Monday, 27 May 2013

How do I become an international human rights lawyer?

How do I become an international human rights lawyer?

The reality is far from the jetsetting stereotype, but if you want to change people's lives, find a focus - and learn a language
If you're training or studying in the UK now, there's arguably no better time to seek out pro bono experience. Law centres are facing an influx of work as government withdraws funding from vulnerable groups which were traditionally eligible to receive it, which means there are lots of opportunities for volunteers all over the country.
Douglas recommends that students wishing to pursue international human rights work do a minimum of one morning or evening per week at a law centre or citizen's advice bureau. For full-time placements in the holidays it's worth doing your research, there are paid placements or ones that at least cover your expenses. Keep a look out for scholarships schemes like the Centre for Capital Punishment Students and the Human Rights Lawyers Association bursary, which is accepting applications until the 7 May.
Ben Jaffey is a barrister specialising in public and human rights law at Blackstone Chambers. He agrees that hands-on experience is critical but you also have to create your own opportunities.
"The most interesting cases do not just walk through the door", says Jaffey. "People who do a lot of work in this area become quite good at finding the issues that they want to litigate about. Read the papers and think about whether there are legal angles to the story, then approach an appropriate NGO, maybe where you have done work experience and have some contacts, take your ideas to them and look for opportunities to litigate".
Jaffey began by volunteering on public law and human rights cases with the Free Representation Unit (FRU). You receive training and get the chance to work on your own cases. "At bar school I worked on a load of cases for FRU and then appealed some of them. By the time I was a pupil barrister I was appealing some more and then by the time I qualified the same cases where ending up in the court of appeal. I ended up getting a QC to lead me and that started me off on this kind of work."
Jaffey also recommends a stint working for government, as it offers a different perspective of human rights issues. Languages are also important in human rights work, in particular French, Spanish, Arabic and Mandarin. Strong campaigning, fundraising and communications skills, particularly using social media, are also highly sought after by NGOs.
Being willing to work across a number of legal disciplines will also stand you in good stead if you want to be able to fund the more altruistic cases. As well as tiding you over financially, nurturing specialisms and skills helps with the creative aspect of human rights work and will make you better at spotting the big issues.

Friday, 24 May 2013

Choose a degree you love says UCAS Chief Executive

Never mind the job prospects, follow your star when choosing degree, teenagers told


Mary Curnock Cook, chief executive of Ucas
 
  • Mary Curnock Cook
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    Mary Curnock Cook, chief executive of Ucas







Students should follow their hearts as well as their heads when picking a degree course, according to the head of university admissions.
Mary Curnock Cook, chief executive of the Universities and Colleges Admissions Service (Ucas), warned teenagers not to choose a subject on the basis that it might lead to a good job. This might mean ignoring the wishes of parents and teachers, she said.
“It is one of the things that concerns me in the new fee regime,” Ms Curnock Cook said. “If applicants are thinking about progression to higher education as a transaction, perhaps they might make some decisions that they might regret in the future.
“I am a passionate advocate of people following both head and heart when they make decisions about higher education. If you just make a rational decision on your degree course’s ability to support a fantastic high-paid career, but you end up spending three years struggling to really engage with your course and your subject, you are probably not going to enjoy it, get the most out of it or even, potentially, do as well as you could do.”
Medicine and law, prime examples of courses seen as stepping stones to highly-paid careers, have surged in popularity, making them among the most competitive for places. Languages degrees, in particular, have slumped in popularity while many arts and humanities courses have experienced falling demand.
A large survey published by the Higher Education Policy Institute and Which? last week showed that 32 per cent of undergraduates might have chosen a different subject had they known more in advance about its academic demands. In its own survey of applicants last year, before they arrived on campus, Ucas found that 63 per cent were very confident they had made the right choice, 34 per cent were fairly confident and 4 per cent had grave doubts. But their main reasons for going to university, cited by 81 per cent, was that they wanted to study at a higher level.
“Some young adults making that decision perhaps hadn’t realised how big the decision is and perhaps make the decision too lightly,” Ms Curnock Cook said. “Part of it is understanding how a good degree in almost any subject or course gives you significant transferrable skills in almost any breadth of career and I think that remains true. There is perhaps a mood music that that is not as true as it used to be.”
Being taught to think at a high level, address problems, work in groups, influence people, research issues and make decisions were highly prized skills that benefited from passion for the subject, she said. “Those transferrable skills remain true and some of the great employers absolutely recognise that and want those skills from their graduate employees.
“The big accounting firms will take a huge proportion of their graduate intake for accountancy from people who have all sorts of degree backgrounds,” she said.
Ucas research shows that parents have a huge influence over their children’s choice of degree, along with friends and teachers. But she said teenagers should pick courses that they themselves wanted to study. “As a parent your natural instinct is to want the best for your child and to want it to be something you could recognise as being a route through life and their career that is a nice sure path,” Ms Curnock Cook said.
“But I still maintain that the most successful outcome for any young adult making this decision is to be engaging with a course that they are just really excited about — they are going to be engaging with this course and this subject area week in, week out for three and sometimes four years. If you’re not passionate about it, it’s hard to get the best out of it.”

Wednesday, 22 May 2013

Medicine Course

Pre-application Course


Entry into UK medical schools is fiercely competitive and UCAS application forms, Work Experience, Entrance Exams and Interviews continue to be fundamental to a successful application. We strongly believe in giving all candidates the opportunity to reach their maximum potential.

We concentrate on the important qualities and skills required of Tomorrow’s Doctors. We focus on work experience, personal statements, entrance exams and interviews.

Graduates and Undergraduates share some of the course (e.g. Introduction, UKCAT, and some guest talks), but are separated into specific groups for items such as Personal Statements, GAMSAT, Work Experience and Interviews.

Book now! >>
Course Content
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Our course is serious, efficient and intensive preparation for the candidates’ most important decision of their lives. The course is held at Charing Cross Hospital in Hammersmith, London.

Whether discussing work experience, exams, personal statements or interviews, we concentrate on understanding, self-reflection and application. All of our presentations and workshops relate to the skills the schools look for: communication, empathy, organisational skills, academic ability, ability to handle stress, probity, self-reflection and more.

Delegates will leave the course with more knowledge, better personal statements, improved exam technique, greater insight into work experience and a detailed understanding of the areas they need to develop.

This course provides:

• UCAS Personal Statement Workshops.

Interview Workshops with clinicians with experience in interviewing medicine candidates

UKCAT workshops.

GAMSAT workshops (on the graduate course)

• Separate forum for parents from 4-5pm on Sunday (on the undergraduate course)

Work experience workshops, looking at how to gain and use work experience

• Presentations from junior and senior clinicians, from medicine, surgery and general practice

• Presentations from current medical students

• Presentations from patients

• Presentations from allied medical professionals such as paramedics, nurses and physiotherapists, to reflect the enormous importance of the multidisciplinary team

• Interactive Feedback

• Refreshments and lunch provided.

Book now! >>

Pre application course Dates / Time No.places left Price
Undergraduate Pre-Application Course ***FREE*** (£25 for 2xlunch) 29th & 30th June 2013
15 25
Graduate Pre-Application Course ***FREE*** (£25 for 2xlunch) 29th & 30th June 2013
44 25


Let us know what we can do for you. Contact us
By email (click here)
By Phone: 07747634081
Trading Address (for correspondence): 12 High Street, Bramham, LS23 6QQ
Registered Office: CPC1, Capital Park, Fulbourn, CAMBRIDGE, CB21 5XE


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Tuesday, 21 May 2013

Controversy over French University Course taught in English

Use of English in French universities is a cause célèbre


 
 
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    Geneviève Fioraso stressed the importance of competition for overseas students Bertrand Langlois/AFP/Getty Images
Gallic traditionalists fear that the French language will be consigned to the scrapheap because the Government is seeking to ease a ban on the use of English in higher education.
“This is a veritable linguistic assassination,” said Courriel, a French language defence association, which predicts that the nation’s university students will have to sit through tutorials and lectures in English.
The row took the shine off International Francophonie Day this week, which was meant to underline the importance of French to the world.
Geneviève Fioraso, the Minister for Higher Education, said that the development of courses in English was necessary. “If we don’t authorise English, we won’t draw students from emerging nations like India or South Korea,” she said. And universities that refused English would find themselves with “five people sitting around a table discussing Proust”. She added that her critics were motivated by “resistance to change”.
At present French must be used in classrooms from nursery school to university. The only exception involves lessons given by a guest or associate teacher from another country.
The Conference of French University Chancellors denounced the ban as a “powerful brake” on their ability to compete with British and US counterparts in the global market for tertiary education. In practice, however, it is widely flouted in France, with the use of English already common in degree courses for law, economics, science and business.
The upshot is a permanent battle between university chancellors and government officials, who regularly refuse to validate courses in English.
Jean-Loup Salzmann, the chairman of the Conference of French University Chancellors, said: “In any French medical laboratory, more than half the people speak only English. The evaluation of our research is in English, our European projects are in English, and when professors from abroad are welcomed to our universities, we speak to them in English.”
Mrs Fioraso said that she wanted to end the “hypocrisy” by authorising English-language teaching on courses involving a partnership with a foreign institution or a European programme. “This is a positive signal in the direction of foreign Anglophone students,” she said.
Le Figaro newspaper said that her Bill, which is scheduled to be considered by the Socialist Cabinet this month, would have far-reaching consequences, yielding “entirely-in-English courses on a big scale”.
In an attempt to head off the row, Mrs Fioraso suggested that France needed to attract foreign students to promote its own culture. She said: “For Koreans to get into Proust, we have to go through English.”
She hopes that foreigners will account for 15 per cent of France’s 2,382,000 students by 2017, compared with 12 per now.
Defenders of French were appalled. “Our students will soon be forced to study in a foreign language in France itself,” Courriel said. It predicted that French lecturers would be replaced by Indians, Americans and Britons asserting their foreign values.
It called on the Government to scrap its Bill and resist the “Anglo-Saxon counter-model of the general privatisation of human activities, in particular culture, health and education”.
Shared language
Many technical English words have entered the French language, while their official translations have, needless to say, failed to catch on
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E-mail courriel
Pad tablette
Webmaster administrateur de site
CD Rom cédérom autonome
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UKCAT - Top Tips from Medify

What is the UKCAT? And is it fair?
For 26 of 31 medical schools in the United Kingdom, a prospective medical/dental student will be required to sit the UKCAT, taken during the summer before they apply. The test phase runs from July to October; if you intend to apply then you will submit your application to medical/dental schools by 15th October. There are many different types of courses ranging from the more common undergraduate course, to the highly competitive graduate courses. Please be aware that some of medical schools require the UKCAT for their graduate courses but not their undergraduate courses (e.g. Imperial Medical School requires the BMAT for their undergraduate courses but UKCAT for their graduate entry).
The UKCAT is essentially an aptitude computer test designed to pick out very able students from the large pool of applicants that apply to medical school (and dental school) each year. The reason for such an addition to the admissions process is due to last decade’s marked increase in the number of applicants, and the need to arrive at an equitable solution. Some medical schools (i.e. Oxford, Cambridge, Imperial and UCL) have opted to use the BMAT as a form of assessment, which as well as assessing general ability also requires a GCSE-level scientific knowledge. However, the majority of medical schools have adopted the UKCAT as an admissions test.
Team MEDIFY have updated our 50 Top UKCAT Tips for 2013. This list of tips encompasses surface-level nuggets of advice including general preparation, and specific tips on each individual section/subtest: verbal reasoning, quantitative reasoning, abstract reasoning, decision analysis and situational judgement tests.

Controversies surrounding the efficacy of the UKCAT

Numerous studies have been carried out to test the efficacy of the UKCAT, which has shown that the jury is still out on whether the UKCAT can be useful. After time, it is envisioned that more research will shed more light on the effectivness of the UKCAT. The main problem that the UKCAT sought to mitigate was the underrepresentation of certain socio-economic classes in the UK medical profession. Current research concluded:
… the use of the UKCAT may lead to more equitable provision of offers to those applying to medical school from under-represented sociodemographic groups. This may translate into higher numbers of some, but not all, relatively disadvantaged students entering the UK medical profession.
This study took 8459 applicants details on their qualifications and socioeconomic background. It found that a stronger use of the test score as a threshold was associated with significant increased odds of entrants from a low socio-economic background.
There are still a range of issues that this admissions test has raised, especially in the long-term:
  • Whether there is a prohibitive effect of imposing such a test to begin with (e.g. due to apparent cost)
  • Whether the test effectively assesses the abilities required for entrance into medical school
  • Whether the test predicts medical school and post-graduate performance
A few words of advice: The student who focuses on forgoing the means to meet the ends will benefit the most. What that means is critiquing the validity of the UKCAT to test the suitability for medical school should be reserved for medical education academics. There is simply no time for a prospective student to mull whether the test is fair or not. A pragmatic attitude is advisable. If you want to study medicine at university, then do what is required of you. You can debate the fairness, once you’ve been admitted into medical school.

Widening access to UK medical education for under-represented socioeconomic groups: modelling the impact of the UKCAT in the 2009 cohort BMJ 2012;344:e1805 Paul A Tiffin, Jonathan S Dowell, John C McLachlan.

    General Tips




    Verbal Reasoning UKCAT Tips




    Quantitative Reasoning UKCAT Tips




    Abstract Reasoning UKCAT Tips




    Decision Analysis UKCAT Tips




    Miscellaneous UKCAT Tips





50 TOP UKCAT TIPS
by
MEDIFY

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Getting into Medicine with a Biology degree

Getting into medicine with a biology degree


Getting into medicine with a biology degreeMedicine, dentistry and veterinary medicine are popular options for biology graduates. Find out about how to make the change.

Postgraduate courses

Postgraduate courses allow you to qualify as a doctor, dentist, nurse or vet after studying something else as an undergraduate. Entry requirements vary depending on the institution, but as a biology graduate, you should be eligible for just about any of them as long as your results are good enough. On some courses, you might even be able to skip a year and qualify sooner.
It will be much easier to get a place if you have some work experience before you apply. Find out more about work experience for medicine.

Other medical careers

Becoming a doctor, dentist or vet isn't the only way into the medical world. Other options include:
  • Medical research: If you're interested in medical research, you'll need to do a PhD after your undergraduate degree. This will take around three years,
  • Clinical biology: Clinical biologists work with doctors to help protect and treat patients - for example, by testing samples and identifying infections. The NHS Scientist Training programme allows graduates to train to be clinical biologists while being paid.
  • Pharmaceuticals: A biology degree will be useful for a wide range of careers in the pharmaceutical industry, from computer programming to marketing. Pharmaceutical companies often look for degrees in the life sciences even for jobs that aren't directly science-based - but you'll need to demonstrate you have the other skills required, too.

Monday, 20 May 2013

Shortage of Scientists

Scientist shortage driven by lack of information on careers


 
 
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    Professor Brian Cox: making science popular on TV Times photographer, Chris Harris
Young people inspired by science in school are being lost to the field for lack of knowledge, know little or nothing about how to pursue a career in science and rely on their family for advice on how to do so, research suggests.
Young people said they largely enjoyed science, especially in secondary school, and a high proportion thought it was a good area to work in. But 63 per cent of teenagers said they knew “not much” or “nothing” about opportunities to work as a scientist. Only 4 per cent said they knew a great deal about a career in science.
Asked who they turned to for advice and information about careers the most popular answer, cited by 67 per cent, was family. Next came a teacher (49 per cent), careers adviser (44 per cent) and friends (37 per cent).
Just 22 per cent said they had advice from someone working in the field and 14 per cent said they got information from an employer’s presentation.
The study, commissioned by the science charity the Wellcome Trust, shows the mismatch between the popularity of science, highlighted by figures such as the television presenter Professor Brian Cox, and the shortage of scientists and technology graduates.
The trust commissioned Mori to survey the views of 460 young people aged 14-16 last year. The findings suggest that schools and employers need to offer much better information on science careers.
About two thirds of the teenagers surveyed said they had been on work experience, but of these only 28 per cent said their placement was with an employer involved with science, engineering, technology or maths — all areas with recruitment shortages.
Young men were significantly more likely to say they did work experience with a science or technology employer than young women (35 to 21 per cent).
The findings were, however, more positive about how science is taught in schools and highlighted in particular the importance of good teachers in encouraging pupils to pursue the subject.
A high proportion (82 per cent) said science lessons were interesting.
More than half preferred science to other core subjects — 58 per cent found it more interesting than maths and English.
Asked what encouraged them to study science, 58 per cent of teenagers said it was vital to have a good teacher, while 43 per cent said that having a bad teacher discouraged them.
Other attractions included learning about things relevant to real life (40 per cent), doing experiments (37 per cent) and for career opportunities. But 31 per cent said science was too difficult and 24 per cent found it boring.

Matrix Chambers - Law Experience Applications open for 2014




Address Griffin Building
Gray's Inn, London
WC1R 5LN
DX 400 Chancery Lane
Email matrix@matrixlaw.co.uk Telephone +44 (0)20 7404 3447 Fax +44 (0)20 7404 3448
Twitter @matrixchambers

Opportunities at Matrix



Matrix is proud to be an equal opportunities employer and is committed to diversity amongst its staff and its members. We therefore encourage and welcome applications from women, people of minority ethnic origin and people with disabilities, as well as candidates from other groups which are under represented in the legal sector. We are happy to make reasonable adjustments to enable disabled candidates to demonstrate their suitability for the job.

Matrix is an accredited London Living Wage Employer. This means that every member of staff employed by Matrix earns not just the minimum wage but the London Living Wage or more. You can find out more about this scheme here. We are proud to be one of the first barristers' chambers to sign up to this scheme.
RecruitmentThere are no current vacancies within the staff team. Find out more.
Research PanelThe research panel supplements the in-house research support provided by our Legal Information Team. New members of the panel are recruited through an open advertisement process. All enquiries about the research panel should be directed to our Legal Information Officer, Daniel Rudd: danielrudd@matrixlaw.co.uk.Find out more.
Student Open DayUnfortunately the 2013 Student Open Day is now fully booked. I'm sorry for any inconvenience.
Traineeships
We currently offer up to two 12-month traineeships a year for those keen to practise at the Bar.
Entry for traineeship commencing October 2014 is now closed.

First round traineeship interviews will be held on 19 & 20 June and second round interviews on 6 July.
Traineeship Brochure
Work ExperienceWe have run a successful programme of work experience placements since spring 2001. We aim to give students a taste of work in a modern legal practice and busy office environment. Visit the Matrix Work Experience Blog for more information.

If you would like to apply for a one week placement, please complete the application form and return to Lindsay Clarke, details at the bottom of the application form. If you have any further questions Lindsay can be contacted on +44 (0)20 7404 3447.

PLEASE NOTE: - Our work experience programme is only open to students currently undertaking GCSE's and A levels or the equivalent.
- We do not offer work experience during the months of August and September due to court vacations. Please do not apply for these dates.
- We are now fully booked for 2013; applications are now open for 2014.
Work Experience Application formWork Experience Details