7.3.1 Stages of a Bill 1 First reading: The title of a Bill is read out and copies of it are printed, but no debate takes place. There will be a vote on whether the House wishes to consider the Bill further. 2 Second reading: The general principles contained in the Bill are debated by MPs. Frequently, the second reading stage is the point at which public attention becomes drawn to the proposal through press coverage, and on occasion, vociferous campa
7.3 Procedure by which Bills become law In order to become an Act of Parliament, a Bill will have to be passed by both the House of Commons and the House of Lords. A Bill may start in either the House of Commons or the House of Lords, with the exception of Finance Bills, which always start in the House of Commons. A Finance Bill is introduced by the Government shortly after the Budget to bring the Government's tax proposals into law. Before the Bill can become an Act of Parliament it must undergo a number of stages. 7.2 Preparing and drafting a Bill A period of preparation of a Bill allows time to scrutinise evidence on the policies underlying Bills, and to consider whether Bills can be improved before they are introduced. Proper preparation of a Bill should lead to better-informed debates on Bills when they are introduced, and may save time by identifying problems at an early stage. This period of pre-legislative scrutiny allows valuable time for consideration, and therefore helps to avoid introducing laws that are unworkable. Consultat 5.2 Further information about devolution You might want to look at some other OpenLearn units that consider devolution: DD203_2 Nationalism, self-determination and secession DD203_1 The politics of devolution DD200_1 A Europe of the regions? Except for third party materials and otherwise stated (see terms and conditions 6.1 Introduction We have now looked at how formal rules are formulated, and at some of the strategies that may be deployed when interpreting them. In this part we will take this one step further and explore in more detail something that we have already touched on and thought about – the application of rules. This is a really important thing to understand, since rules are designed to regulate conduct, and have to be applied to instances of the conduct with which they are concerned. 5.3 Summary of Part D After studying Part D you should be able to: explain the difficulties of interpreting written statements; explain what is meant by indeterminacy; explain what is meant by interpretive strategies; describe the literal approach to interpretation; describe the approach to interpretation which seeks to avoid absurdity; describe the approach to interpretation which looks t 5.1 Introduction We have seen some of the difficulties that Mrs Biggs has faced when formulating a sufficiently general and sufficiently specific rule to deal with the conduct of the visitors to her garden. In Part D we take things a step further by looking at some of the difficulties which may arise when it comes to interpreting rules such as the one developed (with your help) by Mrs Biggs. In particular, we will be exploring the way in which our understanding of the language used in rules affects our interp 3.4 Summary of Part B After studying Part B you should be able to: describe the relevance of policy for rule making; recognise differing reactions to Ireland's ban on smoking in the workplace; demonstrate/explain the implications of the rules governing Ireland's ban on smoking in the workplace. Except for third party materials and otherwise stated (see Author(s): 3.3 The Irish anti-smoking law You now know what the Irish Government's arguments for introducing the smoking ban were, and have read some of the reactions to it. We are now going to turn to the law itself. The passage I want you to read is from the Irish Government Public Services website and explains the new law in simple language. Read the passage in Box 4 carefully and answer the questions in the activity which follows. The questions ask you to interpret the rules, something we will be looking at in more detail later i 2.2 The problems of rule making It goes without saying that making rules is a complicated process. Just how complicated is illustrated by the American legal theorist Professor Lon Fuller. In his book The Morality of Law, which was first published in 1964, he explored the relationship between law and morality, and the criteria by which we should evaluate a legal system (one form of a system of rules). In the passage you are going to read in Activity 2, Fuller tells the story of a fictional law-maker, Rex, who comes to 2.1 The meaning of formal rules In this part, we will develop our understanding of rules further. So far we have concentrated on social rules. We looked at what is meant by this, at the way such rules develop, at the conflicts which may arise between groups operating under different social rule systems, and at what happens when such rules are broken. Here, we are going to explore rules which are more formal in nature. By this I mean rules which – instead of being the product of shared understanding and practice – are se 1 Making, interpreting and applying rules The aim of this unit is to introduce you to the processes of making, interpreting and applying rules. We often think about social rules, most of which are unwritten and which we observe because we have a shared social understanding of what they are. We are now going to think about a different kind of rule. A definition of a rule (as opposed to a habit, custom or role) is shown in Box 1. 3.2 Law in action vs law in books Most people's experience of law is with what might be called the ‘law in action’. We observe or encounter the application of law in practice through our contact with, for example, solicitors, the courts or the police, and we tend to associate their work with the law. We have, however, seen that social workers are also legal actors, professionals with legal power and authority. They are therefore very much part of the law in action, even if they do not fit your immediate associations 1 The importance of law in social work education In this unit you will be asked to reflect on the meanings of both social work and law. You will find that these concepts are open to a range of possible definitions, and that the functions of social work and law can change depending on the practice context. Their meaning is also affected by the perspective from which they are viewed, for example the service user's experience of social work and law will not always match the expectations of the professional, or the perceptions of the general pu 1 The importance of law in social work education RES.2-002 Finite Element Procedures for Solids and Structures (MIT) 2.5 Working with scientific notation using the Windows calculator 4.2.4 Make clear your perspective 4.2.3 Acknowledge before differing 4.2.2 Thank, acknowledge and support people
Social work is a dynamic profession that is undergoing a period of significant change in Scotland. Social workers have the power to make assessments and decisions that radically alter people's lives. This unit introduces the law as it relates to social work and encourages an understanding of the context of the law in order to make sound decisions.
Finite element analysis is now widely used for solving complex static and dynamic problems encountered in engineering and the sciences. In these two video courses, Professor K. J. Bathe, a researcher of world renown in the field of finite element analysis, teaches the basic principles used for effective finite element analysis, describes the general assumptions, and discusses the implementation of finite element procedures for linear and nonlinear analyses. These videos were produced in 1982 a
Are you a technophobe? Bluetooth, Ethernet WiFi – are they terms that mean nothing to you? This unit will gently guide you to an understanding of how devices 'talk' to each other and what technologies and processes are involved. You will also look at wired and wireless communication technologies, introducing you to some of the key methods involved.
To develop as an independent, confident learner you will need to learn the study skills involved in reading articles, taking notes and summarising the information that you have obtained from an article. The unit explores the use of the Web as a resource for keeping up to date, looking in particular at how to assess material available online.
To develop as an independent, confident learner you will need to learn the study skills involved in reading articles, taking notes and summarising the information that you have obtained from an article. The unit explores the use of the Web as a resource for keeping up to date, looking in particular at how to assess material available online.
To develop as an independent, confident learner you will need to learn the study skills involved in reading articles, taking notes and summarising the information that you have obtained from an article. The unit explores the use of the Web as a resource for keeping up to date, looking in particular at how to assess material available online.
