The Bible says about the Gay and Lesbians: Romans 1:18-32
1:18 For the wrath of God is revealed from heaven against all ungodliness and unrighteousness of people who suppress the truth by their unrighteousness, 1:19 because what can be known about God is plain to them; because God has made it plain to them. 1:20 For since the creation of the world his invisible attributes—his eternal power and divine nature—have been clearly seen, because they are understood through what has been made. So people are without excuse. 1:21 For although they knew God, they did not glorify him as God or give him thanks, but they became futile in their thoughts and their senseless hearts were darkened. 1:22 Although they claimed to be wise, they became fools 1:23 and exchanged the glory of the immortal God for an image resembling a mortal human being and birds and four-footed animals and reptiles.1:24 Therefore God gave them over in the desires of their hearts to impurity, to dishonor their bodies among themselves. 1:25. They exchanged the truth of God for a lie and worshiped and served the creation rather than the Creator, who is blessed forever! Amen.1:26 For this reason God gave them over to dishonorable passions. For their women exchanged the natural sexual relations for unnatural ones, 1:27 and likewise the men also abandoned natural relations with women and were inflamed in their passions for one another. Men committed shameless acts with men and received in themselves the due penalty for their error. 1:28 And just as they did not see fit to acknowledge God, God gave them over to a depraved mind, to do what should not be done. 1:29 They are filled with every kind of unrighteousness, wickedness, covetousness, malice. They are rife with envy, murder, strife, deceit, hostility. They are gossips, 1:30 slanderers, haters of God, insolent, arrogant, boastful, contrivers of all sorts of evil, disobedient to parents, 1:31 senseless, covenant-breakers, heartless, ruthless. 1:32. Although they fully know God’s righteous decree that those who practice such things deserve to die, they not only do them but also approve of those who practice them.
LAMBDA Institute of Gay and Lesbian Studies
Funded by the
LAMBDA Educational Research Foundation
Recent Developments and Related Organization News
Long-range Planning Task Group
A volunteer Task Group is researching and mapping the constitution, organizational structure, and educational programming of the LAMBDA Educational Consortium, the parent body for the LAMBDA Educational Research Foundation, and the LAMBDA Institute of Gay and Lesbian Studies.
A goal of Phase I of this project is to complete a feasibility study on the Institute entering into the virtual educational arena, i.e., the development, delivery, evaluation and web conferencing related to online courses. This event's time budget is 30 working days. The projected completion date is November 30, 1999.
Thus, when phase one of this project is completed, we will respond by email to requests for membership with our organization.
Rick Mozil
The LAMBDA Educational Consortium Posted: Thursday, November 4, 1999.
Involvement with LAMBDA
We acknowledge many requests for information concerning a way that people might contribute to developing LAMBDA's resources. I direct you to our home page, as ask that you read the section, "Recent Developments and Related Organization News." Here you will find where we require the most help.
We are a volunteer group of educationalists from mixed disciplines, and at this time do not receive financial compensation. The LAMBDA Educational Consortium is run on a shoe-string budget, and this aspect will change. But, it takes time and the continued contributions and efforts by many volunteers to continue our work to meet our organizational goals. One of our aims is to build this organization into a financially sound and reliant accredited virtual institute of learning.
Nevertheless, our past experience with similar requests, and correspondence on this topic leave us without an outcome, i.e., the person is generally looking for an immediate financial gain. I am not suggesting this may be the same for everybody. Yes, we do need and require assistance from academics, researchers, eductionalists, program developers. However, at this time, we cannot offer any financial compensation for their contributions of time and resources.
Fees for authored material offered for delivery either by long-distance learning or site learning, assuming registration quotas meet the events budget are negotiated with the author, publisher of pubished material, or with the author of non-published material before the program is marketed or delivered.
What we offer is an invitation to join an innovative educational team, to volunteer time and resources to help construct the blocks to support the organization's aim, but primarily, to assist us with meeting the vision of the LAMBDA Educational Consortium, including research projects that will soon be underway.
If you are or remain interested after reading this posting, please contact us by email. Then we will begin a dialogue. If you find what we offer is not what you are looking for, we thank you for your interest.
Rick Mozil
The LAMBDA Educational Consortium Posted: Saturday, November 6, 1999.
A HISTORICAL LOOK
The following is from an article published in the Perceptions magazine, out of Saskatoon, SK, February 1994, after we received our Certificate of Incorporation, January 10, 1994:
What Difference Should It Make?
Sexual orientation should not make any difference! Two people, with this value in mind, began in April 1993 formulating a plan of action. This resulted in the development of a new nonprofit organization based in Edmonton, called 'LAMBDA Educational Research Foundation'.
Over many cups of coffee, ideas were tossed around and discussed about what the primary purpose of the Foundation should be. Then it was decided to incorporate as a nonprofit society. With this decision the coffee mates moved on to brainstorming ideas until their heads ached. After several pain killers, we came up with a Mission Statement which reads "The Foundation promotes research into Gay and Lesbian issues and lifestyles for the purpose of public education."
From that moment, we began the long and strenuous search for people who shared this ideal. We were successful in finding people with different experiences and sexual orientations to join us in being Founders of LAMBDA.
LAMBDA was developed on the principle that sexual orientation does not matter. We were successful at gaining good representation of members no matter their sexual preference. Needless to say, the focus of the discussions was on aspects of research, education, and the person's views on Gay and Lesbian lifestyles and social issues.
The Founding members are professional educators, continually researching and developing materials for workshops, seminars, and discussions about Gay and Lesbian issues. For example, a series of workshops on Relationship Enhancement, Anti-Homophobia seminar for heterosexuals, and Life Skills Student sessions is being worked on, and will be available for registration in the near future. These sessions are being developed with the idea that public education can be a key element towards creating awareness and growth toward equality.
Our work is only beginning since we just received our Certificate of Incorporation, and more exciting ideas, developments, and activities are yet to come. We are excited about the response and support we have received to date! Therefore! we encourage and welcome folks that share a similar ideal, to drop us a line and/or follow the program of events calendar that will be published in Perceptions this year.
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OVERVIEW of the Foundation and the Institute of Gay and Lesbian Studies
The LAMBDA Educational Research Foundation was established as a non-profit and autonomous organization in 1994.
The LAMBDA Institute of Gay and Lesbian Studies was formed as a branch society in 1995 to administer to and carry out the research, education, and consulting components of the society. The LAMBDA organization is a locally based research and education centre for educators, scholars, specialists, students, and other interested persons concerned with gay and lesbian social issues, particularly, the multi-faceted issues of the homosexual culture and lifestyle, problems with stability and security, political and social changes.
The Foundation and Institute are governed by a six-member Board of Directors comprising members from various professional backgrounds, including adult education. A three-person Executive Committee oversees the day-to-day operations; it is chaired by the chief executive officer who along with the Vice Chair and Past Chair povide guidance and leadership to the governing Board. Five standing committees aid in developing and maintaining of professionalism, membership, education, research, resources, marketing and public relations, organization policy and administration.
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PURPOSE - MISSION
The LAMBDA organization promotes research into lesbian and gay issues and lifestyles for the purpose of public education. The fundamental educational and research purposes of the Foundation and its Institute are to provide:
research, instruction, oratorical, evaluation, resource methodologies, programs and materials;
marketing and delivery of programs and materials;
certification programs and materials;
speaker's bureau program and materials;
education in lesbian and gay issues as instructional and oratorical programs;
encouragement and assistance to persons seeking to improve their ability to be analytical and
critical thinkers, and effective communicators on lesbian and gay issues.
Philosophy
The fundamental ideology of the LAMBDA organization is, through the framework of its members and other administrative levels of the organization:
to actively foster an environment of nondiscrimination towards any individual regardless of race, religion, sex, sexual orientation or ethnicity;
to foster social affirmation of the lesbian and gay community;
to refute traditionally popular myths, stereotypes, beliefs and misconceptions regarding lesbians and gays;
to remain nonaligned with any political group or religious organizations;
to work toward social equality through supporting endeavours which contribute to social equality and the dignity of the lesbian and gay community;
to advocate for social acceptance by seeking social change through educational and research processes;
to provide a visible contribution toward the unification and solidarity of the lesbian and gay community and its supporters through services offered by the Foundation and its Institute;
to provide a centre which will disseminate its philosophies and provide an environment for the nurturing and enhancement of the lesbian and gay community;
to engage in, support and pursue research using scientific research methodologies, into all aspects of the lesbian and gay experience in the areas of literature, sexuality, relationships, psychology and socioeconomic development.
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SERVICES
We have recategorized the organization's service areas since the development of the Institute.
The Foundation is responsible for governing the Institute; it will focus on funding, financial matters and other services.
The Institute will not be solely responsible for this area, but as an educational service provider, it would contribute toward the financial goals of the organization. The division of responsibilities allows the Foundation to focus on, administer to, and coordinate fundraising activities, membership drives and solicit contributions, and make donations to organizations whose mission statements promote education and research.
The Institute will concentrate on these services:
Adult, and pre-adult programs. Such programs include certificate and non-certificate courses which the Institute has built on program planning, curriculum development, delivery and evaluation models. As an educational consulting service provider, we offer program planning, curriculum development, delivery and evaluation for in-house programs. The long-term intention with some of our courses is to seek accreditation from the Department of Education, with credit transfers to post-secondary institutions.
Peer support training and certification programs.
Life skills training programs for partners, singles and families.
Instructional programs. These include workshops and seminars based on educational products developed by the Institute. As an educational consulting service provider, we offer development of instructional programs for in-house programs.
Consulting to educational institutions, helping professionals, helping agencies, nonprofit groups and charitable organizations.
Research and research projects. These include ongoing internal research, and in response to requests for service from outside groups and organizations.
Libraries and archives - resources for internal use and public access.
Speaker's Bureau. This would include guest presentations, lectures at and for local colleges and universities, secondary schools, health and community service organizations, public educational forums, and professional groups.
Oratorical programs. These include certificate courses designed for skill development in communication and public speaking. Upon completion, the graduate's name will be added to our accredited speaker's list. The Institute matches client's requests to a speaker's area of expertise before arranging a speaking engagement.
Parliamentary procedure programs. These include certificate courses, which we offer as a consulting service.
Board development programs. These include certificate courses, which we offer as a consulting service.
Groups for learning conversations, talk, research and projects with a specific focus and theme.
Literary and debating sessions. These include organized sessions based on themes, with education and skill development as the purpose. The Institute will offer certificate courses in debate and debating.
Academic services for secondary and post-secondary students. Network services will be directly accessible by members and non-members to help in academic development from a mentor/coach, or academic counselling perspective.
Referral services to educational institutions, community services, helping and other registered professionals. This network service is directly accessible by anyone who seeks names and types of services offered by community agencies, groups and counselling services.
An important note: As an educational consulting service provider, our services are not limited to the City of Edmonton or the greater Edmonton area. We possess network capabilities via the Internet that allow us to offer a full range of services which include e-mail, net serving, and distribution of research and educational materials. We also subscribe to organizations and groups with similar interests throughout the world that have file transfer protocol and newsnet services. We store educational and service information in dBASE files, which are part of our library and archive databanks.
OTHER INFORMATION SERVICES Our organization is an education consulting service provider. To aid our pursuit of information sharing, we are developing marketing strategies and advertising materials. These materials include brochures, course catalogues and the Foundation newsletter. The brochure and course catalogue are near completion. The newsletter is in an early stage of development.
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LIBRARY OF RESOURCES
LAMBDA has created many references available for you to copy to your own computer for easy reference and use. Please feel free to print out or copy and paste these files. Credit as to the source would be appreciated. Click on the file you want from the list (under development) below.
Coming Out
Homophobia
IGNORANCE --------> FEAR -----------> HATRED
|
V
"QUEER BASHING"
Human Rights and Homosexuality
PFLAG's Is Homosexuality a Sin?
What Difference Does It Make? (coming out, coming out model, homosexual culture, silent activism, etc.)
Words to Live By from Keith Charles O'Shea '95
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DISCUSSION NEWS GROUP
The Institute has established a news group for the purposes of discussion, research, information exchange and announcements. The Institute carries out research, educational program planning and delivery, and consulting on homosexual, bisexual and transgender social issues and lifestyles for public education. We invite interested persons to link with our news group, read the postings, contribute topics of an educational nature and to the discussions, and to the vitality of this discussion group. As well, we are responsible for the monitoring of the group, to ensure there that the information posted in the group is not in contravention to our Standards and Ethics policies.
The Newsgroup for Lambda Education dialogue is at alt.org.lambda.education. Ask your news server to add it to the list of groups it subscribes to, so you can join in on the exchange of ideas. Or if you prefer, E-mail your news administrator's or server administrator's E-mail address to us, and we will contact them.
Or you can try our test link: Lambda Newsgroup
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CALL FOR RESOURCES
The LAMBDA Institute of Gay and Lesbian Studies is calling for resources to help the development of its library and research DBASE. We invite donations and submissions of papers; theses, reports, term papers, works of literature; including nonfiction, research, statistics, studies, journals, magazines, newspapers, reviews, reference works, archive and unpublished materials on any aspect of homosexuality. These areas are inclusive of the gay, lesbian, bisexual, transgendered, transsexual groups in the humanities and social sciences. It is our policy that copyrights, authorship and recognition of the sources of our materials are acknowledged and disclosed according to our Code of Ethics and Standards, which in part, are based on the American Psychological Association Publication Standards (APA Standards). Please E-mail the LAMBDA Organization if you or your organization is interested in contributing materials.
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COURSES and Programs PLANNED
The LAMBDA Institute of Gay and Lesbian Studies intends to offer the following educational courses and programs as soon as possible. Ask (through e-mail to Lambda) to be put on the mailing list for our course catalogue (when it becomes available) which will have more details about the courses, including costs, location, dates and times of delivery, profiles on instructors, and how to register.
PERSONAL GROWTH, SELF-CONCEPT, IDENTITY
What Difference Should It Make? [a three part series]
Communicating with Teens
Don't Fear Failure
My Bias About Homosexuality
Life Skills for Homosexual Persons
Religion and Homosexuality
RELATIONSHIP SKILLS
Relationship Building for Singles, Couples and Families
Seven Things You Can Do Today
Communicating with Teens
Planning Your Holy Union [Wedding]
Living in a Mixed Orientation Marriage [homosexual or bisexual wed to heterosexual]
ORGANIZATIONAL AND COMMUNICATION SKILLS
Productive Meetings
Board Development for non-profit organizations
Parliamentary Procedure
Fear of Public Speaking
Communicating with Impact [a public speaking course]
Communication and Problem-Solving
Communicating with Teens
The InterNet, Research Methodologies and Tools on subjects of Homosexuality
Preparing A Newsletter
HELP WANTED: These are the courses and programs we seek help in developing. These are not necessarily the final titles of any course, but they give an idea of what we are seeking. If you are interested in working with the Lambda team on developing one of these topics or submitting a URL for linking to a topic, please e-mail us at Lambda.
COMMUNITY SERVICE AND EDUCATION
Dealing with Sexuality
Peer Support Counselling and Certification
Homophobia
Warding Off Gay and Lesbian Bashing
Myths and Misconceptions of Homosexuality
Culture, and Cultural Bias and Differences of the Homosexual Community
Sexual Orientation: Preference or Biological Makeup?
If Homosexuality is an Unnatural Act, then Why Does It Happen?
Gay and Lesbian Characteristics
Dealing with Why Your Partner Left You for a Homosexual Person [for Heterosexuals]
Gay Activisim
RELATIONSHIP SKILLS
Living Together
Partnership Roles: are they gender specific?
Relationships and Co-dependency
Bereavement: The Loss of a Partner, Family Member
Homosexual Families
PERSONAL GROWTH, SELF-CONCEPT, IDENTITY
Living Right, a Guide to Living a Healthier Lifestyle
Homosexuality and Aging
Homosexuality and Adolescence
Homosexuality and the Five Step Affirmation Model
Homosexuality and History
Homosexuality and Literature
Homosexuality and the Arts
Homosexuality and the Social Scenes
Homosexuality and Social Diseases
Homosexuality and Education
Homosexuality and Adult Education
Homosexuality and Discrimination
Homosexuality and Promiscuity
Homosexuality and the 21st. Century
Homosexuality and Parenting
Homosexuality and Communication
Homosexualtiy and Abuse
Homosexuality and Authorship
Understanding Hetrosexuality
Understanding Homosexuality
Understanding Bisexuality
Wills and Estate Planning
Celebrating Homosexuality
Revealing Yourself [Disclosure of Sexual Orientation]
SPECIAL ISSUES AND TOPICS
Women's Issues in the Homosexual Community
Lesbians & Aids/Women & Aids
Careers in Non-Traditional Jobs
Women as Entrepreneurs
Role Models and Mentors
Dealing with being female: why do so many lesbians adopt a masculine demeanour?
Native Homosexual Issues
Disabled Homosexual Issues
Gender Differences
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CODE OF ETHICS
The Foundation and its Institute adhere to a professional code of ethics. All educational and research approaches are conducted in an ethical and scientific manner which meets the standards set by the Standards and Ethics Committee of the organization.
Each person/group requesting services from the Foundation and its Institute receives the highest standard of service. The organization recruits qualified staff and volunteers, encourages and supports their ongoing training and educational goals, and ensures that all those providing services are aware of and understand the Foundation's mission statement, philosophy and code of ethics.
This organization is fully and publicly accountable for its services, programs and fiscal operations.
You are invited to read our Code of Ethics.
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FEE-FOR-SERVICE
We have registered the parent organization and its branch society as a not-for-profit society. This does not waive our responsibility to generate a cash flow to meet our objectives. We have begun developing a fee scale for programs and some service areas. Referral services, some archive and academic services, groups, literary and debating sessions, and possibly libraries will be fee exempt. We will tailor the fee scale to all income brackets. It is not our intention to create a financial barrier to education, but to aid in the development of education and increased awareness.
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MEMBERSHIP
Members will receive a membership package including a free subscription to the Foundation's newsletter and a course calendar. Referral services are free and courses and programs are offered to members at a reduced cost throughout the year.
The libraries and archive resources and other services offered by this organization are available to members. As the Foundation and its Institute grow, so will the services and benefits to members.
Membership Fees
Individual or family - $10.00
Subscription membership (for institutions and organizations) - $50.00
We welcome and appreciate donations. Charitable status is in the works. Once we receive our status number, we will begin issuing tax-deductible receipts for educational and non-educational fees and donations.
Membership Policy
Membership Fees:
Membership is separated into two categories: Individual and Subscription.
Individual memberships include the Life, Honorary, Private and Individual classifications as defined in the Bylaws.
Subscription memberships include the Corporate and Institutional classifications.
The annual Individual membership fee for the LAMBDA organization (the Foundation and its Institute) is ten dollars ($10.00) Canadian.
The annual Subscription membership fee is fifty dollars ($50.00) Canadian. These memberships have no voting privileges, but will receive all Society literature. When a Subscription membership is purchased, the President or Executive Director of that Institution or Organization will automatically receive an Individual membership.
Special consideration is given to the economically disadvantaged. Those individuals may volunteer ten (10) hours or more to the Society in lieu of money.
The membership year expires twelve (12) months after the date of granting the membership.
Membership Privileges:
Members are encouraged to be involved in all aspects of membership as long as their membership is in good standing with the Society.
All members will receive a bi-monthly newsletter highlighting social issues affecting homosexual persons, the activities of the LAMBDA Organization including notices of upcoming events and courses.
All members may attend regular Board meetings and the Annual General meeting.
Training courses and programs is offered to members at a reduced price.
The libraries and archive resources and other services offered by the LAMBDA Organization are available to members.
Recognition of Contributions to the LAMBDA organization:
The three (3) categories for recognizing individuals and organizations which support the Society through either financial and/or volunteer work are:
Bronze: for financial donations between $60 and $150 dollars Canadian over one membership year and/or 10-30 hours of volunteer service.
Silver: for financial donations between $151 and $300 dollars Canadian over one membership year and/or 31-60 hours of volunteer service.
Gold: for financial donations over $300 dollars Canadian over one membership year and/or over 61 hours of volunteer service.
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HOW TO CONTACT THE ORGANIZATION
The LAMBDA organization [LAMBDA Educational Research Foundation, a society incorporated in 1994 and LAMBDA Institute of Gay and Lesbian Studies, a branch society] is a Canadian-based educational consulting service provider focusing on gay and lesbian social issues.
We welcome inquiries about our organization and its services.
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TO CONTACT US, please send an e-mail, or
Postal mail to: 10925 - 69th Ave. NW Edmonton AB CA T6H 2E4, or
Fax: (780) 988-2112.
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Links to Community Resources and Supporting Organizations
Canadian Gay, Lesbian & Bisexual Resource Directory
OUTreach a University of Alberta GLBT organization
Queer Academy at UofA
Sexual Orientation Resource List by UofA
Queer Resources Directory from the USA
Women's Studies Database, Diversity/Sexual Orientation - University of Maryland
Diversity Conferences of Alberta resources and conference info
Orlando Books and Edmonton readings
Wednesday, February 11, 2009
Thursday, February 5, 2009
Late Antique and Byzantine Studies
The Internet Ancient History Sourcebook has expanded greatly since its creation, and now contains hundred of local files as well as links to source texts throughout the net.
See Introduction for an explanation of the Sourcebook's goals.
See the Help! page for all the help on research I can offer.
Although I am more than happy to receive notes if you have comments on this web site, I cannot answer specific research enquiries [and - for students - I cannot, or rather will not, do your homework.]
The Ancient History Sourcebook works as follows:
This Main Index page [this page] shows all sections and sub sections. These have also been regularized in a consistent hierarchy. This should allow rapid review of where texts are.
To access the sub-section pages, simply browse the sections below and select the highlighted (white text with blue background) section title on the left.
In addition there are two navigation bars on the left of each page for every sub-section
The top - and smaller - navigation bar directs you to the other main parts of the Sourcebook - this overall Index page [clicking IAHS logo will also take you there if you ever get lost]; the Full Texts page; the Legal Texts page: the Search page; and a new HELP! page, which you should consult if you get lost, or need research assistance.
The lower - and larger - navigation bar will take you directly to any of the sub-sections from any of the other sub-sections, each indicated by a short title.
For materials added since July 1998 see the New Additions page.
Additional Study/Research Aids
In addition to the above structure, there are a series of pages to help teacher and students.
Ancient History in the Movies
See Introduction for an explanation of the Sourcebook's goals.
See the Help! page for all the help on research I can offer.
Although I am more than happy to receive notes if you have comments on this web site, I cannot answer specific research enquiries [and - for students - I cannot, or rather will not, do your homework.]
The Ancient History Sourcebook works as follows:
This Main Index page [this page] shows all sections and sub sections. These have also been regularized in a consistent hierarchy. This should allow rapid review of where texts are.
To access the sub-section pages, simply browse the sections below and select the highlighted (white text with blue background) section title on the left.
In addition there are two navigation bars on the left of each page for every sub-section
The top - and smaller - navigation bar directs you to the other main parts of the Sourcebook - this overall Index page [clicking IAHS logo will also take you there if you ever get lost]; the Full Texts page; the Legal Texts page: the Search page; and a new HELP! page, which you should consult if you get lost, or need research assistance.
The lower - and larger - navigation bar will take you directly to any of the sub-sections from any of the other sub-sections, each indicated by a short title.
For materials added since July 1998 see the New Additions page.
Additional Study/Research Aids
In addition to the above structure, there are a series of pages to help teacher and students.
Ancient History in the Movies
Jewish Studies
Welcome to the Department
of Hebrew and Jewish Studies
University College London houses the largest department of Hebrew and Jewish Studies in Europe. The department is the only one in the UK to offer a full degree course and research supervision in Jewish Studies at the BA Honours, MA, MPhil and PhD levels in every subject of Hebrew and Jewish Studies - philology, history, and literature - covering virtually the entire chronological and geographical span of the Hebrew and Jewish civilisation from antiquity through the Middle Ages to the modern period. Degrees can be completed on a full- or part-time basis.
HJS values its reputation as one of the most JYA (Junior Year Abroad) friendly departments at UCL.
The department acts as host to both the Jewish Historical Society of England (JHSE) and the Institute of Jewish Studies (IJS), which organises annual public lecture series and international conferences on all aspects of Jewish civilisation. As the first university to open its doors to Women, Roman Catholics and Dissenters, UCL was also the first to admit Jewish students. This traditional link of the College with the Anglo-Jewish community is very much alive today.
Excellent RAE ResultsMany may have been surprised to discover that UCL—once known as "that Godless institution on Gower Street"—was now generating a great deal of high quality research in Religious Studies. This has been taking place within Hebrew and Jewish Studies, submitted as a small but dynamic unit of assessment to the Theology, Divinity and Religious Studies sub-panel in the 2008 nation-wide Research Assessment Exercise. With an average point score of 2.90, with 70% of its submission rated "world leading" (30%) or "internationally excellent" (40%), with its Research Environment rated 100% "world leading" (70%) or "internationally excellent" (30%), and its Esteem Indicators rated 100% "world leading", the Department has achieved one of the best results both within UCL and nationally, where it ranks third (a position it shares with Oxford and Cambridge) out of 38 units of assessment throughout the UK.
Postgraduate Research Studentships
The Faculty of Arts and Humanities intends to offer five postgraduate research studentships (for students working towards a PhD) for the academic year 2009–2010.
Three one-off studentships, open to all students, shall have a value of £5,000 and are tenable for ONE YEAR.
Two studentships for overseas students shall have a value of £6,500 per annum, and are tenable for TWO YEARS, subject to a progress review at the end of year one.
For more information, please download the Information for Applicants.
New CourseThe department of Hebrew and Jewish Studies is delighted to launch a new course, The Secularisation of Jewish Culture in the Modern Era. The course examines the secularisation of Jewish society and culture from the 17th century on, focusing on underlying social change, political trends and ideologies, as well as on the cultural expression of secularism in language, literature and film. It reviews the careers of pivotal thinkers who have helped shape this development, and examines the response to the change of religious Odthodoxy.
The course, funded by the Posen Foundation, will run throughout the academic year on Tuesdays, 9–11 in Foster Court, room 331. This course is open to students from other UCL Departments and various universities as well as to the general public.
of Hebrew and Jewish Studies
University College London houses the largest department of Hebrew and Jewish Studies in Europe. The department is the only one in the UK to offer a full degree course and research supervision in Jewish Studies at the BA Honours, MA, MPhil and PhD levels in every subject of Hebrew and Jewish Studies - philology, history, and literature - covering virtually the entire chronological and geographical span of the Hebrew and Jewish civilisation from antiquity through the Middle Ages to the modern period. Degrees can be completed on a full- or part-time basis.
HJS values its reputation as one of the most JYA (Junior Year Abroad) friendly departments at UCL.
The department acts as host to both the Jewish Historical Society of England (JHSE) and the Institute of Jewish Studies (IJS), which organises annual public lecture series and international conferences on all aspects of Jewish civilisation. As the first university to open its doors to Women, Roman Catholics and Dissenters, UCL was also the first to admit Jewish students. This traditional link of the College with the Anglo-Jewish community is very much alive today.
Excellent RAE ResultsMany may have been surprised to discover that UCL—once known as "that Godless institution on Gower Street"—was now generating a great deal of high quality research in Religious Studies. This has been taking place within Hebrew and Jewish Studies, submitted as a small but dynamic unit of assessment to the Theology, Divinity and Religious Studies sub-panel in the 2008 nation-wide Research Assessment Exercise. With an average point score of 2.90, with 70% of its submission rated "world leading" (30%) or "internationally excellent" (40%), with its Research Environment rated 100% "world leading" (70%) or "internationally excellent" (30%), and its Esteem Indicators rated 100% "world leading", the Department has achieved one of the best results both within UCL and nationally, where it ranks third (a position it shares with Oxford and Cambridge) out of 38 units of assessment throughout the UK.
Postgraduate Research Studentships
The Faculty of Arts and Humanities intends to offer five postgraduate research studentships (for students working towards a PhD) for the academic year 2009–2010.
Three one-off studentships, open to all students, shall have a value of £5,000 and are tenable for ONE YEAR.
Two studentships for overseas students shall have a value of £6,500 per annum, and are tenable for TWO YEARS, subject to a progress review at the end of year one.
For more information, please download the Information for Applicants.
New CourseThe department of Hebrew and Jewish Studies is delighted to launch a new course, The Secularisation of Jewish Culture in the Modern Era. The course examines the secularisation of Jewish society and culture from the 17th century on, focusing on underlying social change, political trends and ideologies, as well as on the cultural expression of secularism in language, literature and film. It reviews the careers of pivotal thinkers who have helped shape this development, and examines the response to the change of religious Odthodoxy.
The course, funded by the Posen Foundation, will run throughout the academic year on Tuesdays, 9–11 in Foster Court, room 331. This course is open to students from other UCL Departments and various universities as well as to the general public.
Human Rights
Human Rights Act 1998
1998 CHAPTER 42
ARRANGEMENT OF SECTIONS
An Act to give further effect to rights and freedoms guaranteed under the European Convention on Human Rights; to make provision with respect to holders of certain judicial offices who become judges of the European Court of Human Rights; and for connected purposes.
[9th November 1998]
Be it enacted by the Queen’s most Excellent Majesty, by and with the advice and consent of the Lords Spiritual and Temporal, and Commons, in this present Parliament assembled, and by the authority of the same, as follows:—
Introduction
1 The Convention Rights (1) In this Act “the Convention rights” means the rights and fundamental freedoms set out in—
(a) Articles 2 to 12 and 14 of the Convention,
(b) Articles 1 to 3 of the First Protocol, and
(c) Articles 1 and 2 of the Sixth Protocol,
as read with Articles 16 to 18 of the Convention.
(2) Those Articles are to have effect for the purposes of this Act subject to any designated derogation or reservation (as to which see sections 14 and 15).
(3) The Articles are set out in Schedule 1.
(4) The Secretary of State may by order make such amendments to this Act as he considers appropriate to reflect the effect, in relation to the United Kingdom, of a protocol.
(5) In subsection (4) “protocol” means a protocol to the Convention—
(a) which the United Kingdom has ratified; or
(b) which the United Kingdom has signed with a view to ratification.
(6) No amendment may be made by an order under subsection (4) so as to come into force before the protocol concerned is in force in relation to the United Kingdom.
2 Interpretation of Convention rights (1) A court or tribunal determining a question which has arisen in connection with a Convention right must take into account any—
(a) judgment, decision, declaration or advisory opinion of the European Court of Human Rights,
(b) opinion of the Commission given in a report adopted under Article 31 of the Convention,
(c) decision of the Commission in connection with Article 26 or 27(2) of the Convention, or
(d) decision of the Committee of Ministers taken under Article 46 of the Convention,
whenever made or given, so far as, in the opinion of the court or tribunal, it is relevant to the proceedings in which that question has arisen.
(2) Evidence of any judgment, decision, declaration or opinion of which account may have to be taken under this section is to be given in proceedings before any court or tribunal in such manner as may be provided by rules.
(3) In this section “rules” means rules of court or, in the case of proceedings before a tribunal, rules made for the purposes of this section—
(a) by the Lord Chancellor or the Secretary of State, in relation to any proceedings outside Scotland;
(b) by the Secretary of State, in relation to proceedings in Scotland; or
(c) by a Northern Ireland department, in relation to proceedings before a tribunal in Northern Ireland—
(i) which deals with transferred matters; and
(ii) for which no rules made under paragraph (a) are in force.
Legislation
3 Interpretation of legislation (1) So far as it is possible to do so, primary legislation and subordinate legislation must be read and given effect in a way which is compatible with the Convention rights.
(2) This section—
(a) applies to primary legislation and subordinate legislation whenever enacted;
(b) does not affect the validity, continuing operation or enforcement of any incompatible primary legislation; and
(c) does not affect the validity, continuing operation or enforcement of any incompatible subordinate legislation if (disregarding any possibility of revocation) primary legislation prevents removal of the incompatibility.
4 Declaration of incompatibility (1) Subsection (2) applies in any proceedings in which a court determines whether a provision of primary legislation is compatible with a Convention right.
(2) If the court is satisfied that the provision is incompatible with a Convention right, it may make a declaration of that incompatibility.
(3) Subsection (4) applies in any proceedings in which a court determines whether a provision of subordinate legislation, made in the exercise of a power conferred by primary legislation, is compatible with a Convention right.
(4) If the court is satisfied—
(a) that the provision is incompatible with a Convention right, and
(b) that (disregarding any possibility of revocation) the primary legislation concerned prevents removal of the incompatibility,
it may make a declaration of that incompatibility.
(5) In this section “court” means—
(a) the House of Lords;
(b) the Judicial Committee of the Privy Council;
(c) the Courts-Martial Appeal Court;
(d) in Scotland, the High Court of Justiciary sitting otherwise than as a trial court or the Court of Session;
(e) in England and Wales or Northern Ireland, the High Court or the Court of Appeal.
(6) A declaration under this section (“a declaration of incompatibility”)—
(a) does not affect the validity, continuing operation or enforcement of the provision in respect of which it is given; and
(b) is not binding on the parties to the proceedings in which it is made.
5 Right of Crown to intervene (1) Where a court is considering whether to make a declaration of incompatibility, the Crown is entitled to notice in accordance with rules of court.
(2) In any case to which subsection (1) applies—
(a) a Minister of the Crown (or a person nominated by him),
(b) a member of the Scottish Executive,
(c) a Northern Ireland Minister,
(d) a Northern Ireland department,
is entitled, on giving notice in accordance with rules of court, to be joined as a party to the proceedings.
(3) Notice under subsection (2) may be given at any time during the proceedings.
(4) A person who has been made a party to criminal proceedings (other than in Scotland) as the result of a notice under subsection (2) may, with leave, appeal to the House of Lords against any declaration of incompatibility made in the proceedings.
(5) In subsection (4)—
“criminal proceedings” includes all proceedings before the Courts-Martial Appeal Court; and
“leave” means leave granted by the court making the declaration of incompatibility or by the House of Lords.
Public authorities
6 Acts of public authorities (1) It is unlawful for a public authority to act in a way which is incompatible with a Convention right.
(2) Subsection (1) does not apply to an act if—
(a) as the result of one or more provisions of primary legislation, the authority could not have acted differently; or
(b) in the case of one or more provisions of, or made under, primary legislation which cannot be read or given effect in a way which is compatible with the Convention rights, the authority was acting so as to give effect to or enforce those provisions.
(3) In this section “public authority” includes—
(a) a court or tribunal, and
(b) any person certain of whose functions are functions of a public nature,
but does not include either House of Parliament or a person exercising functions in connection with proceedings in Parliament.
(4) In subsection (3) “Parliament” does not include the House of Lords in its judicial capacity.
(5) In relation to a particular act, a person is not a public authority by virtue only of subsection (3)(b) if the nature of the act is private.
(6) “An act” includes a failure to act but does not include a failure to—
(a) introduce in, or lay before, Parliament a proposal for legislation; or
(b) make any primary legislation or remedial order.
7 Proceedings (1) A person who claims that a public authority has acted (or proposes to act) in a way which is made unlawful by section 6(1) may—
(a) bring proceedings against the authority under this Act in the appropriate court or tribunal, or
(b) rely on the Convention right or rights concerned in any legal proceedings,
but only if he is (or would be) a victim of the unlawful act.
(2) In subsection (1)(a) “appropriate court or tribunal” means such court or tribunal as may be determined in accordance with rules; and proceedings against an authority include a counterclaim or similar proceeding.
(3) If the proceedings are brought on an application for judicial review, the applicant is to be taken to have a sufficient interest in relation to the unlawful act only if he is, or would be, a victim of that act.
(4) If the proceedings are made by way of a petition for judicial review in Scotland, the applicant shall be taken to have title and interest to sue in relation to the unlawful act only if he is, or would be, a victim of that act.
(5) Proceedings under subsection (1)(a) must be brought before the end of—
(a) the period of one year beginning with the date on which the act complained of took place; or
(b) such longer period as the court or tribunal considers equitable having regard to all the circumstances,
but that is subject to any rule imposing a stricter time limit in relation to the procedure in question.
(6) In subsection (1)(b) “legal proceedings” includes—
(a) proceedings brought by or at the instigation of a public authority; and
(b) an appeal against the decision of a court or tribunal.
(7) For the purposes of this section, a person is a victim of an unlawful act only if he would be a victim for the purposes of Article 34 of the Convention if proceedings were brought in the European Court of Human Rights in respect of that act.
(8) Nothing in this Act creates a criminal offence.
(9) In this section “rules” means—
(a) in relation to proceedings before a court or tribunal outside Scotland, rules made by the Lord Chancellor or the Secretary of State for the purposes of this section or rules of court,
(b) in relation to proceedings before a court or tribunal in Scotland, rules made by the Secretary of State for those purposes,
(c) in relation to proceedings before a tribunal in Northern Ireland—
(i) which deals with transferred matters; and
(ii) for which no rules made under paragraph (a) are in force,
rules made by a Northern Ireland department for those purposes,
and includes provision made by order under section 1 of the [1990 c. 41.] Courts and Legal Services Act 1990.
(10) In making rules, regard must be had to section 9.
(11) The Minister who has power to make rules in relation to a particular tribunal may, to the extent he considers it necessary to ensure that the tribunal can provide an appropriate remedy in relation to an act (or proposed act) of a public authority which is (or would be) unlawful as a result of section 6(1), by order add to—
(a) the relief or remedies which the tribunal may grant; or
(b) the grounds on which it may grant any of them.
(12) An order made under subsection (11) may contain such incidental, supplemental, consequential or transitional provision as the Minister making it considers appropriate.
(13) “The Minister” includes the Northern Ireland department concerned.
8 Judicial remedies (1) In relation to any act (or proposed act) of a public authority which the court finds is (or would be) unlawful, it may grant such relief or remedy, or make such order, within its powers as it considers just and appropriate.
(2) But damages may be awarded only by a court which has power to award damages, or to order the payment of compensation, in civil proceedings.
(3) No award of damages is to be made unless, taking account of all the circumstances of the case, including—
(a) any other relief or remedy granted, or order made, in relation to the act in question (by that or any other court), and
(b) the consequences of any decision (of that or any other court) in respect of that act,
the court is satisfied that the award is necessary to afford just satisfaction to the person in whose favour it is made.
(4) In determining—
(a) whether to award damages, or
(b) the amount of an award,
the court must take into account the principles applied by the European Court of Human Rights in relation to the award of compensation under Article 41 of the Convention.
(5) A public authority against which damages are awarded is to be treated—
(a) in Scotland, for the purposes of section 3 of the [1940 c. 42.] Law Reform (Miscellaneous Provisions) (Scotland) Act 1940 as if the award were made in an action of damages in which the authority has been found liable in respect of loss or damage to the person to whom the award is made;
(b) for the purposes of the [1978 c. 47.] Civil Liability (Contribution) Act 1978 as liable in respect of damage suffered by the person to whom the award is made.
(6) In this section—
“court” includes a tribunal;
“damages” means damages for an unlawful act of a public authority; and
“unlawful” means unlawful under section 6(1).
9 Judicial acts (1) Proceedings under section 7(1)(a) in respect of a judicial act may be brought only—
(a) by exercising a right of appeal;
(b) on an application (in Scotland a petition) for judicial review; or
(c) in such other forum as may be prescribed by rules.
(2) That does not affect any rule of law which prevents a court from being the subject of judicial review.
(3) In proceedings under this Act in respect of a judicial act done in good faith, damages may not be awarded otherwise than to compensate a person to the extent required by Article 5(5) of the Convention.
(4) An award of damages permitted by subsection (3) is to be made against the Crown; but no award may be made unless the appropriate person, if not a party to the proceedings, is joined.
(5) In this section—
“appropriate person” means the Minister responsible for the court concerned, or a person or government department nominated by him;
“court” includes a tribunal;
“judge” includes a member of a tribunal, a justice of the peace and a clerk or other officer entitled to exercise the jurisdiction of a court;
“judicial act” means a judicial act of a court and includes an act done on the instructions, or on behalf, of a judge; and
“rules” has the same meaning as in section 7(9).
Remedial action
10 Power to take remedial action (1) This section applies if—
(a) a provision of legislation has been declared under section 4 to be incompatible with a Convention right and, if an appeal lies—
(i) all persons who may appeal have stated in writing that they do not intend to do so;
(ii) the time for bringing an appeal has expired and no appeal has been brought within that time; or
(iii) an appeal brought within that time has been determined or abandoned; or
(b) it appears to a Minister of the Crown or Her Majesty in Council that, having regard to a finding of the European Court of Human Rights made after the coming into force of this section in proceedings against the United Kingdom, a provision of legislation is incompatible with an obligation of the United Kingdom arising from the Convention.
(2) If a Minister of the Crown considers that there are compelling reasons for proceeding under this section, he may by order make such amendments to the legislation as he considers necessary to remove the incompatibility.
(3) If, in the case of subordinate legislation, a Minister of the Crown considers—
(a) that it is necessary to amend the primary legislation under which the subordinate legislation in question was made, in order to enable the incompatibility to be removed, and
(b) that there are compelling reasons for proceeding under this section,
he may by order make such amendments to the primary legislation as he considers necessary.
(4) This section also applies where the provision in question is in subordinate legislation and has been quashed, or declared invalid, by reason of incompatibility with a Convention right and the Minister proposes to proceed under paragraph 2(b) of Schedule 2.
(5) If the legislation is an Order in Council, the power conferred by subsection (2) or (3) is exercisable by Her Majesty in Council.
(6) In this section “legislation” does not include a Measure of the Church Assembly or of the General Synod of the Church of England.
(7) Schedule 2 makes further provision about remedial orders.
Other rights and proceedings
11 Safeguard for existing human rights A person’s reliance on a Convention right does not restrict—
(a) any other right or freedom conferred on him by or under any law having effect in any part of the United Kingdom; or
(b) his right to make any claim or bring any proceedings which he could make or bring apart from sections 7 to 9.
12 Freedom of expression (1) This section applies if a court is considering whether to grant any relief which, if granted, might affect the exercise of the Convention right to freedom of expression.
(2) If the person against whom the application for relief is made (“the respondent”) is neither present nor represented, no such relief is to be granted unless the court is satisfied—
(a) that the applicant has taken all practicable steps to notify the respondent; or
(b) that there are compelling reasons why the respondent should not be notified.
(3) No such relief is to be granted so as to restrain publication before trial unless the court is satisfied that the applicant is likely to establish that publication should not be allowed.
(4) The court must have particular regard to the importance of the Convention right to freedom of expression and, where the proceedings relate to material which the respondent claims, or which appears to the court, to be journalistic, literary or artistic material (or to conduct connected with such material), to—
(a) the extent to which—
(i) the material has, or is about to, become available to the public; or
(ii) it is, or would be, in the public interest for the material to be published;
(b) any relevant privacy code.
(5) In this section—
“court” includes a tribunal; and
“relief” includes any remedy or order (other than in criminal proceedings).
13 Freedom of thought, conscience and religion (1) If a court’s determination of any question arising under this Act might affect the exercise by a religious organisation (itself or its members collectively) of the Convention right to freedom of thought, conscience and religion, it must have particular regard to the importance of that right.
(2) In this section “court” includes a tribunal.
Derogations and reservations
14 Derogations (1) In this Act “designated derogation” means—
(a) the United Kingdom’s derogation from Article 5(3) of the Convention; and
(b) any derogation by the United Kingdom from an Article of the Convention, or of any protocol to the Convention, which is designated for the purposes of this Act in an order made by the Secretary of State.
(2) The derogation referred to in subsection (1)(a) is set out in Part I of Schedule 3.
(3) If a designated derogation is amended or replaced it ceases to be a designated derogation.
(4) But subsection (3) does not prevent the Secretary of State from exercising his power under subsection (1)(b) to make a fresh designation order in respect of the Article concerned.
(5) The Secretary of State must by order make such amendments to Schedule 3 as he considers appropriate to reflect—
(a) any designation order; or
(b) the effect of subsection (3).
(6) A designation order may be made in anticipation of the making by the United Kingdom of a proposed derogation.
15 Reservations (1) In this Act “designated reservation” means—
(a) the United Kingdom’s reservation to Article 2 of the First Protocol to the Convention; and
(b) any other reservation by the United Kingdom to an Article of the Convention, or of any protocol to the Convention, which is designated for the purposes of this Act in an order made by the Secretary of State.
(2) The text of the reservation referred to in subsection (1)(a) is set out in Part II of Schedule 3.
(3) If a designated reservation is withdrawn wholly or in part it ceases to be a designated reservation.
(4) But subsection (3) does not prevent the Secretary of State from exercising his power under subsection (1)(b) to make a fresh designation order in respect of the Article concerned.
(5) The Secretary of State must by order make such amendments to this Act as he considers appropriate to reflect—
(a) any designation order; or
(b) the effect of subsection (3).
16 Period for which designated derogations have effect (1) If it has not already been withdrawn by the United Kingdom, a designated derogation ceases to have effect for the purposes of this Act—
(a) in the case of the derogation referred to in section 14(1)(a), at the end of the period of five years beginning with the date on which section 1(2) came into force;
(b) in the case of any other derogation, at the end of the period of five years beginning with the date on which the order designating it was made.
(2) At any time before the period—
(a) fixed by subsection (1)(a) or (b), or
(b) extended by an order under this subsection,
comes to an end, the Secretary of State may by order extend it by a further period of five years.
(3) An order under section 14(1)(b) ceases to have effect at the end of the period for consideration, unless a resolution has been passed by each House approving the order.
(4) Subsection (3) does not affect—
(a) anything done in reliance on the order; or
(b) the power to make a fresh order under section 14(1)(b).
(5) In subsection (3) “period for consideration” means the period of forty days beginning with the day on which the order was made.
(6) In calculating the period for consideration, no account is to be taken of any time during which—
(a) Parliament is dissolved or prorogued; or
(b) both Houses are adjourned for more than four days.
(7) If a designated derogation is withdrawn by the United Kingdom, the Secretary of State must by order make such amendments to this Act as he considers are required to reflect that withdrawal.
1998 CHAPTER 42
ARRANGEMENT OF SECTIONS
An Act to give further effect to rights and freedoms guaranteed under the European Convention on Human Rights; to make provision with respect to holders of certain judicial offices who become judges of the European Court of Human Rights; and for connected purposes.
[9th November 1998]
Be it enacted by the Queen’s most Excellent Majesty, by and with the advice and consent of the Lords Spiritual and Temporal, and Commons, in this present Parliament assembled, and by the authority of the same, as follows:—
Introduction
1 The Convention Rights (1) In this Act “the Convention rights” means the rights and fundamental freedoms set out in—
(a) Articles 2 to 12 and 14 of the Convention,
(b) Articles 1 to 3 of the First Protocol, and
(c) Articles 1 and 2 of the Sixth Protocol,
as read with Articles 16 to 18 of the Convention.
(2) Those Articles are to have effect for the purposes of this Act subject to any designated derogation or reservation (as to which see sections 14 and 15).
(3) The Articles are set out in Schedule 1.
(4) The Secretary of State may by order make such amendments to this Act as he considers appropriate to reflect the effect, in relation to the United Kingdom, of a protocol.
(5) In subsection (4) “protocol” means a protocol to the Convention—
(a) which the United Kingdom has ratified; or
(b) which the United Kingdom has signed with a view to ratification.
(6) No amendment may be made by an order under subsection (4) so as to come into force before the protocol concerned is in force in relation to the United Kingdom.
2 Interpretation of Convention rights (1) A court or tribunal determining a question which has arisen in connection with a Convention right must take into account any—
(a) judgment, decision, declaration or advisory opinion of the European Court of Human Rights,
(b) opinion of the Commission given in a report adopted under Article 31 of the Convention,
(c) decision of the Commission in connection with Article 26 or 27(2) of the Convention, or
(d) decision of the Committee of Ministers taken under Article 46 of the Convention,
whenever made or given, so far as, in the opinion of the court or tribunal, it is relevant to the proceedings in which that question has arisen.
(2) Evidence of any judgment, decision, declaration or opinion of which account may have to be taken under this section is to be given in proceedings before any court or tribunal in such manner as may be provided by rules.
(3) In this section “rules” means rules of court or, in the case of proceedings before a tribunal, rules made for the purposes of this section—
(a) by the Lord Chancellor or the Secretary of State, in relation to any proceedings outside Scotland;
(b) by the Secretary of State, in relation to proceedings in Scotland; or
(c) by a Northern Ireland department, in relation to proceedings before a tribunal in Northern Ireland—
(i) which deals with transferred matters; and
(ii) for which no rules made under paragraph (a) are in force.
Legislation
3 Interpretation of legislation (1) So far as it is possible to do so, primary legislation and subordinate legislation must be read and given effect in a way which is compatible with the Convention rights.
(2) This section—
(a) applies to primary legislation and subordinate legislation whenever enacted;
(b) does not affect the validity, continuing operation or enforcement of any incompatible primary legislation; and
(c) does not affect the validity, continuing operation or enforcement of any incompatible subordinate legislation if (disregarding any possibility of revocation) primary legislation prevents removal of the incompatibility.
4 Declaration of incompatibility (1) Subsection (2) applies in any proceedings in which a court determines whether a provision of primary legislation is compatible with a Convention right.
(2) If the court is satisfied that the provision is incompatible with a Convention right, it may make a declaration of that incompatibility.
(3) Subsection (4) applies in any proceedings in which a court determines whether a provision of subordinate legislation, made in the exercise of a power conferred by primary legislation, is compatible with a Convention right.
(4) If the court is satisfied—
(a) that the provision is incompatible with a Convention right, and
(b) that (disregarding any possibility of revocation) the primary legislation concerned prevents removal of the incompatibility,
it may make a declaration of that incompatibility.
(5) In this section “court” means—
(a) the House of Lords;
(b) the Judicial Committee of the Privy Council;
(c) the Courts-Martial Appeal Court;
(d) in Scotland, the High Court of Justiciary sitting otherwise than as a trial court or the Court of Session;
(e) in England and Wales or Northern Ireland, the High Court or the Court of Appeal.
(6) A declaration under this section (“a declaration of incompatibility”)—
(a) does not affect the validity, continuing operation or enforcement of the provision in respect of which it is given; and
(b) is not binding on the parties to the proceedings in which it is made.
5 Right of Crown to intervene (1) Where a court is considering whether to make a declaration of incompatibility, the Crown is entitled to notice in accordance with rules of court.
(2) In any case to which subsection (1) applies—
(a) a Minister of the Crown (or a person nominated by him),
(b) a member of the Scottish Executive,
(c) a Northern Ireland Minister,
(d) a Northern Ireland department,
is entitled, on giving notice in accordance with rules of court, to be joined as a party to the proceedings.
(3) Notice under subsection (2) may be given at any time during the proceedings.
(4) A person who has been made a party to criminal proceedings (other than in Scotland) as the result of a notice under subsection (2) may, with leave, appeal to the House of Lords against any declaration of incompatibility made in the proceedings.
(5) In subsection (4)—
“criminal proceedings” includes all proceedings before the Courts-Martial Appeal Court; and
“leave” means leave granted by the court making the declaration of incompatibility or by the House of Lords.
Public authorities
6 Acts of public authorities (1) It is unlawful for a public authority to act in a way which is incompatible with a Convention right.
(2) Subsection (1) does not apply to an act if—
(a) as the result of one or more provisions of primary legislation, the authority could not have acted differently; or
(b) in the case of one or more provisions of, or made under, primary legislation which cannot be read or given effect in a way which is compatible with the Convention rights, the authority was acting so as to give effect to or enforce those provisions.
(3) In this section “public authority” includes—
(a) a court or tribunal, and
(b) any person certain of whose functions are functions of a public nature,
but does not include either House of Parliament or a person exercising functions in connection with proceedings in Parliament.
(4) In subsection (3) “Parliament” does not include the House of Lords in its judicial capacity.
(5) In relation to a particular act, a person is not a public authority by virtue only of subsection (3)(b) if the nature of the act is private.
(6) “An act” includes a failure to act but does not include a failure to—
(a) introduce in, or lay before, Parliament a proposal for legislation; or
(b) make any primary legislation or remedial order.
7 Proceedings (1) A person who claims that a public authority has acted (or proposes to act) in a way which is made unlawful by section 6(1) may—
(a) bring proceedings against the authority under this Act in the appropriate court or tribunal, or
(b) rely on the Convention right or rights concerned in any legal proceedings,
but only if he is (or would be) a victim of the unlawful act.
(2) In subsection (1)(a) “appropriate court or tribunal” means such court or tribunal as may be determined in accordance with rules; and proceedings against an authority include a counterclaim or similar proceeding.
(3) If the proceedings are brought on an application for judicial review, the applicant is to be taken to have a sufficient interest in relation to the unlawful act only if he is, or would be, a victim of that act.
(4) If the proceedings are made by way of a petition for judicial review in Scotland, the applicant shall be taken to have title and interest to sue in relation to the unlawful act only if he is, or would be, a victim of that act.
(5) Proceedings under subsection (1)(a) must be brought before the end of—
(a) the period of one year beginning with the date on which the act complained of took place; or
(b) such longer period as the court or tribunal considers equitable having regard to all the circumstances,
but that is subject to any rule imposing a stricter time limit in relation to the procedure in question.
(6) In subsection (1)(b) “legal proceedings” includes—
(a) proceedings brought by or at the instigation of a public authority; and
(b) an appeal against the decision of a court or tribunal.
(7) For the purposes of this section, a person is a victim of an unlawful act only if he would be a victim for the purposes of Article 34 of the Convention if proceedings were brought in the European Court of Human Rights in respect of that act.
(8) Nothing in this Act creates a criminal offence.
(9) In this section “rules” means—
(a) in relation to proceedings before a court or tribunal outside Scotland, rules made by the Lord Chancellor or the Secretary of State for the purposes of this section or rules of court,
(b) in relation to proceedings before a court or tribunal in Scotland, rules made by the Secretary of State for those purposes,
(c) in relation to proceedings before a tribunal in Northern Ireland—
(i) which deals with transferred matters; and
(ii) for which no rules made under paragraph (a) are in force,
rules made by a Northern Ireland department for those purposes,
and includes provision made by order under section 1 of the [1990 c. 41.] Courts and Legal Services Act 1990.
(10) In making rules, regard must be had to section 9.
(11) The Minister who has power to make rules in relation to a particular tribunal may, to the extent he considers it necessary to ensure that the tribunal can provide an appropriate remedy in relation to an act (or proposed act) of a public authority which is (or would be) unlawful as a result of section 6(1), by order add to—
(a) the relief or remedies which the tribunal may grant; or
(b) the grounds on which it may grant any of them.
(12) An order made under subsection (11) may contain such incidental, supplemental, consequential or transitional provision as the Minister making it considers appropriate.
(13) “The Minister” includes the Northern Ireland department concerned.
8 Judicial remedies (1) In relation to any act (or proposed act) of a public authority which the court finds is (or would be) unlawful, it may grant such relief or remedy, or make such order, within its powers as it considers just and appropriate.
(2) But damages may be awarded only by a court which has power to award damages, or to order the payment of compensation, in civil proceedings.
(3) No award of damages is to be made unless, taking account of all the circumstances of the case, including—
(a) any other relief or remedy granted, or order made, in relation to the act in question (by that or any other court), and
(b) the consequences of any decision (of that or any other court) in respect of that act,
the court is satisfied that the award is necessary to afford just satisfaction to the person in whose favour it is made.
(4) In determining—
(a) whether to award damages, or
(b) the amount of an award,
the court must take into account the principles applied by the European Court of Human Rights in relation to the award of compensation under Article 41 of the Convention.
(5) A public authority against which damages are awarded is to be treated—
(a) in Scotland, for the purposes of section 3 of the [1940 c. 42.] Law Reform (Miscellaneous Provisions) (Scotland) Act 1940 as if the award were made in an action of damages in which the authority has been found liable in respect of loss or damage to the person to whom the award is made;
(b) for the purposes of the [1978 c. 47.] Civil Liability (Contribution) Act 1978 as liable in respect of damage suffered by the person to whom the award is made.
(6) In this section—
“court” includes a tribunal;
“damages” means damages for an unlawful act of a public authority; and
“unlawful” means unlawful under section 6(1).
9 Judicial acts (1) Proceedings under section 7(1)(a) in respect of a judicial act may be brought only—
(a) by exercising a right of appeal;
(b) on an application (in Scotland a petition) for judicial review; or
(c) in such other forum as may be prescribed by rules.
(2) That does not affect any rule of law which prevents a court from being the subject of judicial review.
(3) In proceedings under this Act in respect of a judicial act done in good faith, damages may not be awarded otherwise than to compensate a person to the extent required by Article 5(5) of the Convention.
(4) An award of damages permitted by subsection (3) is to be made against the Crown; but no award may be made unless the appropriate person, if not a party to the proceedings, is joined.
(5) In this section—
“appropriate person” means the Minister responsible for the court concerned, or a person or government department nominated by him;
“court” includes a tribunal;
“judge” includes a member of a tribunal, a justice of the peace and a clerk or other officer entitled to exercise the jurisdiction of a court;
“judicial act” means a judicial act of a court and includes an act done on the instructions, or on behalf, of a judge; and
“rules” has the same meaning as in section 7(9).
Remedial action
10 Power to take remedial action (1) This section applies if—
(a) a provision of legislation has been declared under section 4 to be incompatible with a Convention right and, if an appeal lies—
(i) all persons who may appeal have stated in writing that they do not intend to do so;
(ii) the time for bringing an appeal has expired and no appeal has been brought within that time; or
(iii) an appeal brought within that time has been determined or abandoned; or
(b) it appears to a Minister of the Crown or Her Majesty in Council that, having regard to a finding of the European Court of Human Rights made after the coming into force of this section in proceedings against the United Kingdom, a provision of legislation is incompatible with an obligation of the United Kingdom arising from the Convention.
(2) If a Minister of the Crown considers that there are compelling reasons for proceeding under this section, he may by order make such amendments to the legislation as he considers necessary to remove the incompatibility.
(3) If, in the case of subordinate legislation, a Minister of the Crown considers—
(a) that it is necessary to amend the primary legislation under which the subordinate legislation in question was made, in order to enable the incompatibility to be removed, and
(b) that there are compelling reasons for proceeding under this section,
he may by order make such amendments to the primary legislation as he considers necessary.
(4) This section also applies where the provision in question is in subordinate legislation and has been quashed, or declared invalid, by reason of incompatibility with a Convention right and the Minister proposes to proceed under paragraph 2(b) of Schedule 2.
(5) If the legislation is an Order in Council, the power conferred by subsection (2) or (3) is exercisable by Her Majesty in Council.
(6) In this section “legislation” does not include a Measure of the Church Assembly or of the General Synod of the Church of England.
(7) Schedule 2 makes further provision about remedial orders.
Other rights and proceedings
11 Safeguard for existing human rights A person’s reliance on a Convention right does not restrict—
(a) any other right or freedom conferred on him by or under any law having effect in any part of the United Kingdom; or
(b) his right to make any claim or bring any proceedings which he could make or bring apart from sections 7 to 9.
12 Freedom of expression (1) This section applies if a court is considering whether to grant any relief which, if granted, might affect the exercise of the Convention right to freedom of expression.
(2) If the person against whom the application for relief is made (“the respondent”) is neither present nor represented, no such relief is to be granted unless the court is satisfied—
(a) that the applicant has taken all practicable steps to notify the respondent; or
(b) that there are compelling reasons why the respondent should not be notified.
(3) No such relief is to be granted so as to restrain publication before trial unless the court is satisfied that the applicant is likely to establish that publication should not be allowed.
(4) The court must have particular regard to the importance of the Convention right to freedom of expression and, where the proceedings relate to material which the respondent claims, or which appears to the court, to be journalistic, literary or artistic material (or to conduct connected with such material), to—
(a) the extent to which—
(i) the material has, or is about to, become available to the public; or
(ii) it is, or would be, in the public interest for the material to be published;
(b) any relevant privacy code.
(5) In this section—
“court” includes a tribunal; and
“relief” includes any remedy or order (other than in criminal proceedings).
13 Freedom of thought, conscience and religion (1) If a court’s determination of any question arising under this Act might affect the exercise by a religious organisation (itself or its members collectively) of the Convention right to freedom of thought, conscience and religion, it must have particular regard to the importance of that right.
(2) In this section “court” includes a tribunal.
Derogations and reservations
14 Derogations (1) In this Act “designated derogation” means—
(a) the United Kingdom’s derogation from Article 5(3) of the Convention; and
(b) any derogation by the United Kingdom from an Article of the Convention, or of any protocol to the Convention, which is designated for the purposes of this Act in an order made by the Secretary of State.
(2) The derogation referred to in subsection (1)(a) is set out in Part I of Schedule 3.
(3) If a designated derogation is amended or replaced it ceases to be a designated derogation.
(4) But subsection (3) does not prevent the Secretary of State from exercising his power under subsection (1)(b) to make a fresh designation order in respect of the Article concerned.
(5) The Secretary of State must by order make such amendments to Schedule 3 as he considers appropriate to reflect—
(a) any designation order; or
(b) the effect of subsection (3).
(6) A designation order may be made in anticipation of the making by the United Kingdom of a proposed derogation.
15 Reservations (1) In this Act “designated reservation” means—
(a) the United Kingdom’s reservation to Article 2 of the First Protocol to the Convention; and
(b) any other reservation by the United Kingdom to an Article of the Convention, or of any protocol to the Convention, which is designated for the purposes of this Act in an order made by the Secretary of State.
(2) The text of the reservation referred to in subsection (1)(a) is set out in Part II of Schedule 3.
(3) If a designated reservation is withdrawn wholly or in part it ceases to be a designated reservation.
(4) But subsection (3) does not prevent the Secretary of State from exercising his power under subsection (1)(b) to make a fresh designation order in respect of the Article concerned.
(5) The Secretary of State must by order make such amendments to this Act as he considers appropriate to reflect—
(a) any designation order; or
(b) the effect of subsection (3).
16 Period for which designated derogations have effect (1) If it has not already been withdrawn by the United Kingdom, a designated derogation ceases to have effect for the purposes of this Act—
(a) in the case of the derogation referred to in section 14(1)(a), at the end of the period of five years beginning with the date on which section 1(2) came into force;
(b) in the case of any other derogation, at the end of the period of five years beginning with the date on which the order designating it was made.
(2) At any time before the period—
(a) fixed by subsection (1)(a) or (b), or
(b) extended by an order under this subsection,
comes to an end, the Secretary of State may by order extend it by a further period of five years.
(3) An order under section 14(1)(b) ceases to have effect at the end of the period for consideration, unless a resolution has been passed by each House approving the order.
(4) Subsection (3) does not affect—
(a) anything done in reliance on the order; or
(b) the power to make a fresh order under section 14(1)(b).
(5) In subsection (3) “period for consideration” means the period of forty days beginning with the day on which the order was made.
(6) In calculating the period for consideration, no account is to be taken of any time during which—
(a) Parliament is dissolved or prorogued; or
(b) both Houses are adjourned for more than four days.
(7) If a designated derogation is withdrawn by the United Kingdom, the Secretary of State must by order make such amendments to this Act as he considers are required to reflect that withdrawal.
History and Philosophy of Science
SOC1050 SHE1: Society, History, Environment
Barred combination: None - Prerequisites: None
Level: 1 - Credits: 20 - Semester: 1 Enfield
Assessment: Coursework (20%), essay (80%)
Module Co-ordinator: Andrew Roberts
SHE1 is an interdisciplinary introduction to European theories about society history and environment from the 17th century to the 20th century. It provides an opportunity to discuss what science is, and to look at how social science developed from theology and philosophy. Theorists discussed include Hobbes, Filmer, Locke, Hume, Rousseau, Mary Wollstonecraft, Adam Smith, Robert Owen, Malthus, Bentham, Durkheim, Weber; Merton and Goffman. There is a special focus on the relation of theory to the French revolution; and to total institutions such as workhouses, prisons and asylums in the 19th century.
Aims and Objectives:
SHE1 is a course about the history of social science theory that helps you to develop some of the skills most needed to make a success of university study:
self management of learning
theoretical abilities
academic writing
using the internet
You will work with, and write about, theories from the 17th to 20th century that shaped today's academic approach to the individual, society and the environment. The development of your writing skills is an integral part of the course, as is learning and developing skills in electronic communication. If you choose to, you can continue developing these skills in SHE2: Gender, Family, Sex, Society and Politics (SOC1750).
Syllabus:
Theories of science, Hobbes and state of nature theory, Filmer and Locke, Rousseau and the French revolution, Adam Smith and the wealth of society, Jeremy Bentham and utilitarianism, Robert Owen and cooperation, Poor law and social policy, Emile Durkheim and Max Weber's contrasting approaches to society.
Teaching Mode:
Flexible, self directed study using the ABC Study Guide and Social Science History (printed and internet books) plus the course web site at:
http://www.mdx.ac.uk/www/study/
Supported by lectures, groups and tutor contact.
Learning Outcomes:
Will help develop skills in self managed learning, using feedback, theory interpretation and construction, academic writing, self-assessment and electronic communication.
Student choices vary, so the knowledge gained by each student differs. The understanding gained should relate to the philosophical roots of the social sciences, the role of creative thinking in the development of science and the relevance of academic theories to public and professional practice.
Minimum requirements for successful completion of the course include web submissions of:
A personal record outlining the student's aims
An essay plan with practice referencing paragraphs
A draft essay, with comments from colleagues and plans for improving
The finished essay, fully referenced by the Harvard method
A self assessment using benchmarks from a marking guide
A report on the learning experience
Key Texts:
The ABC Study Guide, All Saints Bookshop, Enfield Campus. (and/or the web version)
Social Science History, All Saints Bookshop, Enfield Campus.
Contact and study hours
This is a flexible study course on which attendance at lectures and groups is arranged with the tutor to suit the learner's needs. Participation in the dialogue in groups is strongly recommended. Students who are not able to attend are expected to make good use of tutorials via the telephone helpline. At Middlesex University, students are recommended to set 180 hours per semester aside for study on each module. This is divided between "contact hours", when you are in contact with a tutor, and self-directed study.
On SHE1, there are about ten (one hour) lectures. Notes for these are also provided on the web, with links to relevant resources. Students are initially allocated to one hour tutor led seminar groups. As the course progresses the time of these may be altered (in consultation with students) to allow for seminars on specific essay subjects. You should also allow time for telephone tutorials with the tutor. Total contact hours for SHE1 are about 22 per semester. (10x1 lectures = 10) + (10 tutor led seminars) + (nominal 2 hours for telephone tutorials).
Most of your study time will be self directed with colleagues or on your own. It will include making contacts, learning how to make the most of the course, writing the record of your aims, reading the recommended texts, taking notes, forming ideas and drafting your essay, learning how to reference effectively, using the web, discussing ideas, getting and acting on feedback, finishing and submitting your essay, writing your report, getting feedback from the web on your draft and your essay and (possibly) revising and resubmitting your essay.
As a model, an average of ten hours a week over fifteen weeks is recommended for self-directed study - a total of 150 hours. Notice that self-directed study continues after the contact study period.
This description of SHE2 is called a learning narrative. I do not know why. Perhaps it tells the story of how you may learn? It should match the official copy at
http://www.mdx.ac.uk/cgi-bin/mdx/pip/module_view_ext.asp?ModCode=SOC1750
SOC1750 SHE2: Gender, Family, Sex, Society and Politics
Barred combination: None - Prerequisites: None
Level: 1 - Credits: 20
Semester: 2 Enfield
Assessment: Coursework (20%), essay (80%)
Module Co-ordinator: Andrew Roberts
SHE2 looks at some basic issues of social and political theory by focusing on what different theorists (from Plato to Freud) have made of the difference between men and women, the family as a model for political society and the relation between sexuality, society and politics. There is a special focus on the development of gender, family and class theories in Britain during the 1830s and 1840s. This includes an opportunity to relate the themes to crime in the early 19th century.
Aims and Objectives:
SHE2 can be taken as a stand-alone module or as a follow-on from SHE1: Society, History, Environment (SOC1050). Like SHE1, it is relevant to the social sciences and the humanities, and will help develop skills in self managed learning, theory interpretation and construction, academic writing and electronic communication.
You will discuss and write about some of the most basic theories of social and political thought from ancient Greece to psychoanalysis. To cover such a broad range, you will focus on what the theorists have made of the difference between men and women, the family as a model for political society, and the relation between sexuality, society and politics.
Syllabus:
Reason in Plato and Aristotle; Utilitarianism, Owenism, Thompson and Wheeler and feminism; Lord Ashley and Mill and Taylor in 1848; Marx and Engels in 1848; The Origin of the Family, Private Property and the State, Freud and psychoanalysis.
Teaching Mode:
Flexible, self directed study using the ABC Study Guide and Social Science History (printed and internet books) plus the course web site at:
http://www.mdx.ac.uk/www/study/
http://www.mdx.ac.uk/www/study/
Supported by lectures, groups and tutor contact.
Learning Outcomes:
Will help develop skills in self managed learning, using feedback, theory interpretation and construction, academic writing, self-assessment and electronic communication.
Student choices vary, so the knowledge gained by each student differs. The understanding gained should relate to the philosophical roots of the social sciences, the role of creative thinking in the development of science and the relevance of academic theories to public and professional practice.
Minimum requirements for successful completion of the course include web submissions of:
A personal record outlining the student's aims
An essay plan with practice referencing paragraphs
A draft essay, with comments from colleagues and plans for improving
The finished essay, fully referenced by the Harvard method
A self assessment using benchmarks from a marking guide
A report on the learning experience
Key Texts:
The ABC Study Guide, All Saints Bookshop, Enfield Campus. (and/or the web version)
Books selected according to the essay chosen
Contact and study hours
This is a flexible study course on which attendance at lectures and groups is arranged with the tutor to suit the learner's needs. Participation in the dialogue in groups is strongly recommended. Students who are not able to attend are expected to make good use of tutorials via the telephone helpline. At Middlesex University, students are recommended to set 180 hours per semester aside for study on each module. This is divided between "contact hours", when you are in contact with a tutor, and self-directed study.
On SHE2, there are about six (one hour) lectures. Notes for these are also provided on the web, with links to relevant resources. Students are initially allocated to one hour tutor led seminar groups. As the course progresses the time of these may be altered (in consultation with students) to allow for seminars on specific essay subjects. You should also allow time for telephone tutorials with the tutor. Total contact hours for SHE2 are about 18 per semester. (6x1 lectures = 6) + (10 tutor led seminars) + (nominal 2 hours for telephone tutorials).
Most of your study time will be self directed with colleagues or on your own. It will include making contacts, learning how to make the most of the course, writing the record of your aims, reading the recommended texts, taking notes, forming ideas and drafting your essay, learning how to reference effectively, using the web, discussing ideas, getting and acting on feedback, finishing and submitting your essay, writing your report, getting feedback from the web on your draft and your essay and (possibly) revising and resubmitting your essay.
As a model, an average of ten hours a week over fifteen weeks is recommended for self-directed study - a total of 150 hours. Notice that self-directed study continues after the contact study.
Barred combination: None - Prerequisites: None
Level: 1 - Credits: 20 - Semester: 1 Enfield
Assessment: Coursework (20%), essay (80%)
Module Co-ordinator: Andrew Roberts
SHE1 is an interdisciplinary introduction to European theories about society history and environment from the 17th century to the 20th century. It provides an opportunity to discuss what science is, and to look at how social science developed from theology and philosophy. Theorists discussed include Hobbes, Filmer, Locke, Hume, Rousseau, Mary Wollstonecraft, Adam Smith, Robert Owen, Malthus, Bentham, Durkheim, Weber; Merton and Goffman. There is a special focus on the relation of theory to the French revolution; and to total institutions such as workhouses, prisons and asylums in the 19th century.
Aims and Objectives:
SHE1 is a course about the history of social science theory that helps you to develop some of the skills most needed to make a success of university study:
self management of learning
theoretical abilities
academic writing
using the internet
You will work with, and write about, theories from the 17th to 20th century that shaped today's academic approach to the individual, society and the environment. The development of your writing skills is an integral part of the course, as is learning and developing skills in electronic communication. If you choose to, you can continue developing these skills in SHE2: Gender, Family, Sex, Society and Politics (SOC1750).
Syllabus:
Theories of science, Hobbes and state of nature theory, Filmer and Locke, Rousseau and the French revolution, Adam Smith and the wealth of society, Jeremy Bentham and utilitarianism, Robert Owen and cooperation, Poor law and social policy, Emile Durkheim and Max Weber's contrasting approaches to society.
Teaching Mode:
Flexible, self directed study using the ABC Study Guide and Social Science History (printed and internet books) plus the course web site at:
http://www.mdx.ac.uk/www/study/
Supported by lectures, groups and tutor contact.
Learning Outcomes:
Will help develop skills in self managed learning, using feedback, theory interpretation and construction, academic writing, self-assessment and electronic communication.
Student choices vary, so the knowledge gained by each student differs. The understanding gained should relate to the philosophical roots of the social sciences, the role of creative thinking in the development of science and the relevance of academic theories to public and professional practice.
Minimum requirements for successful completion of the course include web submissions of:
A personal record outlining the student's aims
An essay plan with practice referencing paragraphs
A draft essay, with comments from colleagues and plans for improving
The finished essay, fully referenced by the Harvard method
A self assessment using benchmarks from a marking guide
A report on the learning experience
Key Texts:
The ABC Study Guide, All Saints Bookshop, Enfield Campus. (and/or the web version)
Social Science History, All Saints Bookshop, Enfield Campus.
Contact and study hours
This is a flexible study course on which attendance at lectures and groups is arranged with the tutor to suit the learner's needs. Participation in the dialogue in groups is strongly recommended. Students who are not able to attend are expected to make good use of tutorials via the telephone helpline. At Middlesex University, students are recommended to set 180 hours per semester aside for study on each module. This is divided between "contact hours", when you are in contact with a tutor, and self-directed study.
On SHE1, there are about ten (one hour) lectures. Notes for these are also provided on the web, with links to relevant resources. Students are initially allocated to one hour tutor led seminar groups. As the course progresses the time of these may be altered (in consultation with students) to allow for seminars on specific essay subjects. You should also allow time for telephone tutorials with the tutor. Total contact hours for SHE1 are about 22 per semester. (10x1 lectures = 10) + (10 tutor led seminars) + (nominal 2 hours for telephone tutorials).
Most of your study time will be self directed with colleagues or on your own. It will include making contacts, learning how to make the most of the course, writing the record of your aims, reading the recommended texts, taking notes, forming ideas and drafting your essay, learning how to reference effectively, using the web, discussing ideas, getting and acting on feedback, finishing and submitting your essay, writing your report, getting feedback from the web on your draft and your essay and (possibly) revising and resubmitting your essay.
As a model, an average of ten hours a week over fifteen weeks is recommended for self-directed study - a total of 150 hours. Notice that self-directed study continues after the contact study period.
This description of SHE2 is called a learning narrative. I do not know why. Perhaps it tells the story of how you may learn? It should match the official copy at
http://www.mdx.ac.uk/cgi-bin/mdx/pip/module_view_ext.asp?ModCode=SOC1750
SOC1750 SHE2: Gender, Family, Sex, Society and Politics
Barred combination: None - Prerequisites: None
Level: 1 - Credits: 20
Semester: 2 Enfield
Assessment: Coursework (20%), essay (80%)
Module Co-ordinator: Andrew Roberts
SHE2 looks at some basic issues of social and political theory by focusing on what different theorists (from Plato to Freud) have made of the difference between men and women, the family as a model for political society and the relation between sexuality, society and politics. There is a special focus on the development of gender, family and class theories in Britain during the 1830s and 1840s. This includes an opportunity to relate the themes to crime in the early 19th century.
Aims and Objectives:
SHE2 can be taken as a stand-alone module or as a follow-on from SHE1: Society, History, Environment (SOC1050). Like SHE1, it is relevant to the social sciences and the humanities, and will help develop skills in self managed learning, theory interpretation and construction, academic writing and electronic communication.
You will discuss and write about some of the most basic theories of social and political thought from ancient Greece to psychoanalysis. To cover such a broad range, you will focus on what the theorists have made of the difference between men and women, the family as a model for political society, and the relation between sexuality, society and politics.
Syllabus:
Reason in Plato and Aristotle; Utilitarianism, Owenism, Thompson and Wheeler and feminism; Lord Ashley and Mill and Taylor in 1848; Marx and Engels in 1848; The Origin of the Family, Private Property and the State, Freud and psychoanalysis.
Teaching Mode:
Flexible, self directed study using the ABC Study Guide and Social Science History (printed and internet books) plus the course web site at:
http://www.mdx.ac.uk/www/study/
http://www.mdx.ac.uk/www/study/
Supported by lectures, groups and tutor contact.
Learning Outcomes:
Will help develop skills in self managed learning, using feedback, theory interpretation and construction, academic writing, self-assessment and electronic communication.
Student choices vary, so the knowledge gained by each student differs. The understanding gained should relate to the philosophical roots of the social sciences, the role of creative thinking in the development of science and the relevance of academic theories to public and professional practice.
Minimum requirements for successful completion of the course include web submissions of:
A personal record outlining the student's aims
An essay plan with practice referencing paragraphs
A draft essay, with comments from colleagues and plans for improving
The finished essay, fully referenced by the Harvard method
A self assessment using benchmarks from a marking guide
A report on the learning experience
Key Texts:
The ABC Study Guide, All Saints Bookshop, Enfield Campus. (and/or the web version)
Books selected according to the essay chosen
Contact and study hours
This is a flexible study course on which attendance at lectures and groups is arranged with the tutor to suit the learner's needs. Participation in the dialogue in groups is strongly recommended. Students who are not able to attend are expected to make good use of tutorials via the telephone helpline. At Middlesex University, students are recommended to set 180 hours per semester aside for study on each module. This is divided between "contact hours", when you are in contact with a tutor, and self-directed study.
On SHE2, there are about six (one hour) lectures. Notes for these are also provided on the web, with links to relevant resources. Students are initially allocated to one hour tutor led seminar groups. As the course progresses the time of these may be altered (in consultation with students) to allow for seminars on specific essay subjects. You should also allow time for telephone tutorials with the tutor. Total contact hours for SHE2 are about 18 per semester. (6x1 lectures = 6) + (10 tutor led seminars) + (nominal 2 hours for telephone tutorials).
Most of your study time will be self directed with colleagues or on your own. It will include making contacts, learning how to make the most of the course, writing the record of your aims, reading the recommended texts, taking notes, forming ideas and drafting your essay, learning how to reference effectively, using the web, discussing ideas, getting and acting on feedback, finishing and submitting your essay, writing your report, getting feedback from the web on your draft and your essay and (possibly) revising and resubmitting your essay.
As a model, an average of ten hours a week over fifteen weeks is recommended for self-directed study - a total of 150 hours. Notice that self-directed study continues after the contact study.
Gender and Society
Consistently ranked as a top journal in both Women's Studies and Sociology by the Thomson Scientific Journal Citation Reports®, Gender & Society focuses on the social and structural study of gender as a basic principle of the social order and as a primary social category. Emphasizing theory and research from micro- and macrostructual perspectives, Gender & Society features original research, reviews, international perspectives, and book reviews from diverse social science disciplines, including anthropology, economics, history, political science, sociology and social psychology.
Just some of the relevant, timely, and important topics covered in recent issues include:
Abused and Battered Women
Activism
Body Image and Self-Esteem
Carework'
Economic Inequality
Feminist Identity
Gender Division of Labor
Immigration
Impact of Religion
Media Representation
Motherhood and Child Care
Queer Parenting
Race and Class Bias
Sexual Harassment
Sexuality
Social and Professional Mobility
Social and Structural Implications of Gender
Transgenderism
Women and Politics.
Women and their Communities
Women and Work
Women's Health Issues
Gender & Society not only publishes the best of every perspective but seeks to advance a distinctly social perspective with which to analyze gender.
Thomson Reuters 2007 Journal Citation Reports®
Just some of the relevant, timely, and important topics covered in recent issues include:
Abused and Battered Women
Activism
Body Image and Self-Esteem
Carework'
Economic Inequality
Feminist Identity
Gender Division of Labor
Immigration
Impact of Religion
Media Representation
Motherhood and Child Care
Queer Parenting
Race and Class Bias
Sexual Harassment
Sexuality
Social and Professional Mobility
Social and Structural Implications of Gender
Transgenderism
Women and Politics.
Women and their Communities
Women and Work
Women's Health Issues
Gender & Society not only publishes the best of every perspective but seeks to advance a distinctly social perspective with which to analyze gender.
Thomson Reuters 2007 Journal Citation Reports®
Study Indicates Gays and Lesbians
Study Indicates Gays and Lesbians
Prone To Psychological Symptoms and Substance Abuse
--But School Harassment Rates
Not Higher for Gay Males
By Roy Waller
The findings of a study published in the British Journal of Psychiatry (December 2003) suggest higher incidences of illegal drug usage, alcoholism, psychological problems, and violence in the gay community than in the general population.
"Gay men and lesbians reported more psychological distress than heterosexual women, despite similar levels of social support and quality of physical health," the researchers reported (p. 556).
The controlled, cross-sectional study was conducted in both England and Wales. No European study in mental health, according to the researchers, has ever before recruited over a thousand gay and lesbian participants.
Surveying a total of 1,161 men (656 self-identified gay, 505 self-identified heterosexual) and 1,018 women (430 self-identified as lesbian, 588 self-identified as straight), the researchers said their main goal was "to compare psychological status, quality of life and use of mental health by lesbians and gay men with heterosexual people."
The researchers found that homosexual males and females both tended to score higher on scales of psychological distress than did their heterosexual counterparts. Further, they were found to be more likely to have used recreational drugs and to have inflicted deliberate harm upon themselves. Gays of both genders were also found to have consulted mental health professionals more frequently than the straight participants.
Additionally, the researchers found that the lesbian participants were the most frequent victims of physical intimidation and violence. Lesbians were also found to be "more likely than heterosexual women to drink excessively."
But bullying at school, the study noted, was reported no more often by gay men than by heterosexual men. Reports that gay men and lesbians are disproportionately vulnerable to school harassment "are often taken at face value," the researchers noted, with researchers failing to draw a comparison to heterosexual students, who--at least in this study--were found to suffer similar high rates of school bullying and harassment.
The actual impetus for this study was, as noted in the paper itself, that "little is known about the mental health of gay men and lesbians living in Europe...almost all data is North American and there are few data for Europe."
Termed the "Sexuality and Well Being Study," the research was conducted by a team headed by Michael King, M.D., Department of Psychiatry and Behavioral Sciences, Royal Free Campus, London; Eammon McKeowan, Ph.D, of the Royal Free and University Medical School, London, and James Warner, M.D., Department of Psychiatry, Imperial College, London.
Among the very detailed findings reported, the doctors and their associates present the following statistical data:
Gay men were almost ten percentage points more apt to suffer mental disorder (44% to 35%) than heterosexuals, with almost the same relative rate for lesbians compared to straight women (44% to 34%).
Homosexual men are less likely than heterosexual to be involved in a steady relationship with one partner (48.4% to 38.9%), with the divergence in the statistic for women being considerably smaller (37.5% for lesbians, 35.7% for heterosexual women). Both gay men and women were found to live alone more often than the straight respondents.
Concerning drug use, 52% of homosexual men and 44% of lesbian women reported such activity within a 30-day period preceding their interview, as contrasted with 45% and 33% of the straight men and women, respectively.
38% of gay men and 31% of the lesbians admitted having been physically attacked during the preceding five years, with the rates for heterosexual men and women once again being proportionately lower, despite their much larger representation in the population. Lesbians were the group reporting the highest rates of actual physical harm and/or bullying behavior at the hands of another.
54% of the homosexuals and 56% of lesbians had inflicted harm upon themselves, as opposed to 41% of straight men and 50% of straight women.
The research team found that 63 of the gay men and 14 of the lesbians had considered therapy to change their sexual orientation, although only 15 of the men and 2 women said they had actually undergone some reorientation treatment.
In speculating about the reasons for the higher level of psychological problems, the researchers offered the commonly proposed theory that social discrimination could be a source of the problems. But they added that they were not suggesting--as did Bailey (1999) in a prominent prior study--that the higher level of mental disorders could be because homosexuality might constitute a "developmental error."
However, the researchers did note that "gay men and lesbians may have lifestyles that make them vulnerable to psychological disorder. Such lifestyles may include increased use of drugs and alcohol."
The study, which was conducted between September 2000 and July 2002, was the largest ever attempted in Europe.
References:
Bailey, J.M., "Commentary: Homosexuality and Mental Illness," Archives of General Psychiatry, October 1999, vol. 56, no. 10, 876-880.
King, M., E. McKeown, J. Warner, A. Ramsay, K. Johnson, C. Cort, L. Wright, R. Blizard, and O. Davidson, "Mental Health and Quality of Life of Gay Men and Lesbians in England and Wales, British J. of Psychiatry (2003),183, 552-558.
Prone To Psychological Symptoms and Substance Abuse
--But School Harassment Rates
Not Higher for Gay Males
By Roy Waller
The findings of a study published in the British Journal of Psychiatry (December 2003) suggest higher incidences of illegal drug usage, alcoholism, psychological problems, and violence in the gay community than in the general population.
"Gay men and lesbians reported more psychological distress than heterosexual women, despite similar levels of social support and quality of physical health," the researchers reported (p. 556).
The controlled, cross-sectional study was conducted in both England and Wales. No European study in mental health, according to the researchers, has ever before recruited over a thousand gay and lesbian participants.
Surveying a total of 1,161 men (656 self-identified gay, 505 self-identified heterosexual) and 1,018 women (430 self-identified as lesbian, 588 self-identified as straight), the researchers said their main goal was "to compare psychological status, quality of life and use of mental health by lesbians and gay men with heterosexual people."
The researchers found that homosexual males and females both tended to score higher on scales of psychological distress than did their heterosexual counterparts. Further, they were found to be more likely to have used recreational drugs and to have inflicted deliberate harm upon themselves. Gays of both genders were also found to have consulted mental health professionals more frequently than the straight participants.
Additionally, the researchers found that the lesbian participants were the most frequent victims of physical intimidation and violence. Lesbians were also found to be "more likely than heterosexual women to drink excessively."
But bullying at school, the study noted, was reported no more often by gay men than by heterosexual men. Reports that gay men and lesbians are disproportionately vulnerable to school harassment "are often taken at face value," the researchers noted, with researchers failing to draw a comparison to heterosexual students, who--at least in this study--were found to suffer similar high rates of school bullying and harassment.
The actual impetus for this study was, as noted in the paper itself, that "little is known about the mental health of gay men and lesbians living in Europe...almost all data is North American and there are few data for Europe."
Termed the "Sexuality and Well Being Study," the research was conducted by a team headed by Michael King, M.D., Department of Psychiatry and Behavioral Sciences, Royal Free Campus, London; Eammon McKeowan, Ph.D, of the Royal Free and University Medical School, London, and James Warner, M.D., Department of Psychiatry, Imperial College, London.
Among the very detailed findings reported, the doctors and their associates present the following statistical data:
Gay men were almost ten percentage points more apt to suffer mental disorder (44% to 35%) than heterosexuals, with almost the same relative rate for lesbians compared to straight women (44% to 34%).
Homosexual men are less likely than heterosexual to be involved in a steady relationship with one partner (48.4% to 38.9%), with the divergence in the statistic for women being considerably smaller (37.5% for lesbians, 35.7% for heterosexual women). Both gay men and women were found to live alone more often than the straight respondents.
Concerning drug use, 52% of homosexual men and 44% of lesbian women reported such activity within a 30-day period preceding their interview, as contrasted with 45% and 33% of the straight men and women, respectively.
38% of gay men and 31% of the lesbians admitted having been physically attacked during the preceding five years, with the rates for heterosexual men and women once again being proportionately lower, despite their much larger representation in the population. Lesbians were the group reporting the highest rates of actual physical harm and/or bullying behavior at the hands of another.
54% of the homosexuals and 56% of lesbians had inflicted harm upon themselves, as opposed to 41% of straight men and 50% of straight women.
The research team found that 63 of the gay men and 14 of the lesbians had considered therapy to change their sexual orientation, although only 15 of the men and 2 women said they had actually undergone some reorientation treatment.
In speculating about the reasons for the higher level of psychological problems, the researchers offered the commonly proposed theory that social discrimination could be a source of the problems. But they added that they were not suggesting--as did Bailey (1999) in a prominent prior study--that the higher level of mental disorders could be because homosexuality might constitute a "developmental error."
However, the researchers did note that "gay men and lesbians may have lifestyles that make them vulnerable to psychological disorder. Such lifestyles may include increased use of drugs and alcohol."
The study, which was conducted between September 2000 and July 2002, was the largest ever attempted in Europe.
References:
Bailey, J.M., "Commentary: Homosexuality and Mental Illness," Archives of General Psychiatry, October 1999, vol. 56, no. 10, 876-880.
King, M., E. McKeown, J. Warner, A. Ramsay, K. Johnson, C. Cort, L. Wright, R. Blizard, and O. Davidson, "Mental Health and Quality of Life of Gay Men and Lesbians in England and Wales, British J. of Psychiatry (2003),183, 552-558.
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