement in research design and methods,
3. Exceptional written and oral communication skills,
4. A keen interest and aptitude for social psychology.
Please demonstrate evidence of, or experience, of these criteria in your cover letter and CV. Please
specify in your cover letter which project you are applying for, if you want to be considered for both
positions, please only submit one application and specify this in your application. A postgraduate
qualification is desirable, but not essential.
These are funded positions. The studentship covers the costs of all fees for students with European
Union (EU) citizenship (€4,882 per annum for full time study) and will include a stipend of a total
€18500 each year for 4 years subject to satisfactory progression (Total value of studentship:
€94000).
Applications should be made via email to psychology@ul.ie (with ‘SIMTIC PhD application’ the
subject line of the email). More information about our research group can be found at:
https://growth-ul.wixsite.com/psychology and https://www.ul.ie/psychology/news-
centre/news/applications-funded-phd-studentships-csi-r-now-open. Informal inquiries to
orla.muldoon@ul.ie
Applicants should include the following:
1. A CV: within this, applicants should clearly demonstrate how they meet the selection
criteria.
2. A supporting statement of no more than 1 A4 pages (font size 12) outlining how their
academic and professional experience are relevant to this programme of work (with
reference to the selection criteria).
3. Contact details of two academic referees (or one academic and one professional referee).
Closing date for applications is 5pm, 1st
February 2022.
Interviews will take place during the week of the 14th
of February 2022.