Islamic veiling has been the subject of many theological, social and legal debates, which are fluid and their intensity has been further influenced by its contextualised meanings such as religiosity, modesty, identity, resistance, protest, choice and subjugation. Literature on Muslim veiling has either examined its treatment by legal or socio-feminist perspectives, whereas this thesis critiques the religious, socio-feministic and the legal discourses. The contemporary discourse is dominated by competing binaries that label it as a tool of oppression or one of empowerment. Many of the assertions are based not on the veil’s multiple meanings or the wearer’s true motivations but on misplaced assumptions of moral authority by those who oppose or defend the practice, as well as native informants professing to represent veiled Muslim women, leaving Muslim veiled women’s voices muted. Having examined the religious imperative that has a patriarchal basis, the thesis constructs a critique of the two dominant discourses central to the contemporary debates on veiling. One discourse defends the practice as empowering whilst the other calls for prohibitions on the practice using liberation from oppression as a justification, particularly with issues surrounding the wearing of the full face veil. This is followed by a critique of the key cases generated under Article 9 ECHR, which attempts to balance the religious rights of those who veil with the rights of others. The case law highlights that the ECtHR not only falls short in disclosing satisfactorily how it has struck a balance between these competing rights, but also fails to adopt a neutral stance to religious expression through symbols, its reasoning being based on contradictory stereotypes of Muslim women as passive and victims of gender oppression in need of liberation. The influence of such stereotypes and an inadequate application of the margin of appreciation doctrine have led the ECtHR in validating state prohibitions on the hijab and the full face veil, thereby failing to acknowledge the voices of the veiled women at the centre of a human rights claim, delivering a further blow to them. Post the case of S.A.S. v. France the ECtHR has exasperated this even further by allowing an abstract principle of ‘living together’ as a justification for the full face veil’s prohibition in public spaces, resulting in Article 9 rights of Muslim women who veil being endangered even further by the introduction of such an open-ended ground.

Since the time when legal education became the preserve of universities and other higher education providers there has been an uneasy relationship between the ‘aims’ of a liberal course of study and the demands of a practising profession. In addition, educators have dominated formal legal learning with a rules-driven curriculum delivered principally in the format of lectures – where students are seen and treated primarily as passive recipients of knowledge. On joining academia from legal practice in the early 1990s my work has been principally focused on addressing the tensions implicit in the above – looking at what we as educators, practitioners, students and the wider public need and want from legal education and the most effective ways of achieving that. Taking the importance of knowledge, skills and values as a framework I have published widely on both the content and means of delivery of legal education. Whilst the former (content) must be seen in context – undergraduates for example may have very different outcomes set for them as compared with those an overtly vocational course – the latter (delivery) has a common denominator. This is to do with how students learn and how they can be encouraged to take responsibility for, and make the most of, that. Learning through experience supported by the means to conduct critical reflection is at the centre of my work. I have looked, in particular, at developing models of 'clinic' where students, under requisite supervision, engage in real or realistic casework in order to comprehend relevant content, be that legal doctrine, lawyering skills or professional and ethical considerations. This work has been recognised as ‘pioneering’ in the development of clinical legal education both in the UK and further afield, as evidenced by the volume of publications, numerous citations in other works and requests made by others for assistance, particularly in developing clinics. Most recently I have been looking at whether these pedagogic and professional practice models have transferable value in civil and common law jurisdictions and to what extent they aide access to justice. The publications – a mix of books, book chapters, articles in refereed journals and other material in the public domain – that I rely on are listed in Appendix 1 to this commentary and show, I submit, how I have made a significant contribution to knowledge through the development of clinic as pedagogy and the utility of this, for student, client, profession and the wider public in a domestic and international context. This submission looks initially at the context of my published work and recounts a journey encompassing different models of clinical legal education. This is followed by a section setting out a framework for understanding the nature, scope and extent of ‘clinic’. In order the encapsulate what clinic is and what potential is offered a taxonomy is suggested based on the variants that determine the educational, public service and professional reach of experiential learning in general and clinical legal education in particular. I then focus on three aspects of my work represented by the publications on which I rely for this award – simulation, model modification and international transferability and provide examples of these manifestations of clinic alongside analysis from other scholars. The final substantive section of the submission attempts to locate what I have published within the wider context of current changes and proposed reforms in legal education. The conclusions reached include the recognition of the importance of clinic (actual and potential) in serving the various agendas held by relevant stakeholders.

This research examines the treatment of terror detainees during pre-charge detention in Pakistan and the UK. Pakistan is the principal focus and the UK acts as a comparator thereto. Suspected terrorists are more vulnerable to maltreatment during pre-charge detention. Their vulnerability increases more in a country like Pakistan where more than 60,000 people have died in various terrorist attacks. Arguably, there is no case-study on the topic in Pakistan and the UK has not been used as a comparator. This scholarship, therefore, attempts to fill the gap by evaluating the treatment of terror detainees during pre-charge detention in Pakistan by using relevant human rights law and principles as a yardstick and the UK as a comparator to the main case. This scholarship uses liberal critique research methodology assessing pre-charge terror detention in the following six themes: the period of pre-charge terror detention; police interrogation and questioning; internal police review mechanisms; police records; the rights of a terror suspect to contact the outside world; and the detention conditions. The relevant anti-terror legislation of the two countries will be used to find the law on the topic. The related provisions in the UDHR, ICCPR and UNCAT will also be used to find out how we ought to treat terror detainees in a criminal justice system. The results show that the UK fulfils most of its human rights obligations, while Pakistan does not. The UK provides a maximum period of 14 days for pre-charge detention, while Pakistan has 90 days. A terror suspect can be interrogated for up to two hours at a time in the UK, while police interrogation sessions in Pakistan are unlimited. The UK includes internal police review mechanism as a check on the special powers of the police, while there is no such arrangement in Pakistan. The countries also differ in their police records, the rights of a terror suspect to contact the outside world and the detention conditions. Consequently, Pakistan can arguably learn from the UK's experience on the topic.

I studien undersöktes effekten av bakgrundljud på prestationen i en räkneuppgift. Två experiment genomfördes för att testa effekten av tre bakgrundstal: irrelevanta tal, yrkesbeteckningar och tal uppspelade baklänges. Dessutom ingick en kontrollbetingelse utan bakgrundstal. Hypotesen var att de irrelevanta talen skulle störa prestationen mest. Experiment 1 visade ingen effekt av bakgrundsljuden och stödde alltså inte hypotesen. I experiment 2 användes en svårare räkneuppgift och bakgrundstalen presenterades i en högre takt. Talen störde då prestationen mer än baklängestalen och yrkesbeteckningarna, och prestationen i kontrollbetingelsen var bättre än i någon av ljudbetingelserna. Skillnaden mellan talen och baklängestalen var däremot inte signifikant. Resultatet var i linje med att störningen förklaras av interference by process.

By-catch is an unavoidable problem in fishery, and the occurrence of by-catch may lead to the phenomenon of discarding. Discarding of non-targeted species will not only result in the losses in economic, but may also damage the resource stock. As the interaction between species exists, the economic costs and the degree of damage derive from by-catch and discarding will become increasingly complicated. The research will start from the assumption of possible interactions between species, investigating that under different interactions between species, the possible influence to the optimal decision of fishermen and resource stocks.

The region of eastern and southern Africa is very diverse in environments and agronomic practices. The region has one of the highest per capita consumption of maize (Zea mays. L), which is predominantly produced by smallholder farmers. Some important constraints facing these farmers include drought and low fertility. For decades, the International Center for Wheat and Maize Improvement (CIMMYT) has been involved in developing maize genotypes that have high grain yields and are tolerant to drought, low fertility and other important constraints. This germplasm is developed for wide adaptation. However, the development of superior germplasm is significantly affected by interaction between genotypes and the environment (i.e., genotype by environment interaction, GEI). To estimate and understand GEI maize genotypes are evaluated in a range of environments representing as much variability of the target growing areas as possible. Because of dwindling resources needed to conduct testing in the region, it may not be possible to test in all potential target areas. Therefore, a careful process of site selection for testing is essential to improve efficiencies in cultivar testing and deployment. The objective of this research was to characterize the maize testing locations of the eastern and southern Africa region. Historical data from CIMMYT Regional Trials from 1999 to 2003 was used to characterize the environments and estimate genetic parameters. Environmnent and GEI showed consistently high contributions to the total variation observed among genotypes for grain yield. Environment contributed over 60% and sometimes up to 85% of total variation observed. Sequential retrospective pattern analysis (Seqret) was conducted on the adjusted standardized grain yield. A total of 7 groups of environments were identified. Repeatabilites, a measure of the proportion of phenotypic variation that is due to genetic differences, was reduced under stress conditions. The relationship among traits showed that anthesis-silking interval (ASI) is an important selective trait, which can improve selection efficiency for grain yield under stress conditions. Stability analysis provided an opportunity to observe the response and adaptation of genotypes to a wide range of environments. Variety ZM621 was a stable and high yielding genotype.

Fachhochsch. Lausitz, Diplomarbeit, --Zugl.: Senftenberg, 2004. / Literaturverz.: S. 107-115.

Thesis (Ph.D.) - Simon Fraser University, 2005. / Theses ( Dept. of Biological Sciences) / Simon Fraser University. Includes bibliographical references. Also issued in digital format and available on the World Wide Web.

Thesis (Ph. D.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 275-[299]).

Thesis--University of Southern California, 1959. / Bibliography: leaves [54]-57.