(1996). Building Bridges: Inclusive Post-Secondary Education for Persons with Intellectual Disabilities. This study examines issues concerning inclusion in Canadian postsecondary education, especially educational programming and practices that enable adults with intellectual disabilities to participate and learn in regular classes in community colleges or vocational training colleges. The book first frames education as a human right and then explores the legal and policy context for inclusive postsecondary education in the Canadian provinces. Chapters examine the practice of inclusion, the systems of supports for instructors and students, and the means of overcoming key obstacles in the promotion of inclusive postsecondary education for people with intellectual disabilities. Based on a survey of 40 community college educators and interviews with 35 educators and parents, the book contends that instructors and college administrators are more likely to promote inclusion in the presence of: support networks for teachers; inservice instruction by community agencies; disability awareness… [PDF]

Benedetti, Marie L., Ed.; Taylor, Jennice, Comp. (1993). B-WEST Mentorship Program. This program guide is intended for use by mentors of women who have completed the preemployment training component of the B-WEST (Building Workers Entering Skilled Trades) project and who are now entering a trade or technical occupation. The first section contains a definition of mentoring and mentor, protegee, and trainer profiles. Sections 2-6 cover the art of listening, trade issues, problem solving, self-care, and sexual harassment. Among the topics examined are the following: roadblocks to effective communication, reflective listening, enabling versus empowering, confidentiality, physical conditioning, attending to personal needs, job site safety, apprenticeships, reactions to/effects of conflict, unresolved conflict, ways of handling and/or minimizing conflict, self-esteem, assertive listening, basic human rights/belief systems, violence and inequality in our culture, wife assault, workplace violence, child abuse, rape and sexual assault, and personal consequences of sexual… [PDF]

Mayton, Daniel M., II (1987). Liberalism and Conservatism: An Assessment of the Duality Viewpoint. The works of G. D. Wilson and F. N. Kerlinger have suggested different theories to explain liberalism and conservatism. Wilson presents a bipolar dynamic theory of conservatism based on a general conservative syndrome factor. Kerlinger presents a duality view of liberalism and conservatism based on the critical referent theory of attitudes. A study conducted using questionnaires to assess predisposition to liberal and conservative attitudes surveyed 160 undergraduates at a small state-supported college in the Pacific Northwest. Each respondent completed the Liberalism-Conservatism Social Concept Scale developed for the study. A principal components analysis was performed and a total of 12 components were retained: (1) human rights, (2) social liberalism, (3) pro-nuclear freeze, (4) science, (5) religious/national issues, (6) government involvement, (7) rules and punishment, (8) economy, (9) marriage and family, (10) capitalistic leadership, (11) religious/social issues, and (12)…

Taylor, Mary Louise (1986). Institute of International Education 1986 Annual Report. The 1986 contributions of the Institute of International Education (IIE) through development assistance and educational and cultural exchange are described along with the history of the 40-year-old Fulbright Program which IIE helps to administer. Attention is directied to: IIE in the arts, in efforts to build developing-country institutions, in human rights, and in agriculture and natural resources; IIE and U.S. colleges and universities, IIE's activities in research and communications, and IIE's administrative support services and overseas offices. Fulbright graduate fellowships for foreign nationals and U.S. nationals are discussed. Profiles of individual IIE beneficiaries and participants and Fulbright fellows are included. IIE-administered projects for 1986 are listed. Additional listings include: IIE educational associates (colleges and universities arranged alphabetically by state); members of the Fulbright 1986-1987 national screening committee, listed by country and school;…

(1984). International Congress on the Occasion of the Thirtieth Anniversary of the Associated Schools Project. (Sofia, Bulgaria, September 12-16, 1983). Final Report. This report of the Proceedings of an international congress to mark the 30th anniversary of the Associated Schools Project of UNESCO is divided into seven sections. Section I, an introduction, outlines the background of the congress and initial proceedings: the opening address, election of officers, presentation of the program and rules of procedure, appointment of Commission officers, and inaugural ceremony. Section II summarizes five papers that described the activities of the Associated Schools Project in Belgium, Japan, Zambia, Hungary, and Costa Rica. Section III outlines the role of the Associated Schools Project in implementing the 1974 recommendations concerning education for international understanding, cooperation and peace, and peace and education relating to human rights and fundamental freedoms. A round table discussion on the Interregional Experimental Project on the Study of Contemporary World Problems is summarized in section IV. Section V outlines conference…

Kaufman-Everett, Ileen N. (1977). The League of Women Voters of the United States: A Case Study in Organizational Communication. The paper analyzes structure and organizational communication within the League of Women Voters. The document is presented in three major sections. The first section traces the history of the League of Women Voters from its origins in the women's suffrage movement to its current involvement with international relations, human rights, and environmental quality. Section two discusses the League's structure and membership. It is a large multi-organization which stresses differentiation into units, integration of activities among units, and adaptation of activities to changing conditions. The League is divided into local, state, and national units, and comprises approximately 140,000 members. Apphoximately 4,000 members are men. Members work on local, state, and national issues in cooperation with league units concerned with those issues. Section three analyzes the League's approach to organizational communication. The League encourages communication among members as well as integration…

Mische, Patricia; And Others (1979). Earthscape: Transitions toward World Order. The Whole Earth Papers, No. 12. The five articles in this booklet focus on positive social, political, and economic responses to world problems. The first article, \Earthscape: Transitions Toward World Order,\ by Patricia Mische, outlines major biological, historical, and cultural transformations which the world has undergone since the beginnings of recorded history and identifies recognition of interdependence among nations as the foundation for a new world order. The second article, \The Ecological Age,\ by Thomas Berry, examines how developing and developed nations are coming to terms with the need for environmental protection. The third article, \The Evolving Upward Path: Reflections on the United Nations,\ by Robert Muller, discusses involvement of the United Nations in global issues such as the arms race, arms sales, poverty, economic and social disadvantagement, human rights, and international cooperation. The fourth article. \Building the Intrastructure of World Order,\ by Patricia Mische, surveys global…

(1976). Learning for Change in World Society: Reflections, Activities and Resources. The resource booklet contains readings and activities for British secondary school world affairs classes. The material lends itself toward incorporation into various curricula, including history, geography, social studies, humanities, environmental studies, language and literature, home economics, math, and science. Subject matter focuses on interdependence of the modern world, bias and prejudice, causes of poverty, human rights, technology, world law, ecological balance, and patterns of world trade. An introduction explains that study of contemporary world society is vital to students' self-fulfillment and participation in social and political change. Section I presents 17 primary source readings about world society. Readings deal with European expansion and colonialism, injustice within and between South African countries, effects of poverty in India, and global goals of education in industrialized countries. Section II presents over 40 activities to use in classrooms or informal…

Frazer, Danica (1994). Changing Agency Policy and Practice To Support the Inclusion of Gays and Lesbians as Therapeutic Foster Parents. This practicum targeted a multi-service child and youth care agency in which lesbian women and gay men were implicitly excluded from serving as therapeutic foster parents. The setting in which the practicum project was developed, implemented, and evaluated is a not-for-profit, provincially chartered, and publicly-funded organization, headquartered in Edmonton, Alberta (Canada). The practicum was designed and implemented to advance the acceptance of gays and lesbians as therapeutic foster parents within the agency. The strategy included developing and obtaining formal approval of amendments to existing agency policies on status/conditions of employment and human rights, and organizing and obtaining consensus on both a proposed operational statement regarding the approval of gays and lesbians as therapeutic foster parents, and on changes to the existing materials used in the recruitment and selection of therapeutic foster parents. The results of this strategy were mixed. While… [PDF]

(1990). Telling Our Stories Our Way: A Guide to Good Canadian Materials for Women Learning To Read. This guide contains reviews of 49 selected books and pamphlets of special interest to women that were identified as good Canadian materials for women learning to read by a working group of the Canadian Congress for Learning Opportunities for Women. Among the types of materials reviewed are the following: books about contraception and reproductive health; photostories about immigrant women who work in a garment factory; collection of dub poetry describing the experience of immigrant women in Canada; Black woman's reminiscences about her grandmother's life in Nova Scotia; collection of stories from the Coast Salish Native community in British Columbia; workbook detailing a model of community curriculum development; handbook for women in abusive relationships; workbook explaining Canada's human rights laws; and book of stories about women in nontraditional jobs. The reviews were written by groups of students, literacy workers, or literacy workers and students together. Each review…

Gregory, Martha Wille, Ed. (1993). Self-Advocacy: Creating Employment Opportunities. This training module was developed to educate personnel about the issue of self-advocacy by individuals with disabilities. The module includes workshop content (with side notes to the trainer in italics), overheads, and many handouts. Preliminary information includes module purpose and overall learning objectives, a module outline, materials needed for the workshop, and adaptations for individuals with disabilities. The first section introduces self-advocacy by defining the term and discussing why self-advocacy is important. The next section considers basic human rights of all people. A major section examines the advocacy process, including specific advocacy skills, individual responsibility, understanding oneself, the importance of wanting to change, the importance of identifying the need or problem, the need for self-advocates to educate themselves, the need for developing a plan of action, and the need for willingness to take action. The following section offers suggestions for… [PDF]

Ravitch, Diane S. (1989). Multiculturalism in the Curriculum. This document contrasts the concept of multiculturalism as it appears in the proposed New York State curriculum guide, "A Curriculum of Inclusion," and as it appears in the California State history/social sciences curriculum. California uses the following approaches to reflect the multiracial, multicultural nature of American society: (1) expanding the study of world history to include the development of non-Western civilizations; (2) encouraging the use of the literature and art of diverse cultures; (3) recognizing the central role of Blacks in reshaping American political institutions; (4) recognizing the importance of ethnic groups in building the nation; (5) emphasizing civic values, democratic behaviors, and human rights; and (6) balancing the concept of pluralism with the sense of unity. However, the New York proposal disparages common elements in American society in the following ways: (1) overstating the inherent racism of the existing curriculum; (2) focusing only… [PDF]

Zinsser, Judith P. (1988). Indigenous Peoples and the United Nations: A Curriculum Project for Grades VII-XII. Indigenous peoples number over 200 million and constitute four percent of the world's population. They live in every part of the world and share a tragic common history: invasion of their lands and alteration of their environment, abrogation of treaties, continuing violence against their peoples, discrimination and abuse, poor health care and disadvantaged living conditions, attacks on their beliefs and customs, desecration of their sacred sites, imposition of alien educational systems and language, and the undermining of their way of governance. Their past history and present reality raise profound human rights issues for all peoples. With this in mind, background information useful for teaching about indigenous peoples in grades 7 to 12 is provided. The world is divided into seven regions and the indigenous peoples of those regions and the significant issues are discussed. Additional reading materials and audio/visual aids are suggested for each unit. Techniques for the classroom… [PDF]

(1982). University for Man Annual Report for 1981. The 1981 report describes current activities, publications and films, sources of financial support, and organizational overview of the University for Man (UFM), founded in 1967 in Manhattan, Kansas, on the concept of citizens learning from each other and involving themselves to affect their community. The organization is divided into three program units: local Manhattan campus and community programs, state outreach, and appropriate technology. During 1980, UFM's core program in Manhattan used volunteer instructors to teach over 800 courses to more than 15,000 participants. Current UFM Manhattan projects are Know-How Network, offering programs for minority, low-income, and non-formally educated persons; Folklife projects indentifying and activating folk artists and their crafts; Lou Douglas Lecture Series, focusing on human rights in 1981; Let's Recreate, providing recreational courses for the handicapped; and Community Gardens, a 2 1/2 acre plot used by over 100 families. Begun in…

Gordon, Edmund W. (1970). Building a Socially Supportive Environment. ERIC-IRCD Urban Disadvantaged Series, Number 16. This paper examines the conflicts between and the inequities inherent in practically all present day social systems and suggests strategies for building a socially supportive environment. The study focuses on the practical implications of the nature-nurture controversy and contends that greater attention must be given to extrinsic factors in development and learning. Areas of ecological balance or personal-politico-social homeostasis and the problems involved therein are treated. Emphasis is laid on the regression noted in the implementation of programs to satisfy basic human rights and needs. In the context of the present state of political development in this country, abandonment of parliamentary democracy and movement toward realization of a truly pluralistic society is strongly advocated. In the attainment of the latter objective, a rededication to the purposes and goals of education is suggested, stressing on assisting the student in his development, refining that development,… [PDF]

Ciolan, Lucian (2001). Schools against Social Exclusion: The Impact of Adult Learning on Pupils' Development in Rroma Communities. The end of communist rule in Romania meant that the country's Rroma (Gypsy) population could affirm its ethnic and cultural identity. However, educational opportunities for Rroma children remain low. The following are among the many factors that have led to social exclusion of the Rroma in Romania: existing policy priorities; high unemployment and poverty rates; regional disparities; and configuration and respect of citizenship and human rights. The national program Education for the Second Chance was initiated to combat social exclusion. The program School Development in Rroma Communities Equal Chances for Rroma Children through School and School-Related Activities was started in 1998 and lasted for 3 years. It featured the following components: (1) school management and partnership; (2) intercultural education; (3) cooperative learning; (4) oral histories; (5) remedial teaching; and (5) local community involvement in education and parents' education. The following were among the… [PDF]

(1997). The Inclusion Charter: Ending Segregation in Education for All Children and Young People with Disabilities and/or Learning Difficulties. This charter of principles and beliefs was developed by the Centre for the Studies of Inclusive Education in the United Kingdom. Principles are first listed and then explained in detail. The principles are: (1) the end of all segregated education on the grounds of disability or learning difficulty as a policy commitment and national goal; (2) the end of segregation in education as a human rights issue belonging within equal opportunities policies; (3) recognition that, since all children share equal value and status, the exclusion of children from the mainstream because of disability or learning difficulty is a devaluation and is discriminating; (4) the gradual transfer of resources, expertise, staff, and pupils from segregated special schools to an appropriately supported diverse and inclusive mainstream; (5) recognition that, since segregated education is a major cause of society's prejudice against adults with disabilities, desegregating special education is necessary to help…

(1990). Bigotry and Violence on Missouri's College Campuses. A Summary Report. This publication reports on the bigotry and violence on Missouri's college campuses based on the perspectives of 15 persons at a community forum held March 22, 1989. Participants included representatives of federal and state government agencies, human rights organizations, law enforcement agencies, and faculty, staff, students, and administrators from two- and four-year institutions of higher education. The federal official gave information on perpetrators of hate crimes on campus and a process for conflict resolution. Community and media consultants provided views on the collection of data for properly informing and educating the public on hate crimes and anti-semitism. Law enforcement officials told the forum why and how information on hate crimes is or is not reported. Two students described their thoughts and responses on the issue of racism. Faculty, administrators and staff provided different views of bias-motivated incidents, complaints, and harassment on their campus. Some… [PDF]

Hursh, Heidi (1996). Activities Using the \State of the World Atlas, 5th Edition.\. This activity book highlights recent changes in international political and economic systems of the world. Teachers of geography, history, economics, political science, current issues, foreign languages, and journalism will find these activities useful in integrating the \State of the World Atlas\ into their curriculum. Two introductory activities familiarize the students with the features of the \Atlas\ and address recent changes. The rest of the activities are divided into four sections. The first section uses an area studies approach to address various sections of the world. Activities focus on geopolitical and cultural groupings of nations. Stereotypes, similarities and differences, and interrelationships among the nations are explored. The second section keys on global issues such as human rights, the global environment and trade. In the third section, students apply research skills to the \Atlas\ as a whole, learning that caution must be used with data collected by governments…

Gage, Andrew, Ed.; Ockenden, Sandy, Ed. (1992). The Food Scrapbook. A Collection of Articles on Food Issues for Use in Secondary Schools. Global Issues Reading Kit #2: Food. Revised Edition. The articles in this scrapbook present a global perspective that is both alarming and hopeful. Drawing from Southern and Northern experiences the articles describe a world in crisis, but they don't stop there. By critically examining the status quo, the articles attempt to get to the roots of the crisis, and then move onto describing avenues for change and stories of hope and success. This scrapbook, one in a series, focuses on the particular issue of food. Subtopics include hunger, famine, cash crops, soil, agribusiness, diet, food from the sea, hunger in Canada, the Canadian farm, food irradiation, women and agriculture, and alternatives and solutions. Many of the essential elements of positive development are highlighted throughout: sustainable economics and resource management; community empowerment; respect for human rights and dignity; and the recognition of the role and status of women. Following the readings is a section of teaching ideas and activities to guide the users…

Ostertag, Vesna (1992). Strategies for Dissemination of Principles and Concepts of Education for Peace. World political changes since 1988 have ended the Cold War era of constant threats of confrontation and nuclear annihilation. The culture of militarism that influenced business, industry, and education served a purpose by dividing the world into good and evil. The changes that have removed the threat of militarism require a redefinition of the peace movement. The greatest task for teachers is the conversion of the war structure into a peace structure by converting the association of peace in the context of a nuclear catastrophe to the idea of peace as man's humanity to man. Educators must be ready to eradicate physical, economic, psychological, and ecological violence. In order to promote peace education, teachers must define global, national, and personal goals that are comprehensive enough to include many aspects of peace. These include personal relationships, economic equality, the value of human rights, and the elimination of violence toward the environment. U.S. and Russian… [PDF]

Bjerstedt, Ake; And Others (1991). Enemy Images among University Students in Four Countries: A Cross-National Exploration Using an Associative Technique. Peace Education Miniprints No. 20. Since "enemy imgaes" are important ingredients in preparedness for war, they merit study by researchers interested in peace education and in the psychology of peace and war. This study postulates that images of enemy groups, whether they be foreign countries or various subgroups within one's own country, are an important psychological construct to the willingness of persons to support the use of military force or warfare. The study examines the phenomenon of enemy images among university students in four countries–Denmark, Finland, Sweden, and the USSR. The study employed the use of an associative technique in which students were given a verbal stimulus (such as "The United States" or "The Soviet Union) and asked to write all the the words that occurred to them during a two minute period. Seven stimuli were used: the future, avoiding war, enemies of our country, peace, the United States, the Soviet Union, and human rights. The study was conducted during… [PDF]

Bjerstedt, Ake, Ed. (1992). Peace Education: Glimpses from the EUPRA Conference in Firenze. Peace Education Reports No. 5. This report presents the material from a workshop on peace education that was part of a conference sponsored by the European Peace Research Association (EUPRA). Two papers, "Research as a Tool for Peace Education" (Alberto L'Abate) and "Promoting Commitment to Peace and Environmental Responsibility" (Riitta Wahlstrom), are documented in part 1 of the report. The other presentations, reported in summary form in part 2, include: (1) "Goals of Peace Education According to Peace Educators: Some Notes from a Questionnaire Study of PEC Members" (Ake Bjerstedt); (2) "A National School for Teachers of Conscientious Objectors: A Project and A Curriculum" (Antonino Drago); (3) "Public Opinion on the Conflict and War in the Gulf, 1990-1991" (Philip P. Everts); (4) "Human Rights, Peace Studies, and International Education" (Jorgen Pauli Jensen); (5) "The Necessity of a Multiethnic Education for Peace and Coexistence in a Changing… [PDF]

(1984). Rhetoric and Public Address: Abstracts of Doctoral Dissertations Published in \Dissertation Abstracts International,\ January through June 1984, (Vol. 44 Nos. 7 through 12). This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 17 titles deal with the following topics: (1) the symbolic processing of continuity and change using the case of Carl F. H. Henry, (2) rhetorical strategies and image projection in John F. Kennedy's presidential campaign, (3) the political preaching of Jerry Falwell on behalf of the Moral Majority, (4) the political myths of J. Edgar Hoover, (5) Charles Grandison Finney's lectures on revivals of religion, (6) persuasive strategies in the discourse of Sudanese President Gaafar M. Nimeiri, (7) the rhetoric of Irvin S. Cobb, (8) social order and rhetoric in the sixteenth century Rome of Pope Julius II, (9) persuasion and coercion used by the Carter Administration to promote human rights in South America, (10) the rhetoric of C. L. R. James, (11) paradox in the political discourse of Barry Goldwater and the resurgence of conservatism in American politics, (12) the… [PDF]

Johnson, Jacquelyn S. (1978). Teaching about Conflict: Northern Ireland. Cultural Studies Series, Volume 5. This teaching guide contains 20 activities for students in grades 6-9 on the topic of conflict in Northern Ireland. These materials can be adapted to lower and higher grade levels. Objectives are to examine the conflict in Northern Ireland, to discern ways a conflict escalates and can be peacefully solved, and to compare the perceptions of the different groups engaged in the conflict. These are activity-centered materials. For example, using post cards from both countries, students compare cultural and geographic aspects of their state to Ireland. Students improve geographic skills as they sketch Ireland on a map of their own state. They examine primary resources collected in Ireland as they assess the perceptions and act out the roles of the various groups involved in the conflict, attempting to resolve the conflict peacefully. An affective component is provided for students as they view a slide-tape about the conflict and discuss human rights. Each activity contains an…

(1969). Negro History and Culture. This experimental curriculum guide is intended as an instructional resource for those secondary school social studies teachers who are either conducting the Negro History and Culture course or working to integrate existing curriculum in other social studies disciplines. The instruction units are specifically designed for two purposes: 1) to support a one-semester, half-credit elective course; 2) to provide instructional material to develop a greater awareness of the contributions of the Negro people in the United States in order to comprehend the nature of the American society today. There are six units: Race and Culture, African Heritage, The Legacy of Slavery, Striving for Freedom, 20th Century Struggle for Civil and Human Rights, and The Negro Movement: Freedom Now. Each unit has a consistent organization: 1) instructional intent; 2) synopsis of material; 3) outline of important concepts; 4) review of content with additional sources of information for the teacher; 5) a worksheet,…

(2001). Close the Book on Hate: 101 Ways To Combat Prejudice. This pamphlet, which is part of the Close the Book on Hate Campaign, provides definitions, resources, and suggested readings on combating prejudice. The premise of the campaign is the belief that through reading and discussion, children will be better able to counter prejudice and hate. The pamphlet begins with suggestions for combatting prejudice at home (e.g., get to know and take pride in one's heritage and share it with others); at school (e.g., establish a diversity club and create a school anti-prejudice slogan); in the workplace (e.g., make respect for diversity a core value with the company and become aware and respectful of individual work styles); in houses of worship (e.g., urge leaders to use the pulpit to condemn all forms of bigotry); and in the community (e.g., establish a Human Rights Commission and a Community Watch Group). The pamphlet presents common definitions of relevant terms; offers response strategies (e.g., notify law enforcement and reach out to victims);… [PDF]

(2001). Dilemmas in Foreign Aid: Debating U.S. Priorities, Policies, and Practices. Teacher's Resource Book [and Student Text]. Public Policy Debate in the Classroom. Choices for the 21st Century Education Program. Since the end of the Cold War, international relations has radically changed. The collapse of the Soviet Union took with it the East-West conflict that dominated world affairs for more than four decades. In its place, the North-South division has emerged as an important framework for reconceptualizing international relations. How the United States responds to the problems and challenges of the countries of the South will be a central question of U.S. foreign policy in the 21st century. This curriculum unit introduces students to the important issues on the U.S. policy agenda for the developing world. At the core of the unit is a framework of three distinct options for U.S. foreign aid policy. Within these options, students will evaluate the kinds of foreign aid, trade benefits, and other assistance the United States invests in other countries, including the prospects of exporting values such as democracy, free enterprise, and human rights. The student text summarizes critical issues…

Berns, Walter (2002). The Perennial Trashing of Bourgeois Democracy. Academic Questions, v15 n4 p23-26 Sep. What began in nineteenth-century Britain as a serious critique of the new liberal democracy became, in twentieth-century America, a contemptuous "bourgeois bashing," almost a way of life for some of campus radicals. But if not American liberal democracy, with all its vulgarity, then what? What's the alternative? Their intellectuals might, with reason, prefer Parisian "creme caramel" to American apple pie, but they cannot, with reason, prefer Moscow's Marxism to America's liberal democracy, if only because Marxism suffered an un-Marxist–i.e., unhistorical–death in Moscow. In fact, of course, this country, however numerous its imperfections, is now, as Abraham Lincoln said it was in 1862, "the last, best hope of earth." It is this because the cause of justice, equality, tolerance, human rights, all the values Nussbaum favors, depends not on the so-called World Community–Iran, Iraq, Saudi Arabia, North Korea, China?–but absolutely on this country and… [Direct]

Davies, Mark (2004). Challenges to "Academic Immunity"–The Beginning of a New Era?. Education and the Law, v16 n2-3 p75-96. While the term "academic immunity" is not one usually used, in practice academics in higher education institutions (HEIs) have been immune from legal challenges to their key professional activities. The historical position in the UK has seen both university visitors and the courts consistently refusing to interfere with decisions described as having the nature of academic judgment. HEIs may have contractual obligations to students for the provision of the agreed syllabus with sufficient numbers of skilled staff, but they and the academics who work for them retain very significant freedom in terms of the detailed provision of the academic "product". In this article the author considers the prospect of "academic immunity" surviving recent changes in other areas of law, notably the introductions of the Human Rights Act 1998, the abolition of the immunity advocates enjoyed against claims in negligence and the coming into force of key aspects of the Special… [Direct]