Leicester De Montfort Law School
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Item Metadata only A year on the Block: What have we learned from a shift in delivery? Is block teaching (and learning) the way forward?(WONKHE, 2023-09-15) Koenig, BrettA year on the Block: What have we learned from a shift in delivery Is block teaching (and learning) the way forward?Item Metadata only Abandoning an appeal against sentence from the Magistrates’ Court : R (on the application of Dembo Goumane) v Canterbury Crown Court and Crown Prosecution Service [2009] EWHC 1711 (Admin).(Vathek Publishing, 2009-10-01) Bettinson, VanessaItem Metadata only Accent detection in earwitness identification(2018-08-03) Robson, Jeremy; Braber, N.; Smith, H.M.J.; Wright, D.; Hardy, A.Item Open Access Adding to the Domestic Abuse Criminal Law Framework: The Domestic Abuse Act 2021(Sweet and Maxwell, 2022-02) Bettinson, VanessaThe Domestic Abuse Act 2021 finally received royal assent almost 4 years after the announcement of the Bill in the Queen’s Speech in 2017. This article examines the new provisions relating to criminal law and justice introduced by the Act and the evolution of the Domestic Abuse Bill following its prolonged journey through the Parliamentary process. It will explore the introduction of the new criminal offences: breach of a domestic abuse protection order and threatening to disclose a private sexual photo or film. It considers the extension of mandatory use of special measures for domestic abuse victims, a statutory statement on the limitation of the so-called rough sex defence and amendments to the offence of coercive and controlling behaviour. Background regarding the consultation process and the decision to produce a ‘once in a generation’ chance to provide legislative transformation to domestic abuse is provided. Analysis of these new provisions includes an assessment of where issues concerning implementation may arise. Reform is to be welcomed as greater recognition is given to the public’s increasing intolerance towards domestic violence and abuse.Item Metadata only Addressing differential degree awarding through critical-race methodologies(2020-07) Crofts, Melanie; Ansley, LucyIn UK Universities, white students are 13.6% more likely to be awarded a good honours degree than students of colour . Historically, a deficit perspective has been used across the sector to counter this reality, rooted in the “view that the problem lies with the students and that it is some attribute of the student that means they attain less well, rather than because of an institutional factor such as curriculum design/development” . This approach not only fails to acknowledge the role the institution plays in differential degree awarding, but also ignores the body of research which shows that even when a range of factors (including prior attainment) are controlled for, an unexplained difference still occurs between students of colour and white students (Broecke and Nicholls, 2007 ; McDuff et al., 2018 ). This suggests that further exploration of the experience of students of colour is required. At De Montfort University, the Freedom to Achieve project aims to address differential degree awarding through a multi-faceted programme of individual projects designed to enhance our cultural diversity and support success for all. A core element of the project to date has been the implementation of student consultations, which allowed for further exploration of the lived experience of the curriculum for students of colour. Underpinned by a Critical Race-Grounded Methodology, these consultations sought to unearth the non-dominant narratives of student experience at De Montfort University. Of particular interest are the findings from these sessions which suggest that a focus upon the curriculum alone is not sufficient to impact student experience on campus. Therefore, this paper will share the findings of the Freedom to Achieve project and will use these to illustrate why initiatives aimed at addressing differential degree awarding needs to include work around the curriculum, but also around a sense of belonging, relationships, community and student development.Item Metadata only Addressing differential degree awarding through critical-race methodologies(2020-03) Crofts, Melanie; Ansley, LucyIn UK Universities, white students are 13.6% more likely to be awarded a good honours degree than students of colour . Historically, a deficit perspective has been used across the sector to counter this reality, rooted in the “view that the problem lies with the students and that it is some attribute of the student that means they attain less well, rather than because of an institutional factor such as curriculum design/development” . This approach not only fails to acknowledge the role the institution plays in differential degree awarding, but also ignores the body of research which shows that even when a range of factors (including prior attainment) are controlled for, an unexplained difference still occurs between students of colour and white students (Broecke and Nicholls, 2007 ; McDuff et al., 2018 ). This suggests that further exploration of the experience of students of colour is required. At De Montfort University, the Freedom to Achieve project aims to address differential degree awarding through a multi-faceted programme of individual projects designed to enhance our cultural diversity and support success for all. A core element of the project to date has been the implementation of student consultations, which allowed for further exploration of the lived experience of the curriculum for students of colour. Underpinned by a Critical Race-Grounded Methodology, these consultations sought to unearth the non-dominant narratives of student experience at De Montfort University. Of particular interest are the findings from these sessions which suggest that a focus upon the curriculum alone is not sufficient to impact student experience on campus. Therefore, this paper will share the findings of the Freedom to Achieve project and will use these to illustrate why initiatives aimed at addressing differential degree awarding needs to include work around the curriculum, but also around a sense of belonging, relationships, community and student development.Item Open Access “Addressing differential degree awarding through critical-race methodologies”(2021-07) Crofts, Melanie; Ansley, LucyIn UK Universities, white students are 13.6% more likely to be awarded a good honours degree than students of colour . Historically, a deficit perspective has been used across the sector to counter this reality, rooted in the “view that the problem lies with the students and that it is some attribute of the student that means they attain less well, rather than because of an institutional factor such as curriculum design/development” . This approach not only fails to acknowledge the role the institution plays in differential degree awarding, but also ignores the body of research which shows that even when a range of factors (including prior attainment) are controlled for, an unexplained difference still occurs between students of colour and white students (Broecke and Nicholls, 2007 ; McDuff et al., 2018 ). This suggests that further exploration of the experience of students of colour is required. At De Montfort University, the Freedom to Achieve project aims to address differential degree awarding through a multi-faceted programme of individual projects designed to enhance our cultural diversity and support success for all. A core element of the project to date has been the implementation of student consultations, which allowed for further exploration of the lived experience of the curriculum for students of colour. Underpinned by a Critical Race-Grounded Methodology, these consultations sought to unearth the non-dominant narratives of student experience at De Montfort University. Of particular interest are the findings from these sessions which suggest that a focus upon the curriculum alone is not sufficient to impact student experience on campus. Therefore, this paper will share the findings of the Freedom to Achieve project and will use these to illustrate why initiatives aimed at addressing differential degree awarding needs to include work around the curriculum, but also around a sense of belonging, relationships, community and student development.Item Metadata only Addressing the boundaries of consent in rape(Kings College, 2002-01) Dingwall, GavinItem Metadata only Administrative justice and alternative dispute resolution: the Australian experience(2005-11-01) Buck, Trevor, 1951-Item Metadata only Adolescents accessing indecent images of children(Taylor & Francis, 2008) Gillespie, Alisdair A.Item Open Access Advance decisions, welfare attorneys and statements of wishes: The belt, braces and corset approach to advance care planning(Sage, 2019) Samanta, JoAdvance care planning is used by adults to express value-based preferences for informing future care and treatment decisions following their loss of decision-making capacity. It is a means for ascertaining previous preferences about types of care and treatment as well as wider concerns. In English law, advance care planning incorporates advance decisions to refuse treatment, statements of wishes and, more recently, the appointment of attorneys who act under the authority of a Lasting Power of Attorney for health and welfare. This article considers these mechanisms together with some of their merits and potential shortcomings. It also considers whether other approaches, such as advance consent, might be a useful addition. Ultimately, it argues that used in isolation the current options are insufficient on legal and pragmatic grounds, albeit for different reasons. For persons with a strong sense of their personal treatment and care preferences following their loss of decision-making capacity, a combined and synergistic approach is recommended.Item Metadata only Advance directives, best interests and clinical judgement: shifting sands at the end of life(Royal College of Physicians, 2006) Samanta, Jo; Samanta, AshItem Open Access Aesthetics of Law and Literary License: an anatomy of the legal imagination(Springer, 2017-02-25) Shaw, Julia J. A.As a normative discipline, law defines its territory according to simple categories which establish absolute principles purporting to offer a single truth as to what is just and unjust, right and wrong, good and bad. In addition, linguistic and extrasemantic devices such as synecdoche, metonymy, rhythm and metaphor serve a referential function with which to penetrate the collective consciousness. The core assumptions derived from the implementation of socio-linguistic mechanisms transform the nature of legal analysis and are embedded within a diverse interplay of meanings. Aesthetic imaginings are evidenced to underpin and sustain ‘law’s symbolic processes and doctrines, institutions and ideas; that is, a realm of limitless fantasy, of free-flowing nomological desire, fixed around, and fixated upon controlling images that condense its central juridical concepts’; as the ‘jurists follow their own poetic and aesthetic criteria, their own spectral laws’ (MacNeil in Novel judgments: legal theory as fiction. Routledge, Oxford, p 9, 2012; Goodrich in Legal emblems and the art of law: obiter depicta as the vision of governance. Cambridge University Press, Cambridge, p 155, 2013). Yet still, founded on the negation of its own history, legal practice maintains that juridical arguments comprise only dialectical reasoning about objectively determined concepts: ‘law is a literature which denies its literary qualities. It is a play of words which asserts an absolute seriousness; it is a genre of rhetoric which represses its moments of invention or fiction… it is procedure based upon analogy, metaphor and repetition [that] lays claim to being a cold or disembodied prose’ (Goodrich in Law in the courts of love: literature and other minor jurisprudences. Routledge, Oxford, p 112, 1996). This article will explore the continuing commitment of modern legal practice to particular aesthetic values and how these are crucially implicated in a variety of legal competencies including the formation of key legal concepts and general intellectual activity.Item Embargo Africa’s Participation in International Economic Law in the 21st Century: An Introduction (Special Issue)(ElectronicPublications.org, 2020-04-30) Akinkugbe, O.D.; Omiunu, Ohiocheoya (Ohio); Vanni, A.; Simo, R.; Dirar, L.This is the introduction to the Manchester Journal of International Economic Law Symposium Issue based on selected papers presented at the Fourth Biennial Conference of the African International Economic Law Network at Strathmore Law School, Nairobi, Kenya in July 2019. The introduction also reflects on four important spaces for the consolidation of the scholarship, teaching and research, practice and policy relating to international economic law in Africa.Item Metadata only Against myths and traditions that emasculate women: Language, literature, law and female empowerment(Springer, 2010) Shaw, Julia J. A.Item Metadata only Alcohol and crime(Willan Publishing, 2006) Dingwall, GavinItem Metadata only Alcohol, alcoholism and the criminal justice system in England and Wales(Barry Rose Law Publishers Ltd, 2003) Dingwall, GavinItem Metadata only Alcohol, crime and responsibility.(2002) Dingwall, GavinItem Metadata only Alcohol-Related Violence as Alcohol-Related Crime: Policing, Policy and the Law(John Wiley & Sons, 2012) Dingwall, Gavin