MSC War and Psychiatry Handbook
MSC War and Psychiatry Handbook
MSC War and Psychiatry Handbook
Psychological Medicine
and Psychiatry
Contents
WELCOME TO THE PROGRAMME .......................................................................................................................4
ABOUT KING'S COLLEGE LONDON ....................................................................................................................5
GRADUATE SCHOOL .................................................................................................................................................................5
ADVICE..................................................................................................................................................................19
WELFARE ADVICE ..................................................................................................................................................................19
COUNSELLING........................................................................................................................................................................19
KINGS COLLEGE LONDON STUDENTS UNION ..........................................................................................................................19
CAREERS ADVICE ..................................................................................................................................................................20
CODE OF CONDUCT ...............................................................................................................................................................21
EQUALITY & DIVERSITY ..........................................................................................................................................................21
EQUAL OPPORTUNITIES..........................................................................................................................................................21
STUDENTS WITH DISABILITIES .................................................................................................................................................22
GRIEVANCE PROCEDURE........................................................................................................................................................22
HEALTH AND SAFETY..............................................................................................................................................................22
COLLEGE REGULATIONS .........................................................................................................................................................23
APPENDIX 1 MITIGATING CIRCUMSTANCES & REQUESTS FOR A BOARD OF EXAMINERS TO REVIEW ITS
DECISION..............................................................................................................................................................24
Deleted: 12
Graduate School
www.kcl.ac.uk/graduate/school
The College has a central Graduate School, based at Waterloo Campus, whose remit is to support current students through
network events, a graduate skills development programme, information sharing, funding opportunities and career progression.
The Graduate School website is an invaluable resource for current events and details of how to access the skills development
programme; please contact graduateschool@kcl.ac.uk for more information.
Research
The quality of our research has been recognised by our achievement of the highest 5* rating at the last two Research Assessment
Exercises and our academics rank among the most influential researchers, nationally and internationally. Research is divided into
the following departments:
i)
ii)
iii)
iv)
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vii)
viii)
ix)
Taught programmes
New current taught student web page
Graduate programmes are taught in relatively small student groups, encouraging specialist knowledge in topics related to
psychiatry, psychology, and neuroscience, developing students for careers as clinicians, therapists, researchers and educators.
We offer an exceptionally wide range of programmes covering subjects such as clinical psychology, neuroscience, cognitive
behavioural therapies, addiction and forensic mental health. Close contact occurs between staff and students throughout the
programmes, which enables students to become part of the dialogue of their chosen discipline.
Libraries
http://www.kcl.ac.uk/depsta/iss/library/
As students of the Institute of Psychiatry, students on the War and Psychiatry programme have access to the Institutes library and
Weston Education Centre, at the Denmark Hill Campus, and to libraries at other Kings College London campuses. In addition,
Information Services and Systems (ISS) offers a range of services to students including those delivered through Public Access
Workstations Service (PAWS). You will be offered information retrieval training sessions during the first term to help you improve
your searching skills.
The Institute of Psychiatrys library is the largest in Europe dedicated to Psychiatry and its related disciplines, with a stock of
approximately 40,000 books and 200,000 volumes of periodicals. You are advised to make use of this vast resource whenever
possible.
In addition, you will have access to approximately 550 current periodicals, and a wide range of electronic journals and online
information services. Any items not held can usually be requested via a rapid inter-library lending service. Ample seating for
readers is available on three floors of the library and facilities for online computer-based literature searches are provided, as are
microform readers and photocopiers. Training is offered free to library members on the use of data-bases and electronic
information sources.
A number of special collections are housed in the library, including items formerly belonging to key figures in the historical
development of British Psychiatry. The manuscript collections and the Guttman-Maclay collection of psychopathological art are
housed in the archives building of the Bethlem Royal Hospital.
All students are automatically entitled to membership of all the libraries of King's College London, including the nearby King's
College Hospital library, which holds general medical literature. Students are also able to join the University of London Library.
This membership provides further access to a number of special collections, including the British Psychological Society Library
and the library of the Royal Statistical Society. Access may be arranged, if required, to as many as sixty-two other specialised
libraries within the University of London.
Key Contacts
Programme Leader:
Programme Administrator:
Mode of Attendance
Mode of attendance:
Full-time
Part-time
Duration:
Full-time
Part-time
1 year
2 or 3 years
Programme Overview
The Institute of Psychiatry (IOP) and the Department of War Studies jointly founded the Kings Centre for
Military Health Research (KCMHR), which was launched in September 2004. Not only is this new enterprise designed
to undertake research into the health of the armed forces, it is also a vehicle for the wider dissemination of knowledge.
The MSc in War and Psychiatry, therefore, is an essential element in the operation and philosophy of KCMHR.
This course seeks to place military psychiatry in its appropriate cultural, historical and social context.
Seminars provide an opportunity to analyse particular disorders (such as shell shock, post-traumatic stress disorder
and Gulf War syndrome), explore prevention (can recruits be screened for vulnerability to psychological breakdown),
treatments (so-called forward psychiatry, the creation of specialist units close to the front line to treat men with
combat exhaustion), and the roles of military psychiatrists (to conserve the fighting strength) and to draw comparisons
between different nations (including but not restricted to the UK, US, France, Germany and Israel).
With seminars on the reality of war, it attempts to put a human face on combat and to explore what are the
short and longer-term psychological consequences of combat. Seminars on war pensions and veterans seek to
elucidate the dilemma of financial compensation for psychiatric injury. In addition, using evidence from the Second
World War, the psychological effects of air-raids on civilians are also discussed in relation to the current terrorist
threat. By locating these themes in their cultural context, the MSc explores how functional disorders, such as shell
shock, were interpreted by clinicians on the battlefield, and how their meaning changed in the post-war period for
veterans. Similarly, particular treatments drifted in and out of fashion. To explain why a clinical intervention was
popular or considered out dated, requires us to understand not only the state of medical knowledge but also the
demands of planners and commanders. Psychiatric disorders were reconstructed by each new generation of doctors
and administrators. It is vital to place them in their social, medical and military context.
Programme Objectives
The programme provides opportunities for students to develop and demonstrate knowledge and understanding and
skills in the following areas:
a) The nature, significance and complexities of the history, development and practice of military psychiatry as revealed
through:
1) Systematic and reflexive investigation of the literature and the conceptual, therapeutic, operational,
historical and ethical issues surrounding the relationship between war and psychiatry.
2) Advanced understanding of a comprehensive range of concepts, theories and methods relevant to military
psychiatry.
3) Specialised studies in one or more aspects of military psychiatry.
b) Intellectual skills:
1) To engage critically with a wide body of literature and to demonstrate the ability to deal with complex
concepts and problems to an advanced level.
2) To exercise informed and independent critical judgment across a range of source material involving
structured and reasoned argument sustained through both essays and a dissertation.
3) To identify, formulate and articulate solutions to intellectual problems at the forefront of military psychiatry
using initiative, originality, creativity and independence.
c) Practical skills:
1) To gather, organise, evaluate and interpret information from a variety of sources, including, where
appropriate, primary materials.
2) To apply concepts, theories and methods in an appropriate, systematic and reflexive manner.
3) To investigate critically, develop and present arguments about, and offer solutions to, complex or narrowly
specialised problems at an appropriately advanced level.
4) To make use of constructive feedback to achieve progression in knowledge, understanding, methods and
judgment.
5) To organise and maintain individual learning strategies.
Entry Requirements
The normal minimum entrance requirement for registration on a Masters degree is:
i)
a second class honours degree of a UK university, or an overseas qualification of an equivalent standard
obtained after a programme of study extending over not less than three years in a university (or educational
institution of university rank), in an appropriate subject; or
ii)
a registerable qualification appropriate to the programme to be followed awarded by a UK university in
medicine or dentistry, or a qualification of an equivalent standard appropriate to the programme to be
followed awarded by a university outside the UK; or
iii)
a professional or other qualification obtained by a formal examination and approved by the Institute.
All teaching at the Institute is conducted in English and it is therefore essential that students have a
sufficient command of the language to follow their course.
Candidates for whom English is not their first language will be required to provide proof that they possess an
adequate level of English competence. The minimum levels are either an IELTS score of 7.0 or a TOEFL score of 600
paper based or 250 computer based. Grade C or above in GCSE English, the Hong Kong Examination Authority
Advanced Use of English or the Malaysian General Certificate of Education: English as a foreign language are also
acceptable.
A candidate possessing alternative qualifications which do not conform with those normally prescribed for
entry may be considered for registration if the candidate, by evidence of their background and experience or general
education, scholarship or training satisfies the Institute as to their fitness to follow the programme and to profit by it.
Teaching Units
To achieve its educational objectives the course has been designed with an introductory core module, which takes
students through the basic concepts of military psychiatry, and a second compulsory core module in Advanced
concepts in military psychiatry. In addition, students are required to study one option course selected from at least
nine options provided by the Department of War Studies. They are also required to complete a 15,000-word
dissertation on a theme chosen from within the broad field of war and psychiatry.
Compulsory Units: The two compulsory core units are as follows:
1) War and Psychiatry: an introduction
Twenty seminars will provide an introduction to the main developments and principles of military psychiatry from 1900
to the present. Key topics include: the issue of shell shock in World War One; the discovery of forward psychiatry
and PIE methods to treat combat stress reaction; attempts to treat battle exhaustion in World War Two; group
therapy at Mill Hill and Northfield; comparative approaches in France and Germany; the realities of war and the impact
of combat on servicemen; the efficacy of forward and base treatments; Vietnam and the rise of PTSD; veterans
pressure groups and war pensions; Gulf War syndrome; psychiatric responses of civilians to trauma and the issue of
risk communication: the need to encourage vigilance without causing panic. There will also be at least one visit to
either: Combat Stress (Ex-Services Mental Welfare Society) or to the Centre for Defence Medicine.
The module is primarily based on the UK experience, though reference throughout will be made to US,
Israeli, French and German examples for comparison. Students will be encouraged to explore cultural differences
between armies. It is a comparative course, which uses the past to inform the present and draws on the differences
between nations.
The twenty seminars are as follows:
1. A general introduction outlining the main developments and principles: the pre-1914 origins of military psychiatry,
World War One and the problem of shell shock together with the discovery of forward psychiatry and PIE methods;
attempts to treat battle exhaustion in World War Two and advances in group therapy at Northfield and Mill Hill;
Vietnam and the politics of PTSD; Gulf War syndrome and subsequent health concerns in Bosnia and Kosovo.
2. Shell Shock and its Legacy
3. World War Two: military psychiatry comes of age
4. Comparative perspectives: France, Russia, Japan and Germany
5. Military psychiatrists: the contributions of key figures
6. The Airforce: lack of moral fibre
7. The realities of war
8. Women in the armed forces
9. Treatment of war-related psychiatric injury
10. Post-combat syndromes
11. Vietnam: war psychiatry, politics and PTSD
12. Gulf War syndrome
13. Veterans, pressure groups and financial compensation
14. Law and ethics of war-related psychiatric injury
15. Posttraumatic stress disorder (PTSD)
16. The Wars of Israel
17. Civilians: the blitz to Bin Laden
18. Psychiatric casualties: the literary perspective
19. Screening and the military
20. Psychological effects of chemical and biological weapons
2) Advanced Concepts in Military Psychiatry
This second core course is designed to build on the work undertaken in the introductory module. It too is taught in ten
two-hour seminars. Key topics include:
1. Changing nature of war and issues relating to mental health of personnel in the armed forces
2. Contemporary civilian response to disasters
3. The mental health of UK troops deployed to Iraq and Afghanistan
4. Military intervention and humanitarian action: Trends, ethical dilemmas and future directions
5. The Future of Military Psychiatry
6. The psychology of the terrorist and terrorist groups
7. Combat motivation - How soldiers survive intense or prolonged stress
8. PTSD: Contemporary lessons from the field
9. Psychological problems of prisoners-of-war
10. Media and veteran health issues / The role of the media in veterans health issues
3) Option Course
Students are required to complete one full optional course or two half-units to fulfil the course requirements.
Part-time students complete this course in their second year. Based on feedback from students, we have
designed an option course specifically for War and Psychiatry students. It is called Complex Political
Emergencies, Health and Security and is taught by Dr Preeti Patel. The lecture and seminar topics are as
follows:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
Alternatively, students can take an option course from a list provided by the Department of War Studies. The range
and number of these option courses vary annually depending upon the availability of tutors. Application is directly to
the Department of War Studies and places are not guaranteed.
Programme Committee
The programme committee has overall responsibility for overseeing the programme, including syllabus and assessment criteria.
The membership of the Programme Committee is:
Programme Chair
Programme Leader
Programme Lecturer
Head, Education Support
Head of Department
Dean
Institute Secretary
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To ensure that the programme is academically sound and compares favourably with other similar programmes.
To enhance and develop the curriculum in line with current trends in the subject.
To ensure the programme falls within the remit of the Institute's academic profile.
To guarantee that entry requirements, teaching methods, assessment procedures and provision of support are suitable
for both the programme and students.
To ensure that assessment procedures are fair and consistent and that the award conferred is appropriate to both
programme and student performance.
To liaise with the Institutes Teaching Committee and consider any business required by that committee.
In practice, responsibility for day-to-day shaping of the programme is devolved to the Programme Learning and Teaching Group,
which comprises of the Programme Chair, Programme Leaders and members of the teaching staff
Calendar 2009/2010
Term Dates
Autumn Term
Spring Term
Summer Term
Date
Dissertation
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Coursework
Format and word length
All coursework should be submitted in as both electronic and hard copies.
Course work should be presented in the following way
Student number on each page - NO NAME
Typed on A4 white paper with at least 1.5 line spacing
Font size 12
All course work should include one (1) front sheet with the following information
Study Unit Name
Essay title
Name of candidate
Candidate number
Year of study
Word count
Submission
Submission deadline for assessed course work
Date
Dissertation
Dissertations longer than 15,000 words (excluding references) will be penalised
Three (3) copies of the dissertation should be handed to the programme administrator by 12noon on the Friday July 27th 2007.
The dissertation should be presented in the following way: Student number as a header on each page NO NAME
Typed on A4 white paper with at least one & half spacing
Font size 12
All course work should include a removable front sheet with the following information:
Study Unit name
Essay title
Student name
Student number
Word count
Submission
Submission deadline for assessed course work
Date
Dissertation
Late Submission
Material for assessment, including essays, case studies and dissertations, must be submitted by the dates specified in this
handbook. Material submitted late will normally be failed with a mark of zero unless the candidate has suffered illness or
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other cause found acceptable to the Board of Examiners (refer to the Mitigating circumstances & requests for a Board of
Examiners to review its decision for more details).
There are several different styles for the presentation of references etc, as you will notice during
your reading. However, authors writing for publication have to follow the preferred house style
of the publishers and journals for which they write, so it is helpful to get into the habit of using
such a house style. It is also important that there be a level playing field, with all students
working under the same restrictions, for example concerning how many words footnotes absorb.
Quotations
Quotations are meant to amplify or illustrate your argument. You should be sparing and judicious
in their use. Always ask yourself: could I really not say that in my own words? If that is not the
case, then ask yourself: does the quotation really illustrate or add to the point I am making?
Definitely do not provide quotations (or source references in notes) for commonly known facts,
for example, As Michael Howard writes in his biography of the philosopher, Clausewitz was
born in 1780.
In British style, single quotation marks should be used: e.g., All men are liars. Double quotation
marks are used only for quotations within quotations: e.g., I said in my wrath, All men are
liars. The closing quotation mark, in British style, precedes all punctuation marks, except a
question mark, exclamation mark, dash or parenthesis if these form part of the original source.
When a quotation runs to more than three lines of typescript it should be indented. In that case, no
quotation marks are used (except for quotations within the quotation, for which single marks are
used). For example:
I [Gregory of Tours] would like to make a brief comparison between the happy
outcome of the Christians who have believed in the Holy Trinity and the disasters
which have befallen those who have sought to destroy it.... It is, by the way, a great
mystery to me why the voice of the prophet calls spiritus principalis what the
heretics maintain to be something of minor importance.1[1]
There are three more things to note about this quotation:
Editorial additions to the original text are placed within square brackets. Additions are
required to explain what would otherwise be ambiguous to your reader.
If you leave out part of a sentence between the first and the last word you indicate this with
three dots. Four dots should be used if you exclude the end or beginning of a sentence, or one
or more complete sentences.
Non-English words (whether they appear in quotations or in your own writing) should be
printed in italics or underlined.
Proper nouns
United States Department of Defense is a proper noun, and should be spelt exactly as is
customary in American English. When obviously referring to the US DoD, Defense Department
you should ensure that you use the US spelling of Defense. Similar rules should apply to other
proper nouns in the English language, which should be spelt as their owners do.
1[1]
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These rules do not apply to translations from foreign languages. The German
Verteidigungsminister should be translated as Defence Minister using the British spelling.
When quoting URLs for Web sites as references in scholarly papers, the spelling must be exactly
as given in the original. For example, www.defenselink.mil links to the US Department of
Defenses main portal. However, www.defencelink.mil leads to a site not found error.
Footnotes & Endnotes
The purpose of notes is twofold: they provide room for making a point that is peripheral to the
main argument and they provide a home for your bibliographic references (see below).
Notes which contain peripheral information should be used sparingly, as they tend to be
distracting for a reader and may lead you off into the wilderness of irrelevance. You should
always make an effort to include all information except references in the main text. If something
does not fit into your main text, it is often better to leave it out entirely.
Since much of the information you present will be based on the research and writings of other
authors, you have to accept a basic rule in academia: that you credit the authors you use. Failure
to do so may constitute plagiarism. Whether you borrow an argument, paraphrase a section, or
provide a direct quotation, all forms of derivation must be supported by references.
Kings prefers footnotes, that is, notes situated at the bottom of the page to which they refer.
Some word-processing packages do not allow for footnotes. In such cases, endnotes (that is, notes
gathered at the end of your piece of work) are allowed.
Note numbers are usually placed at the end of a sentence, behind all punctuation marks. In
exceptional circumstances, the note number can appear within a sentence. An example of where
this is permissible is when the note refers to a statement you reject or qualify in a further part of
the sentence and ambiguity would result if it were placed at the end of the sentence. Note,
however, that it still has to appear at the end of a clause after a punctuation mark it is never
inserted directly behind a word.
References
To save words, your references to sources in footnotes or endnotes should be in abbreviated form,
and keyed to the full reference to the bibliography. References to the work of other authors
should contain the following information: surname, year of publication in parentheses, and the
relevant page numbers. For example:
Freedman (1989), p. 20
Honig & Both (1996), pp. 35-40
In the case of edited collections and journals, provide the name of the author(s) who wrote the
chapter or article to which you refer, and not the overall editor of the work.
You may use ibid. (short for ibidem or in the same place) only if the work to which you are
referring was the last one to appear in your previous note.
In cases when two authors possess the same surname, and have published work in the same year,
you should differentiate between them by using their initials. For example:
Jones, P. (1974)
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Bibliography
All your assessed work should include a bibliography. This should be placed at the end of your
work and contain all the articles and books you consulted in alphabetical order. References to
books should contain the following information: author, year of publication, title (including
subtitle), place of publication, publisher. The name of the publisher is optional, but desirable. You
can use the Harvard system if you wish. The system adopted by the Department of War Studies
follows and can be used as an alternative.
Bond, Brian (1977), Liddell Hart: A Study of his Military Thought (London: Cassell)
van Creveld, Martin (1989), Technology and War: From 2000 B.C. to the Present (New
York: The Free Press)
Delbrck, Hans (1991), History of the Art of War in the Framework of Political History, Vol.
IV: The Modern Era, tr. Walter Renfroe (Lincoln, Neb.: University of Nebraska Press)
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Zielonka, Jan (1992), Security in Central Europe, Adelphi Papers, No. 272 (London:
Brasseys for the International Institute for Strategic Studies)
Unlike American authors, British authors often do not give their first name, only their initial(s).
Follow whatever the title page of the book tells you. The title either appears in italic or is
underlined. Do not mix the two. Choose one or the other (the choice usually depends on the
capabilities of your word processor). Also, note carefully the use of punctuation marks in the
above citations, the position of the volume number, the inclusion of the name of a translator, and
the position of the name of a series.
If the book you consulted notes on the title page or copyright page that it is a new edition, note
this as well in your citation. For example:
Freedman, Lawrence (1989), The Evolution of Nuclear Strategy, 2nd edn. (London:
Macmillan)
An edited book should be cited as follows:
Freedman, Lawrence, ed. (1994), War (Oxford and New York: Oxford University Press)
If there is more than one editor list them all and write eds. behind their names. A chapter from
an edited book is cited as follows:
Waldron, Arthur (1994), Chinese Strategy from the Fourteenth to the Seventeenth
Centuries, in Williamson Murray, MacGregor Knox and Alvin Bernstein, eds., The
Making of Strategy: Rulers, States, and War (Cambridge: Cambridge University Press),
pp. 85-114.
References to an article should contain the following information: author, year of publication, title
of the article, name of the journal, volume number, issue number, and page numbers.
Capitalisation of titles applies in the same way that it does to book titles. For example:
McGlynn, Sean (1994), The Myths of Medieval Warfare, History Today, Vol. 44, No. 1,
pp. 28-34.
If the article appeared in an edited volume, cite it as follows:
Paret, Peter (1986), Clausewitz, in Peter Paret, ed., Makers of Modern Strategy from
Machiavelli to the Nuclear Age (Oxford: Clarendon Press), pp. 186-213.
Section 1.02 Further information
The information presented on references is by no means exhaustive. For queries about cases not
covered here, consult Judith Butcher (1992), Copy-Editing: The Cambridge Handbook for
Editors, Authors, Publishers, 3rd edn. (Cambridge: Cambridge University Press). The best
reference work, however, is The Chicago Manual for Style (1993), 14th edn. (Chicago: University
of Chicago Press). Although it sets the standards for American usage, it does mention British
practices when these differ.
For more general guidance on writing style and technique, try Gordon Taylor (1989), The
Students Writing Guide for the Arts and Social Sciences (Cambridge: Cambridge University
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Press). Finally, do not hesitate to consult your Personal Tutor or module tutor about problems
regarding form or substance.
Assessment
Assessment Methods
The course is assessed by means of 4 3,000 word essays, 1 5,000 word essay, and a 15,000 word dissertation.
Assessment Weighting
Each element of assessment carries a particular weighting, that is, it constitutes a proportion of the overall mark. The weighting for
assessments on the MSc War and Psychiatry and associated courses are given below. In order to pass the Programme,
candidates are required to pass each module with a weighted average mark of at least 50 (the weighted average for the module
is the weighted average of all the assessed elements for that module). Refer to the Appendix for the Scheme for the award of the
Masters degree.
Module
Introductory Core Course
Advanced Core Course
Option Course
Dissertation
% of final mark:
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Assessment Criteria
The tables below show the generic assessment criteria against which all assessed work will be marked. Specific marking criteria
for different elements of assessment (exams, essays, case studies and the dissertation) will be made available during the Autumn
term.
Examinations and other forms of assessment are marked numerically out of 100. The following scheme shows the general criteria
used to assess the quality of the work.
Overall
Equivalent (%)
Distinction
70+%
Merit
60-69%
Pass
50-59%
Fail
<50%
Description
Advanced and comprehensive essay. Logical, organised and systematic
answer, covering all the major aspects of the topic. Evidence of independent
study, originality and critical evaluation demonstrated by selection and
presentation of relevant material. Excellent standard of presentation and
analysis.
Good knowledgeable, logical, organised and accurate answer covering most of
the major aspects of the topic. Some evidence of independent study.
Demonstrates a clear and accurate understanding. High standard of
presentation and analysis.
Accurate answer covering most of the major aspects of the topic, and some
evidence of independent study or critical evaluation.
A weak, superficial essay. Incomplete coverage of the subject or with important
omissions and mistakes. Poor standard of presentation and analysis.
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Marking Structure
All examined work for all programmes is marked by at least two internal examiners. Before any marks are provisionally awarded,
the essay or report (or other assessed item) is judged against a set of criteria to decide the appropriate grade. The final mark for
each assessed item is scrutinised by the External Examiners and approved by the Programme Board (see below).
Results
Results of examinations and coursework undertaken during the 2007/8 academic year will be sent by post to students after the
programme exam board meets. The marks indicated will be provisional and subject to ratification by the School Board of
Examiners, which meets in November.
Reassessment
A candidate who fails an examination at the first attempt may, at the discretion of the Board of Examiners, be reassessed on the
failed element on one further occasion, normally during the September replacement examination period (see the Calendar section
of this handbook). However, results for retakes are capped at 50%.
Examination Board
Structure and Functions
There are three levels of examination boards:
The College Board of Examiners is responsible for both undergraduate and postgraduate programmes throughout the
College. Its role is to co-ordinate, regulate, advise and to maintain consistent standards throughout the College, ensuring that
procedures and regulations in relation to examinations are properly carried out.
At Institute level, there is an Institute Board of Examiners, which is responsible for all postgraduate programmes within the
IoP. The Institute Board reports to the College Board of Examiners, and membership includes the Chairs of each individual
Programme Board of Examiners (see below). It is responsible for the approval and co-ordination of marking schemes. The
Institute Board meets a number of times a year to discuss and decide on matters relating to examinations. It approves the
recommendations of the Programme Boards of Examiners with regard to all results including the classification of degree
awarded to each student. In this way, the Institute Board ensures that comparable standards are applied across the various
fields of study within the Institute.
Individual Programme Boards of Examiners are responsible for one or several related programmes. The Programme Boards
consider and agree upon the content of examination papers, makes recommendations on the appointment of Visiting
Examiners and on the examination marks for individual students on their degree programmes. The Programme Boards make
recommendations to the Institute Board of Examiners on awards to individual students. Programme Boards may also
recommend that individual students be permitted to re-sit failed examinations.
Terms of reference
1.
To ensure that assessment procedures are fair and consistent and that the award conferred is both appropriate to both
programme and student performance
2.
To ensure that marked components are clear and unambiguous and comprise a fair and appropriate reflection of the
programme itself
3.
4.
5.
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comment on and approve draft examination papers and advise upon other modes of assessment appropriate to the
subject;
sample examination answer scripts and other assessed material including coursework to ensure an appropriate
standard of marking, and to act as adjudicators on borderline pass/fail cases;
report formally on the degree programme and its method of assessment so that the Programme Boards and the Institute
Board of Examiners can modify their procedures if necessary.
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Attendance
Students are expected to attend all elements of the course. As well as adversely affecting your own learning, non-attendance has
a detrimental effect on fellow students and group morale. Attendance will be monitored regularly. Repeated non-attendance will
be brought to the students attention. If you are unable to attend for more than one week please notify the Programme Office.
Referencing
www.kcl.ac.uk/content/1/c4/43/02/citing.pdf
The accuracy and thoroughness of referencing are taken into account in assessing written work, so as well as being part of
academic discipline, acquiring the habit of good referencing is in your best interests. The system of referencing, which must be
used in written work, is a standardised one, closely based on the now widely adopted Harvard System (see Appendix 6).
Simplicity and comprehensiveness are the advantages of this system. Like all systems, this does not provide a single, perfect
answer to every unusual case. However, if you adopt the principles described, you should not go wrong.
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Questionnaires
Student feedback on the teaching and content of courses is obtained through termly questionnaires which you will be asked to
complete anonymously. The form covers teaching and learning quality, information resources, administrative support and the
Kings environment, and has space for any other comments. Analysis of the questionnaires by the Programme Leader will allow
your views to be integrated into the future development of the programme.
Student feedback also forms a large part of the annual monitoring process. All programmes are required to produce a report on
the operation of the programme each year. Included as part of this report is a summary of the feedback received from students,
mechanisms used for assimilating and processing students comments and examples of how previous feedback from students has
resulted in changes being made to the programme.
Programme Committee
The Programme Committee meets at least twice a year. It offers students the opportunity, through their student representatives, to
discuss the programme and raise any issues with members of the programme team.
Students Forum
www.iop.kcl.ac.uk/studentforum
The Students Forum of the Institute of Psychiatry meets on a termly basis and provides students with the opportunity to voice
concerns and discuss educational and other matters of mutual interest with key administrative staff.
Personal Tutors
All students are appointed a Personal Tutor who will meet students at the beginning of the programme and once a term thereafter.
Students are required to take the initiative in approaching their Personal Tutor if an issue arises outside of these times. Personal
tutors will contact you generally by email, so please make sure that you regularly check your College and personal email
accounts.
The role of the Personal Tutor is to provide independent advice on a range of issues and act as a point of contact for students
experiencing problems not dealt with through the normal process of academic supervision. The Personal Tutor should ensure that
students are aware of the facilities, resources and services offered by the Institute and the College in relation to health care,
counselling and financial assistance.
23
Advice
Welfare Advice
http://www.kcl.ac.uk/welfare
Personal Tutors are available to discuss a range of problems that students may encounter, but students may also wish to talk to
someone from outside their programme.
Institute and Kings College Welfare Advisers offer free, confidential advice and guidance on a range of practical issues for current
students, including finance and money management, social security and disability benefits, housing rights, consumer law and
immigration issues.
The Student Support Officer on the Denmark Hill Campus is based in the Education Support Team, on the second floor of the
main IoP building. Drop-in sessions, lasting about 10 minutes, take place regularly in the Student Welfare and Support Office,
situated by the Caf Lounge, and appointments can be made for more detailed queries. For more information please contact
Becky Cooper (Student Support Officer) on 020 7848 0237, or email: rebecca.cooper@iop.kcl.ac.uk or welfare@kcl.ac.uk.
Should you wish to speak with someone outside the Institute you can phone the Welfare Advisers on the numbers given above to
book an appointment, or visit the office to pencil your name in the Advisers timetable. Most booked appointments are for up to
thirty minutes and take place in a confidential one-to-one setting and, where necessary, follow-up appointments can then be
made.
Emails can be sent to welfare@kcl.ac.uk for initial inquiries or to request information. However, it must be noted that e-mails are
not strictly confidential as other authorised members of the College can obtain access. For confidential or more complex matters it
is therefore advisable to book an appointment to see an adviser.
Counselling
http://www.kcl.ac.uk/about/structure/admin/acareg/studentservices/counselling
The College operates a counselling service which aims to enable students to make the most of their opportunities by helping them
cope with any problems or difficulties that may arise of a personal or emotional nature. The team includes professionally trained
counsellors, group analysts and a psychiatrist. All of the help offered is strictly confidential. The counselling service at the
Denmark Hill Campus is based in the Western Education Centre, by appointment only, every Monday. For appointments
telephone 020 7848 1731, or email counselling@kcl.ac.uk.
Academic Queries (e.g. Academic Hearings, Disciplinary Hearings, How to Change Programme/College, Problems with
Programme/Lecturers, etc);
Problems with Halls (e.g. tenancy agreements, rights to repair, deposits;
Employment Issues (e.g. seeking work, employee's contracts, etc);
Legal Advice (e.g. basic help and referrals, etc);
Personal Queries (e.g. harassment, attack, children/childcare, marriage, divorce, etc).
The Advice Unit is staffed by the Academic Caseworker and is based in the KCLSU Resource Centre on the first floor of the
Strand Site. In addition, the Academic Advisor offers appointments at all other College campuses; appointments can be made
using the online form on the KCLSU website www.kclsu.org or by emailing advice@kclsu.org.
24
Careers Advice
www.kcl.ac.uk/careers
Given the specialist nature of the majority of programmes at the Institute, either the Programme Leader or other members of the
programme team are often best placed to offer you careers advice. We hope to have a dedicated careers advisor present at the
IoP from September 2007 (days and times are to be confirmed). For those who want further advice, the College has a Careers
Service which provides careers counselling and information on a wide range of careers and postgraduate programmes.
A vast range of information about careers, postgraduate programmes, employers, and job vacancies is available in the information
library (Waterloo campus), where Information officers can help you find the information you need. Copies of the weekly Job
Opportunities Bulletin are available from the Information Services Centre in the Franklin Wilkins Building, keeping you up-to-date
with latest news and event from the University of London Careers Service
The main Careers Service office and the information libraries are open Monday to Thursday, 09:30 to 17:00, and Fridays
from12:00 to 17:00. Students can meet with a careers adviser for a 10-15 minute Quick Query consultation without an
appointment on Monday to Thursdays from 11:00 to 17:00 during term time and from 14:00 to 17:00 in vacations. If a longer
discussion is required, this can be booked after an initial Quick Query consultation.
For further information please contact:
Kings College London Careers Service
Room G43, Ground Floor
James Clerk Maxwell Building
57 Waterloo Road
London SE1 8WA
Tel: +44 (0)20 7848 4053
Email: careers@kcl.ac.uk
25
College Policies
www.kcl.ac.uk/college/policyzone
Code of Conduct
Lectures are for the benefit of students. It is essential to have a quiet atmosphere to allow the lecturer to make an effective
presentation and the students to concentrate on the lecture. Lecturers who are disturbed by disruptive or interfering behaviour
have a right to ask offending students to leave.
You can contribute to the success of lectures by adhering to the following guidelines:
1.
Arrive punctually so that the lecture can start on time. Late arrivals distract the lecturer and other students, and are
discourteous and inconsiderate.
2.
If the lecture is delayed because students are late, valuable time is lost and this may result in the lecture running over time
into the break. If you are more than five minutes late you should not enter the lecture unless you can do so without causing
any disturbance.
3.
Maintain a quiet atmosphere during the lecture by ensuring that your mobile phone, bleep or pager is switched off.
4.
5.
6.
If you have a question, you should attract the lecturers attention by raising your hand.
7.
You should not leave a lecture before it ends unless asked to or given the option by the lecturer.
8.
You should complete evaluation forms or offer feedback as requested by the lecturer. Feedback should be constructive to
help the lecturer improve the quality of teaching.
Equal Opportunities
Kings College London is committed to promoting and developing equality of opportunity in all areas of its work. In order to achieve
this aim, the College seeks to:
ensure that prospective and current students, job applicants and members of staff are treated solely on the basis of their
merits, abilities and potential without any unjustified discrimination on grounds of age, sex, disability, family circumstances,
race, colour, nationality, citizenship, ethnic origin, social and economic status, religious belief, sexual orientation, marital
status or other irrelevant distinction;
promote good relations between individuals from different groups; recognise and develop the diversity of skills and talent
within both its current and potential staff and student body;
communicate to staff, students, associates and others the promotion of equal opportunities and College procedures to
sustain it.
26
provide the following: special seating, handouts or booklists in advance, rearranged time-tables, long book loans, extra time for
examinations and extra support from staff.
If you are a home-domiciled postgraduate student, you may be eligible for the Disabled Students Allowance. This is a financial
package which helps to cover the extra costs of studying with a disability such as notetakers, assistive technology and extra
photocopying costs. Contact the Disability Support Team for more information regarding eligibility and details on how to apply.
If you suspect that you may have dyslexia or learning difficulties, the Disability Support Team can provide advice and guidance. In
the past, Kings has funded Dyslexia Assessments for students through the Hardship fund.
More detailed information for students with disabilities can be found in the College's Disability Handbook: An individual's guide.
This is available online at www.kcl.ac.uk/equal_opps/ or from the Education Support Team and Equality & Diversity Department.
To make an appointment to see the Disability Support Officer or the Disability Co-ordinator contact 020 7848 3398 (tel/text) or
email equality@kcl.ac.uk. To Make and appointment to see the IoP Disability Advisor please contact Juliana Onwumere:
juliana.onwumere@iop.kcl.ac.uk.
Grievance Procedure
In the event of an academic grievance, students should first speak to their Programme Leader or Personal Tutor.
It may be appropriate for a students complaint, particularly if it is of a general rather than a personal nature, to be referred to one
of the following:
Programme Committee
Students Forum
Teaching Committee
In the event of the student being unable to resolve the grievance to their satisfaction, the student should approach the Chair of the
Teaching Committee.
If the grievance still remains unresolved to the satisfaction of the student then the student may submit a request for redress in
writing to the Dean, who will make an initial response within fourteen working days. The correspondence between the Dean and
the student will form part of the evidence that the student has exhausted all local mechanisms in respect of Section 5:5.2.1 of the
College's Grievance procedure for students.
Students whose grievances arise from allegations of sexual or racial harassment from members of staff or other students should
seek redress using the procedures set out in the Colleges Code of Practice on Sexual and Racial Harassment.
27
College regulations
http://www.kcl.ac.uk/about/governance/regulations/students.html
Please refer to the College Regulations booklet, which was included in your enrolment pack. For additional copies, please contact
the Education Support Team (educationsupport@iop.kcl.ac.uk) or visit the College Regulations pages on the Kings College
website.
28
Appendix 1 Mitigating circumstances & requests for a Board of Examiners to review its
decision
What do I do if my examinations or assessment are affected by circumstances outside my control?
From time to time circumstances arise which are outside your control and which may prevent you from performing to your
potential. Such circumstances might include illness, the death of a close relative, or an accident. When such things occur close to
your examinations or an assessment deadline, you may feel that your performance will suffer as a result. However, the College
has mechanisms in place to ensure that you will not be disadvantaged in any way provided that your need is genuine and that you
follow the procedures approved by the College.
An overarching principle of the Colleges assessment policy is that if you present yourself for an examination or submit an
assessment, then by doing so you are declaring yourself fit to take that examination or to undertake that assessment,
and therefore whatever mark you are awarded will stand. Only in very exceptional circumstances will a mark awarded be
annulled if you have sat the examination or submitted the assessment.
Request for Withdrawal / Extension
It is therefore essential, if you feel that due to circumstances beyond your control you are not properly fit to enter an examination
or to submit an assessment by the deadline, that you seek to be withdrawn from that examination or request an extension to the
deadline for the submission of an assessment. The procedure for doing this is as follows:
You must submit a Mitigating Circumstances Form (MCF) or an Extension Request Form (EFR). These are standard
forms, available from your School Office (or equivalent) or downloadable from the College website:
www.kcl.ac.uk/college/policyzone/attachments/MCF%2005-06%20Web.pdf/
www.kcl.ac.uk/college/policyzone/attachments/ERF%2005-06%20Web.pdf.
You must complete the form in full, and submit it to your School Office (or equivalent) together with all supporting
documentary evidence (e.g. doctors certificate).
You must submit the form at least 7 days before the start of the first examination from which you wish to be withdrawn, or 7
days before the assessment submission deadline. This 7 day rule is to allow sufficient time for a decision to be made, and for
that decision to be communicated to you.
i)
Once received by your School Office (or equivalent), your MCF and/or ERF will be logged and forwarded to the Chairman of
your Board of Examiners.
The Chairman is required to satisfy him/herself of the following before s/he is able to accept your mitigating circumstances
and grant your request:
i)
That your mitigating circumstances are true it is therefore necessary that you submit as much supporting documentary
evidence as possible.
ii)
That your mitigating circumstances constitute good cause this means that s/he will need to be sure that the
circumstances were outside your control and constitute a good reason for not taking the examination or submitting the
assessment. It is therefore not sufficient if, for example, you were ill several months before the examination or
assessment deadline, are going to a wedding in Australia the week before the assessment deadline, or are playing in a
sporting fixture on the day of the exam!
iii)
That your mitigating circumstances would render you unfit to enter the examination or to complete the assessment by
the deadline, or that they would otherwise prevent you from entering the examination or undertaking the assessment by
the deadline.
iv)
That your mitigating circumstances would have a significant and adverse impact on your performance in the
examination or assessment.
Provided that the Chairman is satisfied that all of these criteria have been met, s/he will accept your mitigating circumstances
and agree to your request. The Chairmans decision will be notified to you as soon as possible.
ii)
Where the Chairman accepts your mitigating circumstances and agrees to withdraw you from an examination, you will be
deferred in that examination and will be offered a replacement examination. You would normally be expected to enter this
replacement examination at the next available opportunity.
29
Where the Chairman accepts your mitigating circumstances and agrees to an extension to a deadline for the submission of
an assessment, the Chairman may determine the new deadline or may allow you to negotiate a new deadline with the
assessment organiser.
The Chairman will also report his/her decision to the next meeting of the Board of Examiners.
iii)
Where your mitigating circumstances do not meet the above criteria and your request is consequently rejected, you will be
required to enter the examination or submit the assessment by the deadline. If you do not, you will receive a mark of zero for
that examination or assessment, the same as any other student who fails to enter an exam or submit an assessment.
You must submit a MCF, again to your School Office (or equivalent) together with all supporting documentary evidence (e.g.
doctors certificate).
You must submit the form in advance of the meeting of the Board of Examiners at which the result of your examination or
assessment will be considered.
v)
Once received by your School Office (or equivalent), your MCF will again be logged and will be presented to the meeting of
the Board of Examiners.
Your mitigating circumstances must meet exactly the same criteria as if you had submitted them in advance, as listed above,
i.e. the Board of Examiners must satisfy itself of the following before it is able to accept your mitigating circumstances and
grant your request:
i)
ii)
iii)
iv)
Additionally, and very importantly, the Board of Examiners must satisfy itself:
v)
That you were unable, or for good reasons unwilling, to request to be withdrawn before the exam or to request
an extension before the deadline.
Therefore if you cannot demonstrate that you had a good reason for not having submitted your mitigation in advance, your
mitigating circumstances will be rejected and you will be awarded a mark of zero for that exam or assessment. Good
reasons would include the circumstances arising less than 7 days before the exam or assessment deadline, or if you were ill
and in hospital up until 7 days before the exam or deadline and therefore not able to submit the MCF or ERF.
Provided that the Board is satisfied that all of these criteria have been met, it will accept your mitigating circumstances and
agree to your request.
vi)
Where the Board accepts your mitigating circumstances and agrees to retrospectively withdraw you from the examination,
you will be deferred in that examination and will be offered a replacement examination. The mark of zero will be annulled,
and the replacement will be considered to be your first attempt (provided that the exam was itself your first attempt). You
would normally be expected to enter this replacement examination at the next available opportunity.
Where the Board accepts your mitigating circumstances and agrees to an extension to a deadline for the submission of an
assessment, the Board may determine the new deadline or may allow you to negotiate a new deadline with the assessment
organiser. The mark of zero will be annulled, and the new submission will be considered to be your first attempt (provided
that the original submission was itself your first attempt). The Board may also require you to undertake an alternative
assessment in place of the original assessment.
30
vii) Where your mitigating circumstances do not meet the above criteria and your request is consequently rejected, you will
receive a mark of zero for that examination or assessment, the same as any other student who fails to enter an exam or
submit an assessment.
viii) The same procedure and criteria apply if you enter and examination but are unable to complete it due to falling ill.
What If I Have Entered the Exam or Submitted the Assessment?
If you have not been withdrawn from an examination or granted an extension to the deadline for the submission of an assessment,
and enter that exam or submit the assessment, you will be deemed to have considered yourself fit to do so, and so any mark you
achieve will stand.
However, in very exceptional circumstances you may request to be retrospectively withdrawn from that exam or assessment,
as follows:
ix)
You must submit a MCF, again to your School Office (or equivalent) together with all supporting documentary evidence (e.g.
doctors certificate).
You must again submit the form in advance of the meeting of the Board of Examiners at which the result of your examination
or assessment will be considered.
x)
Once received by your School Office (or equivalent), your MCF will again be logged and presented to the meeting of the
Board of Examiners.
Your mitigating circumstances must meet exactly the same criteria as if you had submitted them in advance, as listed above,
i.e. the Board of Examiners must satisfy itself of the following before it is able to accept your mitigating circumstances and
grant your request:
That your mitigating circumstances rendered you unfit to enter the examination or to complete the assessment by the
deadline
That your mitigating circumstances had a significant and adverse impact on your performance in the examination or
assessment.
Additionally, and very importantly, the Board of Examiners must satisfy itself:
v)
That you were, for good reason, unable at the time of entry or submission to recognise that you were unfit to
enter the examination or undertake the assessment by the deadline (e.g. due to the nature of an illness).
Therefore if you cannot demonstrate that, due to your state of mind, you genuinely did not appreciate that you were not
properly fit to enter the exam or to undertake the assessment, your mitigating circumstances will be rejected and the
mark you achieved in that exam or assessment will stand.
However where the Board is satisfied that all of these criteria have been met, it will accept your mitigating circumstances
and agree to one of the following:
xi)
Where the Board accepts your mitigating circumstances and agrees to retrospectively withdraw you from the examination,
you will be deferred in that examination and will be offered a replacement examination. The mark achieved will be annulled,
and the replacement will be considered to be your first attempt (provided that the exam was itself your first attempt). You
would normally be expected to enter this replacement examination at the next available opportunity;
a.
Where the Board accepts your mitigating circumstances and agrees to an extension to a deadline for the submission of an
assessment, the Board may determine the new deadline or may allow you to negotiate a new deadline with the assessment
organiser. The mark achieved will be annulled, and the new submission will be considered to be your first attempt (provided
that the original submission was itself your first attempt). The Board may also require you to undertake an alternative
assessment in place of the original assessment;
b.
For final year students where the Board accepts your mitigating circumstances and the offer of a replacement
examination/assessment is deemed inappropriate it may decide to consider your circumstances at the final award stage
when classifying your degree.
Where your mitigating circumstances do not meet the above criteria and your request is consequently rejected, the mark
achieved will stand.
What If I Dont Agree With My Results?
31
All students at Kings have the right to request a review of a decision of a Board of Examiners.
However a decision of a Board of Examiners cannot be challenged on academic grounds, that is to say because your view of your
performance in any examination or assessment differs from that of the Board.
The criteria which must be satisfied before a Board of Examiners will agree to reconsider or review a decision which it has made
are very precise. If your representations do not meet the criteria equally precisely, a Board can not reconsider or review the
decision in question. Even where the criteria for a review are met, a review by a Board of Examiners does not necessarily mean
that the Board will change its original decision.
In relation to mitigating circumstances, the most important criterion that your representation will need to meet is that you will need
to demonstrate that there is new information which you were not able to bring to the attention of the Board before it made its
original decision.
Therefore, if you have entered an examination or submitted an assessment, but wish to challenge your mark or result on the basis
of mitigating circumstances that you did not previously submit to the Board, you will not only have to satisfy the Board that all the
criteria listed above are met (see What if I have entered the exam?), but also demonstrate that you had a good reason for not
having submitted your mitigating circumstances to the Board before it reached its original decision.
If you believe that you have a sufficiently strong case, and wish to request a review of a decision of a Board of Examiners, a form
is provided for this purpose (EDR2). EDR2 forms are available from School Offices (or equivalent) or can be downloaded from the
College website at www.kcl.ac.uk/college/policyzone/attachments/EDR2%20FormSept06.doc
The EDR2 form also gives details of other grounds on which you are entitled to request a review of a decision of a Board. You are
also advised to consult Regulation A2 14.2 of the General regulations for examinations.
Completed EDR2 forms must be submitted to the Deputy Registrars office, together with all relevant mitigation and supporting
documentation, within 14 days of the publication of the results of the Board, where it is logged and forwarded to the Chairman of
the appropriate Board. The Board will then meet to consider your request, typically with 28 days of the publication of the results,
and you should hear the Boards decision, communicated to you by the Deputy Registrars office, within a further two to three
weeks.
32
Examination Offences
The following shall be regarded as examination offences, although other types of offence or irregularity which are
not prescribed here may also constitute an offence. The guidance given does not purport to be exhaustive, but is
provided for the information of staff and students:
33
Distinction
In addition to the requirements for a pass, a candidate must achieve, at the first attempt:
a weighted average mark of 70 or better across all modules; and
a mark of 70 per cent or better in any dissertation module
Merit
In addition to the requirements for a pass, a candidate must achieve, at the first attempt:
a weighted average mark across all modules between 60 and 69; and
a mark of 60 or better in any dissertation module.
Pass
An overall weighted average mark of at least 50 for each module, with no mark for any piece of
assessment falling below 40.
Fail
An overall weighted average mark of less than 50 for each module, with marks for any piece of
assessment falling below 40
In order to be eligible for the award of a Postgraduate Diploma degree or Postgraduate Certificate degree candidates must
satisfy the following requirements:
Award
Distinction
Merit
Pass
Fail
Confirmed marks of 69, 59, 49, and 39 will be taken to indicate the agreement of the Examiners that a script or other form of
assessment is not deserving of the class above. In cases of disagreement, Examiners should refer to the External Examiner(s).
Under exceptional circumstances, a Programme Board of Examiners, with the agreement of its appointed External/Intercollegiate
Examiners, may propose a change to the class of a candidate who has not met the requirements for the award of merit or
distinction (as set out above) within a 2 per cent margin of either the overall weighted average mark across all elements or the
dissertation mark but not both. Any proposal must be made in writing to the Chair of the relevant School Board of Examiners
which will reach a final decision in the matter.
34
35
36
37
37, 1166-70.
Benjamin, H. (1966). The transsexual phenomenon. New York: Julian Press.
Brockington, I. (2000). Obstetric and gynaecological conditions associated with psychiatric disorder. In The New Oxford
Textbook of Psychiatry (eds. Gelder, M.G., Lopez-Ibor J.J. and Andreason A.A), Chapter 5. Oxford:.Oxford University Press.
Foa, E.B., Davidson, J.R.T. and Frances, A.J. (1999b). Treatment of post-traumatic stress disorder. Journal of Clinical
Psychiatry 60, suppl 10.
38
Jewish
New Year (Rosh Hashanah) 18 Sept 2009
Day of Atonement (Yom
27 Sep 2009
Kippur)
First Day of Tabernacles
2 Oct 2009
(Sukkot)
Festival of Lights
11-18 Dec 2009
(Hanukkah)
Purim
28 Feb 2010
First Day of Passover
29 Mar 2010
(Pesach)
Feast of Weeks (Shavuot)
18 May 2010
Roman Catholic Holy Days of Obligation
All Saints Day
1 Nov 2009
Immaculate Conception
8 Dec 2009
(Scotland & Ireland)
Christmas
25 Dec 2009
Solemnity of Our Lady
1 Jan 2010
Epiphany (not Ireland)
6 Jan 2010
St Patrick (Ireland)
17 Mar 2010
St Joseph (Scotland)
19 Mar 2010
Ascension
13 May 2010
Corpus Christi
3 June 2010
Assumption
15 Aug 2010
Secular
Christmas Day Bank
25 Dec 2009
Holiday
Boxing Day Bank Holiday
29 Dec 2009
New Years Day
1 Jan 2010
Good Friday Bank Holiday 2 Apr 2010
Easter Monday Bank
5 Apr 2010
Holiday
Early May Bank Holiday
3 May 2010
Spring Bank Holiday
31 May 2010
Summer Bank Holiday
30 Aug 2010
Sikh
Diwali
17 Oct 2009
Martyrdom of Guru Tegh
24 Nov 2009
Bahadur
Birthday of Guru Gobind
5 Jan 2010
Singh Ji
Vaisakhi
14 Apr 2010
Birthday of Guru Nanak
14 Nov 2009
Dev Sahib
Martyrdom of Guru Arjan
16 June 2010
Dev Sahib
27 May 2010
26 July 2010
14 Feb 2010
28 Feb 2010
16 June 2010
3 Oct 2009
29 Nov 2009
25 Dec 2009
17 Feb 2010
28 Mar 2010
2 Apr 2010
4 Apr 2010
13 May 2010
23 May 2010
30 May 2010
15 Feb 2010
4 Apr 2010
23 May 2010
2 Sep 2010
17 Oct 2009
12 Feb 2010
11 Aug 2010
20 Sep 2009
27 Nov 2009
18 Dec 2009
27 Dec 2009
26 Feb 2010
8 July 2010
39
Shell shock
Bogacz, Edward. (1989) War neurosis and cultural change in England, 1914-22: the work of the War Office Committee of
Enquiry into Shell-Shock, Journal of Contemporary History 24, 227-256.
Bourke, J. (1996), Dismembering the Male, Mens Bodies, Britain and the Great War, London: Reaktion Books.
Feudtner, C. (1993). Minds the dead have ravished: shell shock, history, and the ecology of disease-systems, History of Science
31: 377-420.
Johnson, W. and Rows, R.G. (1923). Neurasthenia and war neuroses. In W.G. Macpherson, W.P. Herringham, T.R. Elliott
and A. Balfour (editors), History of the Great War based on official documents, medical services, diseases of the war, volume
2, London: HMSO, pp. 2-61.
Kardiner, Abram (1941), War, Stress and Neurotic Illness, New York: Paul B. Hoeber.
Leed, E. (1979). No Mans Land. Cambridge: Cambridge University Press.
Leese, P. (2002), Shell Shock, Traumatic Neurosis and the British Soldiers of the First World War, London: Palgrave
Macmillan.
Myers, C.S. (1940), Shell Shock in France 1914-1918, Based on a War Diary, Cambridge: University Press.
Southborough, Lord (1922), Report of the War Office Committee of Enquiry into Shell Shock. London: HMSO.
Stone, M. (1985), Shellshock and the psychologists. In W.F. Bynum, Roy Porter and Michael Shepherd (editors), The
Anatomy of Madness: Essays in the History of Psychiatry, London: Tavistock, pp. 242-71.
Comparative perspectives
Addison, P. and Calder, A. (1997). Time to Kill, The Soldiers Experience of War in the West 1939-1945, London: Pimlico.
Lerner, P. (2000), Psychiatry and casualties of war in Germany 1914-18, Journal of Contemporary History, 35: 13-28.
Lerner, Paul (2004), Hysterical Men, War, Psychiatry and the Politics of Trauma in Germany, 1890-1930, Ithaca: Cornell
University Press.
Merriman, Catherine (2002), Night of Stone: Death and Memory in Russia, London: Penguin Books.
Micale, M.S. and Lerner, P. (2001), Traumatic Pasts, History, Psychiatry and Trauma in the Modern Age, 1870-1930,
Cambridge: CUP.
Roudebush, M. (2001), A battle of nerves: hysteria and its treatments in France during World War One, in Micale and Lerner,
Traumatic Pasts, 253-79.
Schmiedebach, Heinz-Peter (1999), Post-traumatic neurosis in nineteenth century Germany: a disease in political, juridical
and professional context, History of Psychiatry, 10: 27-57.
Military psychiatrists
Gillespie, Robert (1942), The Psychological Effects of War on Citizen and Soldier, New York: W.W. Norton & Co.
Glass, A.J. (1966), Lessons learned, in A. Glass and R. Bernucci (editors), Medical Department, United States Army,
Neuropsychiatry in World War II, Vol. 1, Zone of Interior, Washington DC: Office of the Surgeon General, Department of the
Army, pp. 735-59.
Jones, E. (2004), Doctors and trauma in World War One: the response of British military psychiatrists, In Gray, P. and Oliver, K.
(Eds), The Memory of Catastrophe, Manchester: Manchester University Press, pp. 91-105.
Wilson, Charles [Lord Moran] (1945), The Anatomy of Courage, London: Constable.
Myers, C.S. (1940), Shell Shock in France 1914-1918, Based on a War Diary, Cambridge: University Press.
James, G.W.B. (1945), Psychiatric lessons from active service, Lancet, 2: 801-05.
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