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The Assistant Product Manager position is part time student position and will be based in the Life Course Outcomes research program at the A.J. Drexel Autism Institute (AJDAI).  Founded in 2012, the AJDAI is a university-level research institute that applies public health science approaches to autism spectrum disorders.

 At the AJ Drexel Autism Institute, we are a team that pioneers research to better understand autism and drive impactful change in our communities and worldwide. To make impactful change we must first start within our organization, and we continue to work hard to create a work environment where our employees’ voices are heard and respected. We are seeking individuals who desire to be a part of an innovative work environment alongside employees who demonstrate compassion, respect, and integrity. The ideal candidate will have similar core values to ours and will help to support the overall mission and vision of the organization.

 An Assistant Product Manager will support the vision of taking science-based products to the market. They will support activities and act as a facilitator in business set-up, market research and sales initiatives. They will be helping with tasks related to bringing the product from the lab to the market.

Regional turboprops retrofitted with hydrogen fuel-cell propulsion could service 15-20% of the market, reduce emissions by almost 90%, and help develop the hydrogen infrastructure at airports, concludes a study by the nonprofit International Council on Clean Transportation (ICCT). 

The study led by ICCT’s Jayant Mukhopadhaya looked at retrofits of turboprops with 42-70 passengers using the ATR 72 and De Havilland Canada Dash 8-300 as the reference aircraft. An ATR 72 retrofitted with hydrogen fuel-cell propulsion would pay a penalty in payload and range, but would be more energy efficient, the study says.

Both Universal Hydrogen and ZeroAvia are developing hydrogen-electric retrofits for the ATR 72. Universal Hydrogen is flying a Dash 8-300 as a propulsion testbed and is modifying an ATR 72, aiming for supplemental type certification in 2025. ZeroAvia plans to fly a Dash 8-400 propulsion testbed in 2024 but intends to certify an ATR 72 retrofit first, by 2027.

Using green hydrogen produced using renewable energy, greenhouse gas emissions would be reduced 88% relative to the fossil-fueled aircraft and by 30% when compared with an aircraft powered by e-kerosene produced from carbon dioxide and hydrogen.

Green hydrogen is expected to be more expensive than jet fuel in the near term, but the increased energy efficiency of a fuel-cell powertrain compared with a turboprop engine would bring the price premium down to 29-40% in the U.S. by 2030, ICCT projects. 

Green hydrogen could be cheaper than jet fuel in the U.S. by 2050, the study says, but is expected to be more expensive to produce in the EU, where the price premium over jet fuel is projected to be 100% in 2030, dropping to 50% by 2050. Liquid hydrogen is expected to be more expensive than gaseous hydrogen, because of the higher costs of liquefaction and handling, but would increase aircraft range.

Using 2019 data, ICCT calculated that a regional aircraft retrofitted with fuel-cell propulsion could have the payload and range to fly nearly one-fifth of all turboprop available seat miles. This represents 29-36% of all turboprop departures, the study says.

ICCT’s study concludes that fuel-cell retrofit aircraft such as the ATR 72 could “provide an initial testbed that could be scaled to prepare for the introduction of larger, clean-sheet hydrogen combustion aircraft that could decarbonize a larger section of the aviation market.”

The Library is here to support you throughout the Summer providing a series of workshops, online resources and drop-in support.

About

Language of instruction: English

This programme leads to the award of Post Graduate Diploma in Specialist Community Public Health Nursing and registration on Part 3 of the Nursing and Midwifery Council's (NMC) Register (annotated according to chosen option as: Health Visiting or School Nursing. Theory and practice learning are integrated throughout the course in a 50% - 50% balance as required by the NMC. Each module is worth 30 credits and all students entering level 7of the programme would undertake four modules totalling 120 credit points.

The concurrent registration is based on the successful completion of 4 modules specified for the SCPHN option and these must be completed in a minimum of 52 weeks full time. The programme would normally be completed in full-time mode over an academic year (3 semesters).

The specialist pathways we offer are health visiting or school nursing

Practice Learning

The student is required to complete a minimum of 128 days in the practice learning environment under the supervision of a Practice Teacher who will assess their proficiency. Practice days are completed alongside the theoretical teaching in university in semester 1 and 2. Students are expected to attend university approximately 2 days a week. Students will be expected to attend additional workshops throughout the programme, for example UNICEF breastfeeding training. The main focus in semester 3 is in the achievement of the NMC (2004) Standards of Proficiency for SCPHN within the practice learning environment. Formative and summative assessment will also take place in the practice learning environment to enable the students to develop their skills. This will be evidenced by the development of a Practice Learning Portfolio which will demonstrate progression towards achievement of NMC proficiencies

The 52-week programme includes a holiday allowance, so the programme consists of 45 weeks, of which at least 22.5 weeks are practice learning, all of which must be successfully completed. Where a practice route is required, students must complete their consolidation experience (minimum of 10 weeks full time), in settings with clients that are central to the responsibilities for that defined area of practice. In addition, students must spend at least three weeks gaining experience in work settings and with clients considered either of relevant importance or that may be a potential area of responsibility, even if not central to the defined area of practice (NMC 2004).

Classification of the award is based on the 120 credits studied at level 7

This programme leads to the award of Post Graduate Diploma in Specialist Community Public Health Nursing and registration on Part 3 of the Nursing and Midwifery Council's (NMC) Register (annotated according to chosen option as: Health Visiting or School Nursing. Theory and practice learning are integrated throughout the course in a 50% - 50% balance as required by the NMC. Each module is worth 30 credits and all students entering level 7 of the programme would undertake four modules totalling 120 credit points.

The concurrent registration is based on the successful completion of 4 modules specified for the SCPHN option and these must be completed in a minimum of 52 weeks full time. The programme would normally be completed in full-time mode over an academic year (3 semesters).

Module Title Credit Points Module Status

Contemporary issues in Public Health 30 Credits

Advanced Child Development and Life Perspectives 30 Credits

Clinical Practice Development and Research for SCPH Nurses 30 Credits

The Continuum of Safeguarding Children and Advanced Decision Making 30Credits

Total 120 Credits at level 7

Attendance

Full-time. Health Visiting and School Nursing.

Full-time. The duration of the programme is 52 weeks.

Attendance (Full-time)
One – two days weekly + practice days.

A minimum of 128 days in placement including 50 days consolidation of practice as per NMC (2004)

Start dates

Teaching, Learning and Assessment

Learning and Teaching Methods

A range of learning and teaching methods are used to enable students to develop knowledge and understanding related to these learning outcomes and to provide the foundation for other learning. There is a continuous focus upon how theory informs and is informed by practice and practitioners.

Methods used include lectures, seminars/tutorials, guided reading, critical reflection, role play, teacher and peer observation. Active learning is promoted through strategies such as simulated practice and the use of case studies to encourage integration of theory to practice. The student will present a poster which highlight findings from a community health needs profile which they have undertaken in the practice learning environment. This poster presentation will involve lecturers, peers and practice partners and will encourage the

sharing of good practice and make recommendations to Boost a public health issue within their community. This poster presentation will be assessed by academic staff and will contribute to the students' academic award. The use of digital technology is promoted for example through Blackboard learn. Blackboard learn is utilised as a platform to share learning and teaching resources, provide a forum for student/lecturer discussion, submit assignments and provide general student support and information.

To contextualise the knowledge constructed to the two specific options of Health Visiting (HV) and School Nursing (SN), option specific group seminars will be led by pathway leaders and lecturers with subject specific expertise, enabling critical application to the four key domains of Specialist Community Public Health Nursing within an option specific context. Collaborative working methods is an example of a seminar course which relates to the NMC (2004) domain stimulation of awareness of health needs that can be applied within context to both Health Visiting and School Nursing within such option specific seminars.

Assessment Methods

A combination of formative and summative assessment will be used to facilitate continuous and incremental student learning. This will require students to demonstrate the ability to blend theory with practice through participation and by production of assignment, examination and/or poster presentation.

Formative assessment will help students to prepare for summative assessment. Formative and summative assessment will take place in the practice learning environment to enable the students to develop their skills. The student is required to complete a minimum of 128 days in the Practice Learning environment under the supervision of a Practice Supervisor and Practice Assessor who will assess their proficiencies.This will be evidenced by the development of a Practice Learning Portfolio which will demonstrate progression towards achievement of NMC proficiencies.

The content for each course is summarised on the relevant course page, along with an overview of the modules that make up the course.

Each course is approved by the University and meets the expectations of:

Attendance and Independent Study

As part of your course induction, you will be provided with details of the organisation and management of the course, including attendance and assessment requirements - usually in the form of a timetable. For full-time courses, the precise timetable for each semester is not confirmed until near the start date and may be subject to change in the early weeks as all courses settle into their planned patterns. For part-time courses which require attendance on particular days and times, an expectation of the days of attendance will often be included in the letter of offer. A course handbook is also made available.

Courses comprise modules for which the notional effort involved is indicated by its credit rating. Each credit point represents 10 hours of student effort. Undergraduate courses typically contain 10- or 20-credit modules and postgraduate course typically 15- or 30-credit modules.

The normal study load expectation for an undergraduate full-time course of study in the standard academic year is 120 credit points. This amounts to around 36-42 hours of expected teaching and learning per week, inclusive of attendance requirements for lectures, seminars, tutorials, practical work, fieldwork or other scheduled classes, private study, and assessment. Part-time study load is the same as full-time pro-rata, with each credit point representing 10 hours of student effort.

Postgraduate Masters courses typically comprise 180 credits, taken in three semesters when studied full-time. A Postgraduate Certificate (PGCert) comprises 60 credits and can usually be completed on a part-time basis in one year. A 120-credit Postgraduate Diploma (PGDip) can usually be completed on a part-time basis in two years.

Class contact times vary by course and type of module. Typically, for a module predominantly delivered through lectures you can expect at least 3 contact hours per week (lectures/seminars/tutorials). Laboratory classes often require a greater intensity of attendance in blocks. Some modules may combine lecture and laboratory. The precise model will depend on the course you apply for and may be subject to change from year to year for quality or enhancement reasons. Prospective students will be consulted about any significant changes.

Assessment

Assessment methods vary and are defined explicitly in each module. Assessment can be via one method or a combination e.g. examination and coursework . Assessment is designed to assess your achievement of the module’s stated learning outcomes. You can expect to receive timely feedback on all coursework assessment. The precise assessment will depend on the module and may be subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.

Coursework can take many forms, for example: essay, report, seminar paper, test, presentation, dissertation, design, artefacts, portfolio, journal, group work. The precise form and combination of assessment will depend on the course you apply for and the module. Details will be made available in advance through induction, the course handbook, the module specification and the assessment timetable. The details are subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.

Normally, a module will have four learning outcomes, and no more than two items of assessment. An item of assessment can comprise more than one task. The notional workload and the equivalence across types of assessment is standardised.

Calculation of the Final Award

The class of Honours awarded in Bachelor’s degrees is usually determined by calculation of an aggregate mark based on performance across the modules at Levels 5 and 6 (which correspond to the second and third year of full-time attendance).

Level 6 modules contribute 70% of the aggregate mark and Level 5 contributes 30% to the calculation of the class of the award. Classification of integrated Masters degrees with Honours include a Level 7 component. The calculation in this case is: 50% Level 7, 30% Level 6, 20% Level 5. At least half the Level 5 modules must be studied at the University for Level 5 to be included in the calculation of the class.

All other qualifications have an overall grade determined by results in modules from the final level of study. In Masters degrees of more than 200 credit points the final 120 points usually determine the overall grading.

Figures correct for academic year 2019-2020.

Academic profile

The University employs over 1,000 suitably qualified and experienced academic staff - 59% have PhDs in their subject field and many have professional body recognition.

Courses are taught by staff who are Professors (25%), Readers, Senior Lecturers (20%) or Lecturers (55%).

We require most academic staff to be qualified to teach in higher education: 82% hold either Postgraduate Certificates in Higher Education Practice or higher. Most academic staff (81%) are accredited fellows of the Higher Education Academy (HEA) by Advanced HE - the university sector professional body for teaching and learning. Many academic and technical staff hold other professional body designations related to their subject or scholarly practice.

The profiles of many academic staff can be found on the University’s departmental websites and supply a detailed insight into the range of staffing and expertise.  The precise staffing for a course will depend on the department(s) involved and the availability and management of staff.  This is subject to change annually and is confirmed in the timetable issued at the start of the course.

Occasionally, teaching may be supplemented by suitably qualified part-time staff (usually qualified researchers) and specialist guest lecturers. In these cases, all staff are inducted, mostly through our staff development programme ‘First Steps to Teaching’. In some cases, usually for provision in one of our out-centres, Recognised University Teachers are involved, supported by the University in suitable professional development for teaching.

Figures correct for academic year 2021-2022.

For returning students, there may be changes to the majors and minors available and the courses you need to take. Go to the section called ‘Transitional Provisions’ in the Regulations to find out more.

In some cases the qualification or specialisation you enrolled in may be no longer be taking new enrolments, so may not appear on these web pages. To find information on the regulations for these qualifications go to the Massey University Calendar.

Please contact us through the Get advice button on this page if you have any questions.

Network Rail says it "supports" Pompey owner Michael Eisner's hopes of a walkway from Fratton station to Fratton Park, but cannot fund a study for it.

But he says he is "annoyed" that Network Rail will not pay to help fund the exploratory study.

"I can't understand what is wrong with them [Network Rail]," Eisner said.

He told BBC Radio Solent: "I am frustrated with a company that won't spend £15,000 to do something that is so obvious."

Eisner says a footbridge will make it safer and easier for fans to get to Fratton Park from Fratton station, the nearest railway stop.

He also says the stadium cannot be expanded without it and that other parties, including the local authority, have agreed to contribute.

"We have asked Network Rail to join us and the council," he added.

"It's £15,000 for each of us to do a study and they [Network Rail] won't even do that.

"I don't think they realise how much better it will be for them when they open up the development behind the North Stand."

'Cost shouldn't fall on railway'

In a statement to BBC Sport, Network Rail said it was "disappointed" in Eisner's comments and that it is "very supportive" of ambitions to build a walkway.

"Network Rail have already invested some money into early investigations that would feed into this feasibility study and unlock the redevelopment of the stadium," it said.

"But the cost of redeveloping Portsmouth FC's North Stand shouldn't fall on the railway."

The company added that it was continuing to work with Eisner and related parties.

"This new walkway, while a nice upgrade to have, wouldn't directly Boost the reliability [of train journeys] for our passengers and we simply don't have the funding right now.

"For projects like this one, we often work with third-party organisations to secure investment and would encourage Mr Eisner to work with us."

Asked whether he would fund the extra £15,000 for the study himself, Eisner said: "No."

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