MASTER PROGRAMMES Through a Partnership Between University of Reading (UK) and MGIMO University (Russia)

Total Page:16

File Type:pdf, Size:1020Kb

MASTER PROGRAMMES Through a Partnership Between University of Reading (UK) and MGIMO University (Russia) School of Law and Department of Politics & International Relations LAW, POLITICS AND INTERNATIONAL RELATIONS MASTER PROGRAMMES Through a Partnership between University of Reading (UK) and MGIMO University (Russia) DOUBLE LLM PROGRAMMES IN LAW MGIMO and the University of Reading are very pleased to be able to offer a Double Masters programme in Commercial Law. The Double Masters programme offers the opportunity to broaden your knowledge and understanding of issues in law across different countries and legal systems. You will study over 2 years, 1 year at MGIMO and 1 year at the University of Reading, and you can begin your studies at either institution. At MGIMO you will follow the LLM International Financial Law Programme. At the University of Reading you can choose from 2 of our LLM programmes; International Commercial Law, and International Financial Regulation. The core modules for these programmes include Advanced Issues in International Commercial Law, International Corporate Finance, Financial Markets and Legal Aspects of International Financial Regulation. Students will also be expected to complete a dissertation written on legal issues specific to their programme. After 2 years, you will receive two Master’s degrees, one from each University. Students undertaking the Double Masters programme will also be eligible for fee reductions and will be considered for scholarships at the University of Reading. For more information, please contact Dr Stavroula Karapapa, [email protected], who is an expert in Intellectual Property Law and Director of the LLM Commercial Law programmes. Programme information DOUBLE MA SECURITY STUDIES This is a Bologna-style Master’s degree taught over two years, one each in Reading and in Double LLM in Commercial Law 2 years, full time Moscow, but taught entirely in English. Students can elect to take a Russian course when in Double MA in Security Studies Moscow, which can be a beginners course. The course consists of the larger British-style 2 years, full time modules and smaller modules as taught at MGIMO. The subject area covers general topics in the area of international relations and contemporary international affairs, but allows Standard degree offers 2.1 honours, or equivalent students to specialise on subjects relating to Russia in an international context or else on more general sub-areas such as diplomacy, media, or business economics. Core modules taught include International Relations and International Security Studies. In Moscow, students study a wide variety of modules subject areas including international political economy, strategy, diplomacy, history of Russia, Russia-EU relations and political process in contemporary Russia. Students are also required to write a dissertation (in English) and to do an Internship (mostly in Moscow). THE UNIVERSITY OF READING DEPARTMENT About the University of Reading OF POLITICS & INTERNATIONAL RELATIONS The University of Reading is ranked in the Established in 1964, the Department of Politics and International Relations at Reading is one top 1% of universities in the world. We are of the best in the UK. We address the main political issues of our time through the study of a global university that enjoys a world- individuals, governments, institutions and countries and their inter-relationships. Many of our class reputation for teaching, research academics have worked in government (in Britain, the USA, and Germany) or international and enterprise. The University was organisations (NATO, UN, EU) and/or have acted as advisors to them. Working at the forefront established in 1892 as the Christchurch of research, their current interests include: conflict resolution; war (including its origins and College of the University of Oxford causes, strategy, counterinsurgency, ethics and laws of war); terrorism; European integration; and received its Royal Charter in 1926 international organisations; environmentalism in politics; and conflict in the Middle East. Our and since then it has developed into a academics are regularly called upon for their expertise to write in or appear on the media, leading force in British and international lecture in staff colleges and present papers at academic gatherings throughout the world. higher education. We deliver a world- Students are engaged in topical debates on policy and policy-making. They are supported in class student experience, research-led their studies by the experts in the field, develop key transferable skills and learn from experts teaching and our graduate employability in a friendly teaching environment. Our students come from all over the world. record is excellent. The numbers of our students going on to higher level study is THE UNIVERSITY OF READING SCHOOL OF LAW well above the national average. The University of Reading, School of Law is a leading UK Law School with a world class reputation. About MGIMO The Law School has a dynamic and international learning environment, our teaching is MGIMO is Russia’s most prestigious supported by first class research, with renowned experts across the main fields of national, educational institution for young European and international law. We provide active career development and co-curricular people with international interests. It is opportunities including an annual Working Internationally Career’s Forum and a series of a modern, welcoming and intellectually guest lectures by practitioners. stimulating place to study in Russia’s In addition to the Law School’s expertise, we offer collaborative teaching and research in greatest city Moscow. Holding our Centre for Commercial Law and Financial Regulation, and strong links with the Graduate Guinness Record for 53 living languages Institute of Political and International Studies, Henley Business School, and the International concurrently taught full-time at any Capital Markets Association (ICMA) Centre. Our programmes include a wide range of given moment, MGIMO offers to modules from these schools and centres. students 78 courses in English, German and French at Bachelor’s and Master’s We are rated among the top law schools in the UK across a number of rankings for students levels. Among the MGIMO graduates satisfaction, offering state-of-the-art learning facilities and resources, great pastoral are 2 Country Presidents, 10 Ministers support and a thriving student community. of Foreign Affairs, 8 Prime Ministers, 900 Ambassadors of Russia and foreign countries. UNIVERSITY OF READING AND MGIMO UNIVERSITY PARTNERSHIP For more information, please contact: SECURITY STUDIES AT UOR SECURITY STUDIES AT MGIMO Prof. Beatrice Heuser Dr. Maria Apanovich Email: [email protected] Email: [email protected] [email protected] Tel: +7 (495) 434 45 01 Tel: +44 (0) 118 378 8508 LAW AT UOR LAW AT MGIMO Dr. Stavroula Karapapa Mr. Aleksei Dundich Email: [email protected] Email: [email protected] [email protected] Tel: +7 (499) 431 56 85 Tel: +44 (0) 118 378 5033 www.reading.ac.uk/Study/international www.ip.mgimo.ru/masters/reading LIMITLESS POTENTIAL | LIMITLESS AMBITION | LIMITLESS IMPACT B10792 07.14.
Recommended publications
  • Aspects of Children's Language in National Curriculum English
    ASPECTS OF CHILDREN'S LANGUAGE IN NATIONAL CURRICULUM ENGLISH JOHN WILLIAMSON Doctor of Philosophy Department of Education , University of Newcastle upon Tyne 1997 NEWCASTLE UNIVERSITY LIBRARY ---------------------------- 097 Si I iS 5 ---------------------------- DECLARATION I declare that all the material in this thesis which is not my own has, to the best of my ability, been acknowledged. The material in the thesis has not been submitted previously by the author for a degree at this or any other university. Signed: /i.? .. ACKNOWLEDGEMENTS I would like to thank Tony Edwards for his wise advice on the preparation of this submission and Frank Hardman and Clare Woodall for being such excellent colleagues. A special thanks goes to Chris for her support, encouragement and gaffing. CONTENTS PAGES DOCTORAL STATEMENT 1-19 PAPERS A Vision for English: rethinking the revised National 20-30 Curriculum in the light of contemporary critical theory' English for the Twenty-first Century: 31-39 meeting the training needs of teachers Student Teachers and Models of English 40-54 Abridged Too Far: evidence from teachers against 55-69 the case for revising the Cox curriculum Time for Refilling the Rath?: a study of primary 70-88 student-teachers' grammatical knowledge Canny Writers: Tyneside dialect and the writing 89-99 of secondary school students Those Terrible Marks of the Beast: non-standard 100-113 dialect and children's writing To Purify the Dialect of the Tribe: children's use 114-126 of non-standard dialect grammar in writing LIST OF SUBMITTED PUBLICATIONS 127-128 CO-AUTHORSHIP FORMS 129-143 EVIDENCE OF INTENT TO PUBLISH 144-148 WORKS IN PRESS APPENDIX 1: "Divven't Write That, Man": the influence of 149-159 Tyneside dialect forms on children's free writing APPENDIX 2: An Extra Radiator? Teachers'views of support 160-172 teaching and withdrawal in developing the English of bilingual pupils DOCTORALSTATEMENT Introduction No subject in the National Curriculum has been the source of more controversy than English.
    [Show full text]
  • Leavers University Destinations 2020 Destination Course University Of
    Leavers University Destinations 2020 Destination Course University of Bath Sport (Performance) Shrewsbury College Foundation Course in Fine Art Aston University, Birmingham Engineering and Applied Science University of Liverpool Biological Sciences Nottingham Trent University Real Estate University of Muenster (Germany) Economics and Law University of Reading Art and Psychology Lancaster University English Literature Oxford Brookes University Business Enterprise and Entrepreneurship University of Stirling Business Law Lancaster University Mechanical Engineering University of Birmingham Medicine The University of Edinburgh Sociology and Social Anthropology Homerton College, University of Cambridge Music Leiden University Linguistics University College London (UCL) Education Studies Newcastle University Philosophy University of Birmingham Psychology in Education Nottingham Trent University Economics Northumbria University, Newcastle Quantity Surveying KU Leuven, Brussels Business Administration Ghent Economics Liverpool John Moores University Law University of Liverpool Physiotherapy Leeds Beckett University Physical Education Newcastle University Marine Technology with Naval Architecture NYU Abu Dhabi Economics University of Surrey Business Management (Entrepreneurship) University of Salford Journalism: Broadcasting Leeds College of Music Music Cardiff University Ancient History Cardiff Metropolitan University Sport and Exercise Science Imperial College London Mathematics Durham University Sport and Exercise Science Nottingham Trent University
    [Show full text]
  • Herbarium News
    Herbarium News University of Reading Herbarium Newsletter Issue No. 45, December 2008. ISSN 0953-0080 URL: www.herbarium.reading.ac.uk INTRODUCTION Welcome to another Christmas Herbarium News. As with every edition we have much to report! During the last year a number of important things have happened, not least the refurbishment of two of our taxonomy laboratories (more details below). We have also changed the name of our building from ‘Plant Science Laboratories’ to ‘The Harborne Building’ to commemorate Jeffrey Harborne, FRS, our late lamented phytochemist. This is in line with University policy to name buildings after people, and the new biomolecular sciences building (behind Chemistry) for our medical and pharmacy researchers will be called the Hopkins Building, after the late Professor Harold Hopkins, sometime Professor in Physics here who developed fibre optics and the endoscope. The Herbarium has been especially busy having now completed the incorporation of the Herbarium from the University of Southampton, again see below. HERBARIUM REVIEW AND STRATEGY Our School of Biological Sciences recently undertook a review of the Herbarium, along with the Cole Museum of Zoology and a number of other issues. Ours was led by Professor Philip John with Professor Martin Bell (Archaeology), Kate Arnold-Foster (Head of the University’s Museums and Special Collections Service and Dr Karen Henderson (Head of Technical Services, Biological Sciences). They were very positive and have recommended that a Herbarium Strategy be drawn up for the next five years, currently in progress. Senate also positively noted the Herbarium’s growing level of engagement with the University and the likely increase in the commercial value of this resource.
    [Show full text]
  • INTO Takes You Higher Success at a World-Class University Starts Here
    INTO takes you higher Success at a world-class university starts here www.intohigher.com 2 INTO Life changing INTO specialises in deeply embedded, long-term partnerships that transform the capacity, reach and competitive positioning of universities. Major private investment supports innovation targeted to deliver a distinctive, first-class student experience within a university-led partnership enhancing brand quality and academic reputation. INTO 3 90% student progression to a university of their choice in the UK and US INTO brings ambitious students and leading universities together. We provide 87% student satisfaction an exceptional education experience to across all our study centres help you succeed in a fast-moving, 1:9 teacher to student ratio and small globally competitive world. classes deliver a first-class study experience www.intohigher.com Study in the UK page 18 Study in the USA page 40 Study in China page 48 4 INTO Your choice of leading universities INTO 5 Over 80 UK universities accepted our Every ambitious student wants to INTO STUDent PROGRESSION students onto their degree programmes in live and study at a leading university. Destination UNIVERSITY RANKING* 2009/2010 At INTO we turn that ambition into Aston University 29 reality with 90% of our students Cardiff University 34 Progression officers providing academic progressing to a university of Durham University 6 and social opportunities to engage in King's College London 16 university life their choice. Lancaster University 10 Loughborough University 16 Choosing to study overseas will give you an Placement services to support your Newcastle University 25 university application advantage at every stage of your life.
    [Show full text]
  • Oxford Brookes University Access and Participation Plan
    Oxford Brookes University Access and Participation Plan 2020-21 to 2024-25 1. Assessment of performance Unless stated otherwise, the analyses in this report draw on data from UK-domiciled, undergraduate students studying full-time or sandwich courses at Oxford Brookes University and at our Associate College Partnerships. Where possible we have referenced national higher education data sources supplemented with internal data. Unless otherwise stated the data sources by life cycle stage are as follows: ● Applicant data are from UCAS end of cycle reports, from UCAS Undergraduate reports by sex, area background, and ethnic group, or from purchased UCAS EXACT data. ● Entrant, Continuation, Attainment and Progression data are from the OfS Access and Participation data resources. ● National data, including that from HESA, UCAS and TEF metrics, were used for sector benchmarks. ● Regional population data is derived from the Local Authority. Additional analysis has been undertaken on the relative performance of Oxford Brookes students registered through the University’s Associate College Partnerships. This analysis has shown some gaps in performance against the data for the average of ACPs, which has led to the initiation of discussions with college partners to pinpoint where gaps are significant and to work with partners to better understand the data and to develop action plans to address differences in access, success and progression. Summary of performance Underrepresented Access Success - Continuation Success - Attainment Progression group
    [Show full text]
  • Main Panel C
    MAIN PANEL C Sub-panel 13: Architecture, Built Environment and Planning Sub-panel 14: Geography and Environmental Studies Sub-panel 15: Archaeology Sub-panel 16: Economics and Econometrics Sub-panel 17: Business and Management Studies Sub-panel 18: Law Sub-panel 19: Politics and International Studies Sub-panel 20: Social Work and Social Policy Sub-panel 21: Sociology Sub-panel 22: Anthropology and Development Studies Sub-panel 23: Education Sub-panel 24: Sport and Exercise Sciences, Leisure and Tourism Where required, specialist advisers have been appointed to the REF sub-panels to provide advice to the REF sub-panels on outputs in languages other than English, and / or English-language outputs in specialist areas, that the panel is otherwise unable to assess. This may include outputs containing a substantial amount of code, notation or technical terminology analogous to another language In addition to these appointments, specialist advisers will be appointed for the assessment of classified case studies and are not included in the list of appointments. Main Panel C Main Panel C Chair Professor Jane Millar University of Bath Deputy Chair Professor Graeme Barker* University of Cambridge Members Professor Robert Blackburn University of Liverpool Mr Stephen Blakeley 3B Impact From Mar 2021 Professor Felicity Callard* University of Glasgow Professor Joanne Conaghan University of Bristol Professor Nick Ellison University of York Professor Robert Hassink Kiel University Professor Kimberly Hutchings Queen Mary University of London From Jan 2021
    [Show full text]
  • Computational Tools in Architecture Cybernetic Theory Rationalisation and Objectivity
    arq linking practice and research volume 21 . number 1 . 2017 computational tools in architecture cybernetic theory rationalisation and objectivity arq arq arqarchitectural research quarterly linking practice and research volume 21volume arq aims to publish significant, original research and design offering new insights into architecture. Contributions are welcomed from practitioners, academics and students. Submissions may cover either the totality of design, as in critiques or evaluations 1 number of buildings; or significant sub-areas such as history, theory, construction, structures, environmental design, materials,digital and practice. 2017 contents perspective 5 Processes and practices in computational design Nathalie Bredella and Carolin Höfler digital 10 Integrated planning and the design of urban agglomeration: Bernhard Hafner’s Comparative Simulation of Alternative Urban Prototypes Daniel Gethmann history 21 Material models, photography, and the threshold of calculation Daniela Fabricius theory 33 Witless slaves or lively artefacts? A debate of the 1960s Jan Müggenburg and Claus Pias 45 Design/Entwurf: Observations Susanne Hauser conversation 53 Of algorithms, buildings and fighter jets Robin Forrest in conversation with Daniel Cardoso Llach 65 The evolution of architectural computing: from building modelling to design computation Robert Aish in conversation with Nathalie Bredella 74 Material networks: architecture, computers and corporations Reinhold Martin in conversation with Nathalie Bredella and Carolin Höfler review 81 Part-Architecture: The Maison de Verre Through Duchamp’s Large Glass Space and Illicit Sexuality in 1930s Paris by Emma Cheatle reviewed by Hélène Frichot arq is independent. It has no connection with any institution or organisation. Cambridge Core ® For further information about this journal MIX Paper from please go to the journal web site at: responsible sources cambridge.org/arq FSC® C007785 Instructions for arq Editor-in-Chief Adam Sharr e.
    [Show full text]
  • Reporting on Student Perceptions of E-Learning at Cardiff Law School V
    The Odd Case of the Legal Foundation Module: Reporting on Student Perceptions of e-learning at Cardiff Law School V. Breda L.LB, PhD Lecturer in Law at Cardiff Law School N. Langton L.LB, MA Blended Learning Adviser, Institute of Education, University of Reading. Key Words E-learning, Teaching Efficiency, Qualitative Analysis, Law Student Perceptions, Abstract. The debate over whether online activities enhance learning has also been occurring in legal education. For Cardiff Law School, where pedagogy dictates the ‘blend’ of traditional and online support, the question has been whether complementing or substituting traditional teaching activities with e-learning tasks and resources (e-blend) can enhance Cardiff Law School students’ overall pedagogical experiences. This paper reports on a project that explored aspects of this dilemma by investigating Cardiff Law School students’ perceptions, with a particular focus on the value they placed on e-learning resources and tasks. The research methodology adopted integrates quantitative data (student results) with a qualitative analysis (semi-structured focus group interviews). The Odd Case of the Legal Foundation Module: Reporting on Student Perceptions of e-learning at Cardiff Law School British Higher Education legal teaching is typically faced with the burden of increased substantive teaching complexity, reduced preparation time, and institutional research pressure. An ongoing debate is raging over whether e-learning innovations can have any lasting effect outside facilitating information delivery/retrieval for students. For Cardiff Law School, where pedagogy dictates how traditional and online support may combine, the dilemma has been whether integrating e-learning activities and resources with traditional teaching can enhance learning and at the same time increase teaching efficacy (e.g.
    [Show full text]
  • Inform Issue 16
    ISSUE 16 DECEMBER 2016 IA JOURNALn FOR INTERNATIONALForm FOUNDATION PROGRAMME PROFESSIONALS The vocabulary of Academic vocabulary in Using Moodle’s glossary Specialist Knowledge: academic speaking: the subject classroom: activity to promote the An Interactive an interdisciplinary Raising teachers’ acquisition of historical Approach perspective awareness through and political terms CLIL reflective practice on an International Foundation Programme This issue: Working with Words: Supporting understanding of discipline-specific vocabulary in IFPs InForm 2017 INNOVATIVE IDEAS FOR ENHANCED STUDENT ENGAGEMENT We are pleased to announce the eighth annual InForm Conference will take place at the University of Reading. The event will include presentations and posters on themes related to international foundation and pathway programmes and provide an opportunity for interaction and sharing of practice with colleagues from the IFP community. Saturday 15 July 2017 Whiteknights Campus, The University of Reading. Conference fee: £60 Registration: Please check our website for details: www.reading.ac.uk/inform or email: [email protected] Speaker Proposals: Speaker proposals are invited from professionals involved in the delivery of international foundation and pathway programmes. As usual, the focus should be on issues associated with teaching and learning in this sector and address the conference theme. Sessions need to appeal to tutors and course managers across the curriculum. The deadline for speaker proposals is 30 April 2017. Conference Feature
    [Show full text]
  • Key Facts an Overview of the University of Reading
    Key facts An overview of the University of Reading Welcome Whilst the University of Reading makes every effort to ensure that the contents and statements The University of Reading has established made in this publication are fair itself as a leading force in British higher and accurate, it can accept no liability for omissions, errors or education. It is ranked as one of the UK’s 10 subsequent changes. most research-intensive universities and as This document is © Copyright University of Reading 2008. one of the top 200 universities in the world. It was designed by Leigh & Glennie Ltd and printed in Reading is consistently one of the most March 2008 by Advent Colour Ltd, Andover, Hants. popular higher education choices in the UK. Our unusually broad portfolio of full and part-time degree programmes covers the arts, humanities, sciences and social sciences. Key facts For more information, Our first-class resources support please contact: world-class teaching. Communications Office At Reading we also pursue an ambitious and University of Reading Whiteknights innovative enterprise agenda. Reading RG6 6AH United Kingdom [email protected] Tel (0118) 378 8408 www.reading.ac.uk www.reading.ac.uk Campus tours Every Wednesday afternoon during term-time we provide an organised tour, giving a general insight into the University. Visitors are guided round our beautiful 130-hectare Whiteknights site, attend an introductory talk about the University, hear a student’s account of History life on campus and find out what there is to do in and around Reading. We are proud of our tradition Self-guided walking tours of academic excellence which You can explore the campus on your own using dates back to the late nineteenth our self-guided tour leaflet and map, available from century.
    [Show full text]
  • Investigating and Enhancing Motivation for Reading
    SeNSS ESRC -FUNDED COLLABORATIVE STUDENTSHIP OPPORTUNITY Investigating and enhancing motivation for reading Primary supervisor: Dr. Saloni Krishnan Institution Details: Department of Psychology, Royal Holloway, University of London Collaborative partner: The Reading Agency SeNSS Pathway: Psychology Degree structure: either a three-year PhD programme, or a one year Masters degree, followed by a three -year PhD programme Project background Reading ability influences academic achievement, career prospects. and personal well-being. But why are some people more motivated to read? This project takes a new perspective on reading acquisition, drawing on complementary strengths of the academic supervisors, Dr. Krishnan (brain and language), Dr. Ricketts (reading and vocabulary), and Dr. Balsters (social decision making). We will use models from decision making to capture how much time, effort, and money people are willing to expend on reading. We will also explore the brain basis of motivation using neuroimaging tools (fMRI). The Reading Agency is an Arts Council-funded, UK-wide charity that works to tackle life’s big challenges (literacy, health and wellbeing, social mobility and loneliness) through the proven power of reading. They deliver several successful programmes to boost reading, including the Summer Reading Challenge, Reading Ahead, and Quick Reads. A collaboration with The Reading Agency will enable us to address whether motivation for reading differs in those with low literacy and explore how environments can be nudged to boost motivation. The successful candidate will be hosted at the Department of Psychology at Royal Holloway, University of London. The Department has an excellent research reputation (6th in REF2014), an active postgraduate communit y, and cutting-edge facilities for research, including an on-site MRI scanner.
    [Show full text]
  • Learning Design Initiative at the University of Reading: Pedagogy and Technological Choices
    OU Learning Design Initiative University of Reading pilot project: Final Report: February, 2012 Learning Design Initiative at the University of Reading: Pedagogy and technological choices By Maria- Christiana Papaefthimiou, Enhancement Manager, Centre for the Development of Teaching and Learning Acknowledgement: The project would like to thank Sarah Fleming for her contribution to this report Abstract The University of Reading's aims for this pilot were threefold: 1. To provide strategies that enable academics to think critically about their design decisions, and promote wider reflection and discussion between academics and others. 2. Promote the use of representations and visualisations of courses or modules to facilitate wider sharing and collaboration at the University of Reading i.e. beyond the localised pockets of good practice identified in the e-benchmarking and Pathfinder projects. 3. Support academic need in a changing context e.g. improve aspects of efficiency and quality. A series of interventions were developed and embedded, including: Learning design workshops, focused work with new staff enrolled on the University's Post-graduate Certificate in Academic Practice (PGCAP) programme and engagement activities with the University's School eLearning Coordinators (SeLCs) Overall the initiative was seen to have a positive impact in a number of areas. The tools were seen to have had a positive impact on the quality of a number of module designs, as perceived by the design teams themselves and their students. Staff were supported to understand how their modules fit together which in turn enabled them to make more informed design decisions and feel more confident about explaining their designs to others.
    [Show full text]