RICHMOND - 3d50fu3mup51tmdxz3zef8dq-wpengine Dna
RICHMONDTHE AMERICAN INTERNATIONALUNIVERSITYIN LONDONMASTER OF ARTS INART HISTORY AND VISUAL CULTUREProgramme Specification2018-2019
IntroductionThis document describes Richmond University’s ‘Master of Arts in Art History and VisualCulture’ using the protocols required by The Framework for Higher Education Qualificationsin England, Wales, and Northern Ireland (QAA, 2014). Also key to the background for thisdescription are the following documents:QAA (2013). UK Quality Code for Higher Education. Part A: Setting and maintainingacademic standards and B1: Programme Design and Approval. (www.qaa.ac.uk)QAA (2008). Higher Education Credit Framework for England: guidance on academiccredit arrangements in Higher Education in England.SEEC (2010). Credit Level Descriptors for Higher Education. Southern EnglandConsortium for Credit Accumulation and Transfer (www.seec.org.uk).Middle States Commission on Higher Education. Standards for Accreditation andRequirements of Affiliation. 2014: Thirteenth Edition; Rev. Ed. ndardsFINAL.pdf)The programme’s mission and goals interface with the curriculum design, content andorganisation which in turn engage with the requirements of the Middle States Commission for Higher Education, the Quality Assurance Agency for Higher Education (QAA), History of Art,Architecture and Design (HAAD) Subject Benchmark ments/honours-degree-subjects; specific recommendations since 2005 for developing programme specifications atMasters 0.pdf ; and proposals of the GLAADH (Globalizing Art and Design History) projecthttp://www.glaadh.ac.uk/.The degree is delivered at a US Liberal Arts university with a degree structure in line with MAdegrees in ‘Art, Architecture and Design History’ in the UK. Successful students complete 8courses ammounting to 36 US/180 UK credits, comprised of coursework (24 US/120 UKcredits), an internship (4 US/20 UK credits) and professional research project (8 US/40 UKcredits) submitted at the start of the following autumn semester. Normally, each taughtcourse carries 4 US/20 UK credits. On this basis students are required to earn a minimumtotal of 36 US/180 UK credits in order to complete their degree.Programme specification and curriculum map – MA in Art History and Visual Culture2
ContentsThis is an interactive Table of Contents. To go directly to the Chapter, place the mouse overthe chapter title, and press Ctrl and click to follow the link.Introduction. 21.Overview/Factual Information . 42.Programme aims and objectives . cational aims and mission of the programme . 6Subject benchmarks . 6Internal Contexts. 6External contexts . 7Programme outcomes . 8Key Programme Outcomes . 8Subject specific knowledge and understanding (A) . 8Subject specific skills and attributes (B). 8Transferable intellectual and personal attributes (C) . 9Practical and/or professional skills and attributes (D). 9Teaching, learning and assessment strategies . 10Teaching and learning strategy . 10Assessment strategy . 11Programme structure . 14Master of Arts in Art History and Visual Culture . 14Postgraduate Certificate in Art History and Visual Culture . 15Regulatory framework . 16Admissions . 16Assessment . 17Progression . 17Repeat of a Course . 17Incomplete Courses and Re-sits . 18Leave of Absence . 18Time for Completion . 19Placement . 19Student support and guidance . 20Appendix I: Credit Articulation . 21Appendix II: Curriculum map . 22Programme specification and curriculum map – MA in Art History and Visual Culture3
1. Overview/Factual InformationProgramme/award title(s)Master of Arts in Art History and Visual CultureTeaching InstitutionRichmond, the American International University in LondonAwarding InstitutionRichmond, the American International University in LondonDate of latest validation9th March 2017Next formal Programme 2022ReviewCredit points for the award36 US credits180 UK credits (FHEQ Level 7)Programme start dateUS MA in Art History accredited by the Middle StatesCommission for Higher Education since 1998Underpinning QAA subject QAA Masters Degree Characteristics (March cteristics-2010.pdfFor contextualization, Honours degree level subjectbenchmark statement for History of Art, Architecture andDesign (HAAD): urs-degree-subjectsOther external and internal See sections 2.2 – 2.4 below.reference points used ognitionN/ALanguage of StudyEnglishDuration of the programme FT (one year), PT (two years)for each mode of study(P/T, FT,DL)Dual accreditation(if applicable)Middle States Commission on Higher Education (Firstaccredited 1981; renewed 1996, 2006 and 2016.)QAA – Higher Education Review (AP) December 2017Date of production/revision June 2015of this specificationProgramme specification and curriculum map – MA in Art History and Visual Culture4
Please note: This specification provides a concise summary of the main features of theprogramme and the learning outcomes that a typical student might reasonably be expected toachieve and demonstrate if s/he takes full advantage of the learning opportunities that areprovided.More detailed information on the learning outcomes, content, and teaching, learning andassessment methods of each course can be found in course specification documents, syllabi, andthe student handbook.The accuracy of the information contained in this document is reviewed by the University andmay be verified by the Quality Assurance Agency for Higher Education.Programme Specification Publication DatesDocument publication dateJune 2011Second EditionJune 2012Third EditionJuly 2013Fourth EditionJune 2015Fifth EditionSeptember 2018Programme specification and curriculum map – MA in Art History and Visual Culture5
2. Programme aims and objectives2.1. Educational aims and mission of the programmeRichmond University’s MA in Art History and Visual Culture programme offers sustainedengagement with the visual arts from an intercultural perspective, training students in theprofessional skills required for career placement in the arts and creative cultural industries.The programme brings art and design historians, theoreticians, professional practitioners andstudio artists together to 1) offer a thorough grounding in the interdisciplinary theoreticaland methodological issues related to the study of the visual, and 2) equip students with theprofessional skills and experience to work successfully in a variety of arts and culturalindustries.Programme GoalsTo provide students with a thorough grounding in the interdisciplinary theoretical andmethodological issues for the study of art and design history and visual culture; To equip students with the key skills, knowledge and experience for careers in the artsand creative cultural industries, and for Doctoral research; To train students to apply their accumulated experience, knowledge and skills to theirpersonal lives, developing appreciation of cultural commonality, diversity and difference; To maintain academic standards equal to or better than comparable MA degrees offeredby UK universities.2.2. Subject benchmarksHistory of Art, Architecture and ts/honours-degree-subjects2.3. Internal ContextsThe Master of Arts Degree in Art History and Visual Culture features:(a) Detailed published educational objectives that are consistent with the mission of theinstitution:All course outlines contain course specific objectives that are regularly monitored by theindividual instructors and by the Social Sciences faculty as a group.(b) Processes based on the needs of the programme’s various constituencies in which theobjectives are determined and periodically evaluated:Each degree’s Annual Programme Evaluation (APE) is a central element of Richmond’sinternal quality assurance and enhancement processes. APEs measure the academic qualityand standards of the programme, identify good practice, record any issues to be addressed,and, from year to year, track the ways in which those issues have been addressed. Duringthe APE process, the academic schools:Programme specification and curriculum map – MA in Art History and Visual Culture6
consider student input via course evaluations;consider any formalized faculty course evaluations conducted;consider all External Examiner reports;examine the Programme Specification, and note any changes required;o any major changes (“those which change the basic nature of theprogramme or student experience”) to existing programmes are approvedby Academic Board.(c) A curriculum development process that assures the achievement of the programme’sobjectives:Ongoing evaluation is carried out for both the US (Middle States) and UK (QAA) institutionalreviews, and independently by departmental members (when updating courses) and bystudents (during regular faculty-student meetings). The Academic Board closely analyses theAPEs of all degree programmes, and The University’s response to the AMR is considered atthe Schools and at Academic Board. A comprehensive additional formal and substantivereview takes place every five years as part of its revalidation process of Richmond’s degreeprogrammes.2.4. External contextsThe Master of Arts Degree in Art History and Visual Culture is provided through a system ofongoing evaluations that demonstrate achievement of the programme’s objectives, and usesthe results to improve the effectiveness of the programme. Ongoing evaluation is carried outfor the US (the Middle States Commission on Higher Education) and UK (QAA) reviews.Richmond is a voluntary subscriber member of the QAA, and the QAA conducted its firstInstitutional Review at Richmond in May 2013 and a Higher Education Review(AP) in ican-british-accreditation/).Much of the external context defining the degree is articulated within the programme’sMission and Goals as set out above. Additionally, the US Middle States Commissionaccrediting body, together with the University’s core mission of interculturalism, providesthe overarching structure through which the degree derives its characteristic focus onintercultural issues. Close observation of benchmarking guidelines, as laid down by the QAAfor the History of Art, Architecture and Design (HAAD), as well as specific recommendationssince 2005 for developing programme specifications at Masters 0.pdf, and guidelines proposed by the Globalizing Art, Architecture andDesign History (GLAADH) project, forms an important component of how academic staffrespond to the external context.These contexts, moreover, mark out the market to which the Master of Arts Degree in ArtHistory and Visual Culture is targeted.Programme specification and curriculum map – MA in Art History and Visual Culture7
3. Programme outcomesProgramme-level learning outcomes are identified below, based on QAA benchmarking,specific recommendations for developing programme specifications at Masters level, SEECcategories for level 7 linked with the specific levels of the riptors-2010-revised-2004/ and guidelinesproposed by the Globalizing Art, Architecture and Design History (GLAADH) project. Refer toAppendix II: Curriculum Map for details of how outcomes are deployed across the programmeof study.3.1. Key Programme OutcomesUpon completion of the MA Art History and Visual Culture degree, students should be ableto demonstrate the following: A comprehensive and systematic knowledge and understanding of art history and visualculture studies. A sophisticated visual literacy and critical engagement with texts and art/visual objects.The ability to conduct successful autonomous research in the field of art history and visual culture atpostgraduate level. The knowledge and skills for application to careers in the arts and creative culturalindustries3.2. Subject specific knowledge and understanding (A)A1. demonstrate a comprehensive and systematic knowledge of theories and methodsrequired for examining art in an international setting, drawing on art and design history,and visual culture studiesA2. critically analyse the inter-disciplinary approaches available for approaching art acrosscultures and the permeable interface between ‘western’ and ‘non-western’ arts andculturesA3. demonstrate critical intellectual awareness of contemporary art and its circulation in theglobal dealer-critic systemA4. demonstrate critical intellectual awareness of non-western ‘world’ arts today and theircirculation in the dealer-critic systemA5. provide a systematic and critically engaged approach to the representation of art inmuseums and galleriesA6. show a sophisticated understanding and appreciation of a multidisciplinary cultureA7. demonstrate a critical knowledge of professional practice in the arts and creative culturalindustries3.3. Subject specific skills and attributes (B)B1. deploy sophisticated visual literacy including formal analysisB2. show systematic, critical engagement with texts and objectsB3. conduct successful and original research, including the application of appropriatemethodologies for locating, assessing and interpreting primary sourcesB4. show excellent writing skills including logical and structured narratives and argumentssupported by relevant primary and secondary evidenceB5. demonstrate professional presentation skills including verbal visual analysis,communicated clearly to specialist and non-specialist audiencesProgramme specification and curriculum map – MA in Art History and Visual Culture8
B6. deploy the skills and experience required to work in the arts and creative culturalindustries3.4. Transferable intellectual and personal attributes (C)C1. apply systematic cognitive skills of analysis, synthesis, summarization, sophisticatedcritical judgment and complex problem-solvingC2. conduct successful autonomous research. This includes: critical, effective and testableinformation retrieval and organization, and the ability to design and carry out a selfdirected, original thesis research project with limited tutorial guidanceC3. communicate clearly, effectively and professionally information, arguments and ideas inwritten, spoken or other form using appropriate visual aids and IT resources, as well asan ability to listen effectively, and thus to participate constructively in discussion withteam membersC4. demonstrate nuanced open-mindedness, particularly with regard to intercultural issuesC5. manage time effectively and professionally, and work with diligence and personalresponsibilityC6. work effectively as an independent and interdependent researcher and researchcollaboratorC7. recognise the need for, and an ability to engage in, life-long learning, by continuing toadvance their knowledge and understanding and to develop new skills to a high level3.5. Practical and/or professional skills and attributes (D)D1. think historically and read critically to postgraduate level standardD2. apply current technologies to enhance research and be fully computer literateD3. recognise the limitations, contradictions and gaps in a complex argumentD4. approach a complex problem/topic from a variety of sophisticated methodological,interdisciplinary, and comparative approachesD5. recognise sound historical conclusions and primary/secondary sourcesD6. retrieve, process and manipulate information from a variety of valid sourcesD7. perform effectively under pressure and meet strict deadlinesD8. work effectively in autonomous and team-based environmentsProgramme specification and curriculum map – MA in Art History and Visual Culture9
4. Teaching, learning and assessment strategies4.1. Teaching and learning strategyThe teaching and learning strategy adopted within the MA in Art History and Visual Culturedegree is based on the understanding that all students will be treated as active learners andjunior research colleagues. The strategy has been adopted to ensure that student enthusiasmfor the programme and the subject remains high at all times, by engaging them fully in thelearning process. While the precise approach will vary from course to course, the learningoutcomes relevant to each class will ensure that students are encouraged to fully immersethemselves in the subject and take full responsibility for their progress through theprogramme. Indeed, this concept of progression through the three distinct aspects of thedegree (class-based learning, internship, thesis) is integral to the intellectual journey that thestudents will make during their time on the programme. The generic components of theteaching and learning strategy typically involve a variety of approaches and includesdelivering many of the following: Regular use of formal seminars in all courses Regular use of formal lecture sessions in all courses Regular use of individual and/or team-based projects in all courses Regular use of self-directed and directed reading in all courses Regular use of audio-visual sources in all courses Regular use of museum, gallery and library resources in all courses Working together as an MA team in all coursesThe combination of teaching and learning approaches mentioned above develops students’knowledge, thinking skills and practical skills.Student knowledge is acquired through: Structured seminars, lectures, guest lectures, gallery/museum visits and supportingmaterials Directed reading and use of internet materials Independent researchStudent thinking skills are developed through: Conducting research Making presentations and preparing other assessments Helping others to learnStudent practical skills are gained through: Application of theory and method to practice in in-gallery and museum teaching andlearning settings Specific courses training students in professional practice in the arts, creative andcultural industries Using information technology to retrieve and manipulate data Negotiating by means of team-based projectsProgramme specification and curriculum map – MA in Art History and Visual Culture10
Application of theory to practice encountered during an internshipVocational experience in a sustained internship4.2. Assessment strategyAssessment is by essays, dissertations, and other forms of written work; oral presentationsand group work; as well as projects and this assessment strategy usually meets the UniversityAssessment Norms at level 7. Courses which do not meet these norms are deemed atypical.Atypical courses are assessed according to special rules approved by the Learning andTeaching Committee, and provided in the CSD for that particular course.FHEQlevelRichmond University Standard Assessment NormsRichmond/UKNormal number ofTotal assessmentLevelitems (includingfinal exam)*Level 7R7000/UK MA2-35000-7000 words* Reasonable adjustments should be made for assessment activities such as midtermexams, in- class presentations, group assignments, tests etc. Any summative assessmentactivities must be reflected in the final overall assessment count.Excluding all atypical courses, the following should apply to all courses: Final exams should normally be no less than 25% and no more than 50% of theoverall final grade.Instructors may not fail a student solely for failing the final exam if all gradedactivities result in a passing grade for the course.Midterm exams are not obligatory.At Level 7, word count will need to take into account the inclusion of a final exam.Attendance and participation cannot be assessment activities.Formative assessments are at the discretion of the instructor and do not counttoward the number of items or toward the total word count.For courses that have atypical assessment norms and do not follow one of the above tables,assessment will first be approved by the Learning and Teaching Committee.As seen above, the University places considerable emphasis on developing itsstudents’ learning and skills. Creating independent thinkers is a part of the University’smission statement and MA academic staff deliver on this promise in a number of differentways at the postgraduate level. A key aspect of their work involves devising methodologies,consistent with best-practice approaches within the field, with which to adequately assessstudents’ performance. These approaches include the setting of learning outcomesencompassing each course as well as regular discussion and interaction amongst academicstaff in order to set common goals for the entire degree and each of its courses.Programme specification and curriculum map – MA in Art History and Visual Culture11
In terms of following up with the assessment of student learning and consistent with USLiberal Arts traditions, MA classes rely on the system of continuous assessment on a courseby course basis and throughout any given semester. This approach often involves the use ofshort essays, research papers, learning journals, annotated bibliographies, gallery reviews,book reviews, student presentations, research proposals and general class discussion. Notevery component applies to every course, but most do relate to many of the classes that areoffered. There is an emphasis on writing essays, particularly research papers, at postgraduatelevel, and reflective work including learning journals.The variety of instruments used permits academic staff to assess each student’s developingand evolving knowledge and skills base as outlined in the previous section. For example, theresearch paper tests for, amongst other things, a student’s ability to engage with primaryand/or secondary sources of information and his or her ability to evaluate and analyze this.Site visits encourage students to engage with objects, applying theory and method taught inclasses. In addition to this, the University sets specific guidelines on the weighting ofcoursework in order to effect balance in the process of assessment. As the coursework loadfor each course set out in the course descriptor shows, a variety of assessment strategieswith weighting spread facilitates this across the courses, with the typical course settling foraround 50% for the final research paper.A component part of the programme’s efforts to ascertain an appropriate approach to theassessment of student learning involves the use of grade descriptors (made available in theStudent Handbook). This information allows the student to see the expected level ofperformance that co-relates with a particular letter grade summarizing his or her overallachievement level. The programme also has a formalised system of exit questionnaires andfeedback meetings punctuated at key moments throughout the year (mid-semester break,end of semester and end of year) for its students as a framework through which the viewsand opinions of those who have experienced the programme, as students, can be capturedand responded to. Evidence of this approach in action is demonstrated in minutes ofmeetings with students and academic staff and response to comments from the ExternalExaminer.The academic staff are confident that the assessment processes are sound. Much of thisconfidence emanates from the comments MA academic staff have received from ExternalExaminers. But an equally important measure is the success that so many students on theMA Art History and Visual Culture programme enjoy beyond their post-Richmondexperiences (see ma-in-art-historyvisual-culture/). Those students judged as the strongest generally move on to take onchallenging opportunities on postgraduate programmes and as professionals in the arts andcreative cultural industries. This is testimony to their level of preparedness for the real worldof careers in the visual arts, and are an indication of the academic staff’s and University’sability to fulfil its mission.Programme specification and curriculum map – MA in Art History and Visual Culture12
4.3. Assessment TariffAcademic StandingA graduate student is in good academic standing if maintaining a cumulative Grade PointAverage (GPA) of 3.0 (B).Graduate students with a cumulative (GPA) of less than 3.0 (B) risk dismissal from theuniversity (see below under “Grade Point Average” and “Academic Probation”).GradesA 4.0A- 3.7B 3.3B 3.0B- 2.7F 0.0ExcellentVery goodGoodSatisfactoryPoor (redeemable fail)FailGrade Point AverageA grade point average (GPA) is calculated each semester and summer session and isrecorded on the student’s transcript. A cumulative GPA, including all graduate coursestaken at Richmond, is also calculated. The numerical equivalent for the grade see above)of each course is multiplied by the number of credits for that course to give the number ofquality points for the course.The GPA is then the sum of quality points for all courses divided by the total number ofcredits of all courses attempted. Students achieving a minimum cumulative GPA of 3.7 and above will be awarded thedegree with Distinction.Students achieving a minimum cumulative GPA of 3.30 to 3.699 will be awarded thedegree with Merit.Students achieving a minimum cumulative GPA of 3.0 to 3.299 will be awarded aPass.Students achieving a cumulative GPA of less than 3.0 will fail the degree.Students who choose not to submit the thesis/dissertation, or who do not obtain aminimum grade of B (3.0) on the thesis/dissertation, may transfer programs and apply toreceive a (US) Postgraduate Certificate, and a (UK) Postgraduate Diploma, as an exit awardin recognition of their achievement in this area. A minimum cumulative GPA of 3.0 on allcoursework is required for the award of the Postgraduate Certificate and the PostgraduateDiploma.Programme specification and curriculum map – MA in Art History and Visual Culture13
5. Programme structure5.1. Master of Arts in Art History and Visual CultureThe programme is a discrete and self-contained programme of 36 US / 180 UK credits. Assuch, the structure does not follow the progressive PGC (US)/PGDip (UK) MA structure ofsome other programmes although a PGC/PGDip is awarded as an exit award in recognitionof students who complete the required 24 US / 120 UK credits of fall and spring course work(see appendix II). It is not possible for students to register for the PGC/PGDip.The programme is delivered over one academic year full-time or two-years part-time fromthe start of September to the end of August. Full-time students take six mandatory coursesof 4 US/20 UK credits each, spread equally over the autumn and spring semesters. In thesummer semester students take the internship course of 4 US/20 UK credits and write theresearch project which is submitted at the end of the summer and is weighted at 8 US/40 UKcredits. Part-time students take one or two courses in the autumn and spring sem
Programme specification and curriculum map – MA in Art History and Visual Culture 6 2. Programme aims and objectives 2.1. Educational aims and mission of the programme Richmond Universitys MA in Art History and Visual Culture programme offers sustained engagement with the visual arts fr
Genetic transformation and DNA DNA is the genetic material in bacterial viruses (phage) The base-pairing rule DNA structure. 2. Basis for polarity of SS DNA and anti-parallel complementary strands of DNA 3. DNA replication models 4. Mechanism of DNA replication: steps and molecular machinery
Recombinant DNA Technology 3. Recombinant DNA Technology 600 DNA ISOLATION AND PURIFICATION Basic to all biotechnology research is the ability to manipulate DNA. First and foremost for recombinant DNA work, researchers need a method to isolate DNA from different organisms. Isolating DNA from bacteria is the easiest procedure because bacterial cells
of International Communication. There will be opportunities for practical applications of these theories in case studies, simulations, and project work. COM 4115 - Digital This course introduces students to critical studies of the digital society, and how it effects institutions, media, and audiences socially, culturally, and politically.
2. At the end of DNA replication, (four/two) new strands of DNA have been produced, giving a total of (four/six) strands of DNA. 3. New DNA is replicated in strands complementary to old DNA because production of new DNA follows the rules of (base pairing/the double helix). Identifying Structures On the lines corresponding to the numbers on the .
The Insider’s Guide to DNA 1 Family history is in our DNA We all have DNA. It’s the genetic code that tells your body how to build you. You inherit half of your DNA from each parent: 50% from Mom and 50% from Dad, though exactly which DNA gets passed down is random. Because they inherited their DNA in the same way from their parents, your .
DNA cytosine methylation is a major epigenetic mark in eukaryotes. In plants, the DNA methyla-tion level in the genome is controlled by de novo DNA methylation, maintenance DNA methylation and DNA demethylation. De novo methylation is mediated by RNA-directed DNA methylation (RdDM), which can occur at all cytosine contexts,
3 DNA is a template in RNA synthesis In DNA replication, both DNA strands of ds DNA act as templates to specify the complementary base sequence on the new chains, by base-pairing. In transcription of DNA into RNA, only one DNA strand (the negative strand) acts as template. The sequence of the transcribed RNA corresponds to that of the coding
PTC Confidential and Proprietary 2 2 The JS code can be added by selecting the Home.js menu under Home menu in the navigation pane. Resources: –http .
