Queen Mary Undergraduate Prospectus 2021

Total Page:16

File Type:pdf, Size:1020Kb

Queen Mary Undergraduate Prospectus 2021 Everyone could be the one Undergraduate Prospectus | 2021 Welcome Who we are 4 Welcome to Our community 6 Where you’ll be studying 8 Queen Mary University of London Student Life Life as a student 10 Your support network 12 Where you’ll live 14 Innovative learning 16 We’re proud to introduce you to our University. This prospectus Global opportunites 18 will give you a glimpse of a unique place: a place of world-leading Studying abroad 20 Be the one Preparing for your career 22 research; a place of unparalleled diversity and inclusivity; a place Work while you learn 24 that lives and breathes its history and heritage; and a place that Subject Areas is truly embedded in the communities it serves. Foundation Programmes 28 Biological and Biomedical Sciences 30 In short, we are a Russell Group university with a difference – one Business and Management 32 who asks that opens the doors of opportunity to anyone with the potential Chemical Sciences 34 to succeed here. Regardless of your background, if you have the Comparative Literature 36 Computer Science 38 potential, we have a place for you. Dentistry 40 Drama 44 Economics and Finance 46 Engineering 48 English 50 Film Studies 52 Geography and Environmental Science 54 Global Health 56 History 58 Law 60 Linguistics 62 Materials Science 64 Mathematical Sciences 66 Medicine 68 Modern Languages and Culture 74 Physics and Astronomy 76 Politics and International Relations 78 Psychology 80 Professor Colin Bailey Talhah Atcha Our courses by subject 82 Principal of Queen Mary Students’ Union President How to apply 102 University of London at Queen Mary University Student funding and finance 104 of London International student admissions 106 Getting here and getting around 108 Terms and conditions 109 Discover how you could be the one at qmul.ac.uk 03 Our values At Queen Mary, we’re proud of being a Russell Group University with a difference. Russell Group graduates earn, Who we are on average, around 10% higher salaries than other students, and recruiters specifically target Russell Group universities. Queen Mary has always stood out, though. Throughout our history we’ve put social justice and improving lives at the centre of our mission, pushing for academic excellence that goes hand in hand with public outreach. Scan here to find Great ideas can, and should, come from anyone with a USP WHO WE ARE – INSTITUTIONAL curious mind, wherever they are. When views collide, when out more subjects interact, and when perspectives change, world-changing things happen. Queen Mary is an international hub of education and research. As a member of the University of London and the Education Awards Russell Group we embrace being part of one of the world’s great cultural and economic centres, but we’ll never forget Innovative and exciting learning environment our East End roots. Our reformer legacy is still impacting World-class education how we operate and driving what we do. We’ve formed “The excellence of the learning experience at Queen Mary partnerships with like-minded institutions in the UK and stems from our vision for staff and students to work together across the world, and work with local schools, charities, with no limits. to create an outstanding, all-inclusive, world-class university, community groups and businesses to continue what we enhanced by the richness of our diverse student population. started so many years ago. That’s Queen Mary. “We do this by focusing our efforts on four key areas: excellence in education (ensuring that our staff have the necessary A Russell Group University knowledge, skills and behaviours to be highly effective “I just felt honoured that I was starting in one of the Russell teachers), excellence in student engagement (providing Group universities.” Miranda Xie opportunities for the student voice to influence approaches Queen Mary is one of the UK’s leading research-focused to teaching, curriculum development, and assessment for universities. Across the humanities, social science, law, learning), excellence in employability (providing a range medicine, dentistry, science and engineering, we are of opportunities to support graduate success, including committed to the highest quality research – and invest internships, placements, masterclass presentations and by recruiting the best academics from across the world. career management), and excellence in the learning Their innovation, unique ideas, and discipline-changing environment (using the student voice to help make sure the work is all reflected in their teaching, where students campus takes account of the diverse needs of our students are introduced to ideas, experiments and research that’s and supports their well-being).” changing the subject as it’s taught. Stephanie Marshall (Vice Principal, Education) “I wanted to come to Queen Mary mainly because it was a “The things our academics are producing and defining in terms Russell Group uni in London, but with a campus. You’re in of the future of medicine and dentistry is just phenomenal.” the middle of the city but you still get that campus feeling Megan Annetts and everyone’s around and you just bump into people on the day-to-day.” Maddy Stichbury Queen Mary President and Principal 04 Discover how you could be the one at qmul.ac.uk Professor Colin Bailey To learn more about Queen Mary University, visit qmul.ac.uk/about/ 05 “At Queen Mary we are proud to be part of our local community. We collaborate with community organisations and groups on a number of different projects, from research projects to co-creating our Our community annual Festival of Communities, a two-day festival for local residents featuring the best of Queen Mary research and local opportunities.” OUR COMMUNITY Scan here to find Sarah Barnes, Public Engagement Manager out more Festival of Communities day Megan Annetts knows first-hand how important community is among medicine and dentistry Festival of Communities day students. “Community is pretty much everything to the students. The way that the older students will support you through your academics, the way that the younger students are willing to be your patients whilst you’re practising to get through your end of year exams. And the community and the networking with the alumni is fantastic – the links that you can form and how it can help you progress with your career post- SU Bar uni is really quite special and something that I think is really quite unique.” Community at Queen Mary matters – among our students, and with our neighbours. “A lot of the Queen Mary sports clubs will have a set community sports officer whose role is to organise volunteering – usually going in to schools and teaching PE lessons, encouraging various members I’m Talhah Atcha, President of I’m Megan Annetts, Vice-President I’m Miranda Xie, International I’m Shamima Akter, Vice-President I’m Annika Ramos, Vice-President I’m Maddy Stichbury, Sports I’m Alice Jones, Sports Officer for of the club to get involved. Their main role is to give the Students’ Union. My job is to of Barts and The London. I Education rep for the Students’ of Welfare. I work on things such of Education. My role is representing Officer for Mile End campus. As Barts and The London School of back to the community.” Maddy Stichbury lead the reps that make up the represent students and anything Union. My job is mainly to help as mental health, security and students to the university about an elected representative, we Medicine and Dentistry. Living Students’ Union and the staff relating to the education and improve international students’ residences. A big thing for us is also things like teaching rooms provide the link between the staff in London is just such a great “I’m part of the Medical Educational Support Service, who work on providing services welfare of Barts and The London, academic experiences in Queen liberation campaigns, celebrating accessibility within education, the and the students, which is really opportunity, and to be able to be a basically providing peer learning. You go and teach to students. I make sure that the School of Medicine and Dentistry Mary. I love Queen Mary because different protected characteristics, digital side, and offerings that the important. Staff in the Sports student here for three or five or six lectures to the younger years. I also do Street Doctors, student voice is at the heart of students. I’m responsible for it’s very culturally diverse, which so celebrating Black History University provides, I make sure Development team really help years – depending on what course going out into the community and teaching young, everything the University does. implementing relevant Students’ makes me feel welcome in the Month, Islamophobia Awareness that everything is actually centred us and support us and they’re you’re doing – is such a great quite vulnerable people. We teach them how to deal I’ve actually come back to Queen Union policies and I work hard to community. Month, LGBT+ History Month and around the student voice. always there. They want to make opportunity to take. There are so with people who are bleeding or unconscious, so Mary, and the reason is simple: I improve students’ educational Asian Heritage Month. I have a lot sport the best it can be. many things around you that you they’re prepared if something happens.” Alice Jones love the student community. Our experience. of contact with the students and can engage in. As Sports Officers students work really well together societies and get them involved we’re supporters, supporting the “It really comes across with international students. and they’re very supportive of with these campaigns as well. presidents of our sports clubs – but I think they really feel a sense of community when each other.
Recommended publications
  • The University Application Process
    Post-18 Pathways The University Application Process Post-18 Pathways The University Application Process 1. Introduction 2. Why study at university? 2.1 The pros and cons 2.2 The university experience 2.3 Is one university better than another? 2.4 Useful comparison websites 2.5 Decisions, decisions 2.6 How do I get information to make my decisions? 3. The university application process 3.1 University application process overview 3.2 What happens after you apply? 3.3 Further services offered in APPLY 3.4 Your four key choices 3.4.1 Choosing your subject 3.4.2 Choosing your type of course 3.4.3 Choosing which type of institution to apply to 2 3.4.3.1 Types of universities 3.4.3.2 Russell Group universities 3.4.4 Choosing which institution / location to apply to 3.5 Entrance requirements 3.6 Prospectuses, visits and open days 4. Your university application 4.1 Your personal statement 4.2 Specialist applications 4.2.1 Oxford 4.2.1.1 Oxford admissions tests and additional application materials 4.2.2 Cambridge 4.2.2.1 Cambridge admissions tests and additional application materials 4.2.3 The case for making an Oxbridge application 4.2.3.1 Breaking some stereotypes 4.2.4 Medical applications 4.2.4.1 Types of medical course 4.2.4.2 BMAT 4.2.4.3 UKCAT 4.2.5 Applications for art and design 4.3 Interviews 4.3.1 General interview advice 4.3.2 Preparing for interview 4.3.3 Before the interview 4.3.4 On the day 4.3.5 A note about Oxbridge interviews 4.4 Taking a gap year 5.
    [Show full text]
  • Multilingual Access to the European Cultural Heritage
    Multilingual Access to the European Cultural Heritage Multilingual Websites and Thesauri “It is time to think multilingual” 1 Multilingual Access to the European Cultural Heritage Multilingual Websites and Thesauri General co-ordination Rossella Caffo (MINERVA and MINERVA Plus Project Manager) Antonella Fresa (MINERVA and MINERVA Plus Technical Coordinator) Pier Giacomo Sola (MINERVA and MINERVA Plus Organisation Manager) Secretariat Marzia Piccininno (Ministero per i beni e le attività culturali, Italy) Web version Maria Teresa Natale and Andrea Tempera http://www.minervaeurope.org/publications/multilingualismand thesaurus.htm © 2006 MINERVA Plus Project 2 Editorial Committee Stephan Conrad (Germany) Christophe Dessaux (France), Kate Fernie (United Kingdom), Antonella Fresa (Italy), Allison Kupietzky (Israel), Marzia Piccininno (Italy), Martina Rozman Salobir (Slovenia), Gabriella Szalóki (Hungary) Contributors (alphabetic order by countries) Jitka Zamrzlová (Czeck Republik) Marju Reismaa (Estonia) Minna Kaukonen (Finland) Véronique Prouvost (France) Dimitrios A. Koutsomitropoulos (Greece) Astrid Müller (Germany) Giuliana De Francesco (Italy) Domitilla Fagan (Ireland) Laila Valdovska (Latvia) Guy Frank (Luxembourg) Pierre Sammut (Malta) Jos Taekema (The Netherlands) Lars Egeland (Norway) Piotr Ryszewski (Poland) Maria Sliwinska (Poland) Ana Alvarez Lacambra (Spain) Martina Roznan Salobir (Slovenia) Elena Kuzmina (Russian Federation) Martin Katuscak (Slovak Republik) 3 Acknowledgements We dedicate this report to the memory of the late Stephen Conrad From February 2004 ten new member states (plus Russia and Israel) have been participating in the joint European initiative of MINERVA Plus working with MINERVA to coordinate digitization efforts and activities. Since then MINERVA Plus supplementary working groups (SWG) started operation and Hungary became the coordinator of SWG Multilingual thesauri. The issue of multilingualism is becoming more and more important in making the digital cultural heritage of Europe available.
    [Show full text]
  • Guide to Postgraduate Study
    8210-0617 University of Surrey Guildford, Surrey GU2 7XH, UK T: +44 (0)1483 681 681 F: +44 (0)1483 300 803 E: [email protected] surrey.ac.uk GUIDE TO POSTGRADUATE STUDY 2018 Connect and explore The information in this brochure is intended as an indicative guide to the educational and other services provided by the University. The University endeavours to ensure that the information provided is accurate and up-to-date at the time of going to press (October 2017). However, it may be necessary for the University to make changes to some of the information presented in it. To make an informed decision about whether you wish to study at the University, we advise you to consult the University’s website: surrey.ac.uk for up-to-date information. Greetings from the University of Surrey – one of the top 10 universities in the UK with a rising global reputation. Thank you for considering Surrey as the next destination on your journey to an exciting new chapter in your life. A life-changing experience A masters from Surrey will unlock your potential to achieve your academic and career ambitions. It will equip you with the knowledge, skills and confidence for professional and personal success, making a positive change to the world. Located in historic and beautiful Guildford, and close to London, our campus offers a safe, friendly and vibrant environment with excellent facilities for postgraduate study. There is an exciting range of postgraduate options, accredited by industry. As the world faces ever more complex challenges, postgraduate study at Surrey enables you to gain skills to provide solutions.
    [Show full text]
  • What Language for Europe?
    ELJ_2016-1__0 2017.03.13. 17:53 Page 103 Réka Somssich* What Language for Europe? Immediately after the final results of the Brexit referendum in June had been announced, politicians, both at the European and national level, raised their voices against the dominance of the English language in EU institutions and have even questioned its legitimacy and maintainability as official language of the European Union. In the early hours of 24 June 2016, Jean-Luc Mélenchon, a left-wing MEP, tweeted that ‘English cannot be the third working language of the European parliament.’1 Among the statements in the same line, the one that received the most attention was without any doubt that of the Polish MEP and chair of the European Parliament’s constitutional affairs committee, Danuta Hübner, who argued that English should be deleted from the official languages of the EU as by virtue of the relevant Regulation each Member State has the right to notify only one language to the EU to become at the same time an official language of the Union.2 As a succinct consequence of the Brexit referendum and in a symbolic way, the President of the European Commission, Jean-Claude Juncker, when assessing the outcome of the referendum at the plenary session of the European Parliament on 28 June, used exclusively German and French and avoided using English. Before then he had generally used all three languages in a balanced way when addressing this forum.3 The last news bringing the language issue to the fore again exploded in October 2016 when some anonymous sources from the EU administration reported that the chief negotiator of the Brexit process, Michel Barnier, wanted French to be the language of the divorce talks,4 although this information was declared false by the chief negotiator himself after the British prime minister, Theresa May, made it clear that her government will not accept the use of French language.
    [Show full text]
  • Introduction and Applications to Oxbridge
    Introduction and Applications to Oxbridge Sophie Parry, Schools Liaison Officer, Newnham College Cambridge [email protected] Introduction to University What is the Russell Group? What can you study at university? Does every university Why might you choose to go offer the same things? to university? In small groups, can you answer one (or more) of these questions? What types of universities are there? Do you have to be from a certain background or type of school to go to a top university? A world of choice! How many Universities do you think there are in the UK? 130 How many of those do you think are in England? 108 What makes a ‘Top’ university? #1 The Russell Group University of Birmingham University of Manchester University of Bristol Newcastle University University of Cambridge University of Nottingham Cardiff University University of Oxford Durham University Queen Mary (University of University of Edinburgh London) University of Exeter Queen's University Belfast University of Glasgow University of Sheffield Imperial College London University of Southampton King's College London University College London University of Leeds University of Warwick University of Liverpool University of York LSE (London School of Economics) What makes a ‘Top’ University? #2 Quality of Teaching Student Satisfaction Class Sizes Ability of Staff Student Support Financial Facilities Available Personal Social Life and Societies Opportunities Available Why Oxford or Cambridge? • Broad range of courses • World-class teaching – lectures, seminars/classes, practicals • Small-group teaching – tutorials/supervisions • Excellent facilities and resources • Academic, pastoral and financial support • Wide range of extra-curricular options • Excellent graduate opportunities, irrespective of degree discipline What kinds of university are there? CAMPUS Campus University e.g.
    [Show full text]
  • Language Education Policy Profile
    Language Education Policy Profile MALTA March 2015 Language Policy Unit Education Policy Division, Education Department / DGII Council of Europe, Strasbourg www.coe.int/lang CONTENTS 1. INTRODUCTION ...................................................................... 5 1.1. The origins, context and purpose of the Profile ................................. 5 1.2. Language education policy and social policy..................................... 6 1.3. Council of Europe Language Education Policies ................................. 7 1.4. The Process of preparing the Malta Profile ....................................... 9 2. AN OVERVIEW OF LANGUAGES EDUCATION IN MALTA ..........11 2.1. A complex sociolinguistic context ................................................. 11 2.2. A detailed regulatory framework .................................................. 15 2.3. A supportive education system .................................................... 18 2.4. A key role for languages education ............................................... 22 2.5. An evolving assessment regime ................................................... 24 2.6. A strong commitment to teacher education ................................... 25 3. KEY ISSUES FOR CONSIDERATION .........................................28 3.1. Achievement in languages and in other subjects ............................ 29 3.2. Balanced bilingualism and the language/s) of schooling .................. 35 3.3. Teaching other (“foreign”) languages ............................................ 43 3.4.
    [Show full text]
  • Applying to University Guide 2020-21
    Applying to University Guide 2020-21 (Updated 22 January 2021) 1 Contents Where do you start? UCAS basics .................................................................................... 3 Key Dates ............................................................................................................................. 2 How to choose a University subject ...................................................................................... 4 UCAS Grades and UCAS Tarriff Points ................................................................................ 6 Contextual Offers .................................................................................................................. 7 Types of Courses ................................................................................................................. 9 Where to study – Choosing a University .............................................................................11 * Oxford and Cambridge (or ‘Oxbridge’) and Russell Group Universities .......................111 Course Choices – how many? .............................................................................................12 Applying for Medicine, Dentistry, Nursing and other NHS Healthcare courses ...................12 Applying for Law courses.....................................................................................................12 Applying for Acting,Theatre, Music and Dance courses ......................................................15 Applying for Art & Design, Photography and other
    [Show full text]
  • Educating for Professional Life
    UOW5_22.6.17_Layout 1 22/06/2017 17:22 Page PRE1 Twenty-five Years of the University of Westminster Educating for Professional Life The History of the University of Westminster Part Five UOW5_22.6.17_Layout 1 22/06/2017 17:22 Page PRE2 © University of Westminster 2017 Published 2017 by University of Westminster, 309 Regent Street, London W1B 2HW. All rights reserved. No part of this pUblication may be reprodUced, stored in any retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, withoUt prior written permission of the copyright holder for which application shoUld be addressed in the first instance to the pUblishers. No liability shall be attached to the aUthor, the copyright holder or the pUblishers for loss or damage of any natUre sUffered as a resUlt of reliance on the reprodUction of any contents of this pUblication or any errors or omissions in its contents. ISBN 978-0-9576124-9-5 A CIP catalogue record for this book is available from The British Library. Designed by Peter Dolton. Design, editorial and production in association with Wayment Print & Publishing Solutions Ltd, Hitchin, Hertfordshire, UK. Printed and bound in the UK by Gomer Press Ltd, Ceredigion, Wales. UOW5_22.6.17_Layout 1 05/07/2017 10:49 Page PRE3 iii Contents Chancellor’s Foreword v Acknowledgements vi Abbreviations vii Institutional name changes ix List of illustrations x 1 Introduction 1 Map showing the University of Westminster’s sites in 1992 8 2 The Polytechnic and the UK HE System pre-1992
    [Show full text]
  • Euromosaic III Touches Upon Vital Interests of Individuals and Their Living Conditions
    Research Centre on Multilingualism at the KU Brussel E U R O M O S A I C III Presence of Regional and Minority Language Groups in the New Member States * * * * * C O N T E N T S Preface INTRODUCTION 1. Methodology 1.1 Data sources 5 1.2 Structure 5 1.3 Inclusion of languages 6 1.4 Working languages and translation 7 2. Regional or Minority Languages in the New Member States 2.1 Linguistic overview 8 2.2 Statistic and language use 9 2.3 Historical and geographical aspects 11 2.4 Statehood and beyond 12 INDIVIDUAL REPORTS Cyprus Country profile and languages 16 Bibliography 28 The Czech Republic Country profile 30 German 37 Polish 44 Romani 51 Slovak 59 Other languages 65 Bibliography 73 Estonia Country profile 79 Russian 88 Other languages 99 Bibliography 108 Hungary Country profile 111 Croatian 127 German 132 Romani 138 Romanian 143 Serbian 148 Slovak 152 Slovenian 156 Other languages 160 Bibliography 164 i Latvia Country profile 167 Belorussian 176 Polish 180 Russian 184 Ukrainian 189 Other languages 193 Bibliography 198 Lithuania Country profile 200 Polish 207 Russian 212 Other languages 217 Bibliography 225 Malta Country profile and linguistic situation 227 Poland Country profile 237 Belorussian 244 German 248 Kashubian 255 Lithuanian 261 Ruthenian/Lemkish 264 Ukrainian 268 Other languages 273 Bibliography 277 Slovakia Country profile 278 German 285 Hungarian 290 Romani 298 Other languages 305 Bibliography 313 Slovenia Country profile 316 Hungarian 323 Italian 328 Romani 334 Other languages 337 Bibliography 339 ii PREFACE i The European Union has been called the “modern Babel”, a statement that bears witness to the multitude of languages and cultures whose number has remarkably increased after the enlargement of the Union in May of 2004.
    [Show full text]
  • THE UNIVERSITY of STIRLING CAMPUS Conservation Plan
    THE UNIVERSITY OF STIRLING CAMPUS Conservation Plan Simpson & Brown Architects October 2009 Front cover: Simpson & Brown CONTENTS 1.0 EXECUTIVE SUMMARY 5 2.0 INTRODUCTION 7 2.1 Objectives 7 2.2 Study Area 8 2.3 Designations 8 2.4 Structure of the Report 8 2.5 Limitations 8 2.6 Project Team 9 2.7 Acknowledgements 9 2.8 Abbreviations 9 3.0 HISTORICAL DEVELOPMENT 11 3.1 History Before 18th century 11 3.2 Airthrey Estate 1787 – 1889 14 3.3 Airthrey Estate 1889 – 1939 24 3.4 Airthrey Maternity Hospital 1939 – 1969 27 3.5 Establishment of the University 31 3.6 Robbins Report 32 3.7 Plate-Glass Universities 33 3.8 Expansion of the University Sector 34 3.9 The University in Context: Contemporary Comparisons 34 3.10 Development Planning 41 3.11 Landscape Design 53 3.12 Archaeology 57 3.13 Chronology 58 4.0 CHARACTER AREA ASSESSMENTS 63 4.1 Character Area 1: Pathfoot, West Entrance 63 4.1.1 Historical Development 63 4.1.2 Architectural Development 74 4.1.3 Character Assessment 90 4.1.4 Assessment of Significance 96 4.1.5 Recommendations 98 4.2 Character Area 2: Central Area 104 4.2.1 Historical Development 105 4.2.2 Character Assessment 127 4.2.3 Assessment of Significance 130 4.2.4 Recommendations 132 Stirling University Campus Conservation Plan Simpson & Brown Architects 1 4.3 Character Area 3: Students’ Residences 134 4.3.1 Historical Development 134 4.3.2 Character Assessment 143 4.3.3 Assessment of Significance 146 4.3.4 Recommendations 147 4.4 Character Area 4: Sports Area 148 4.4.1 Historical Development 148 4.4.2 Character Assessment 155
    [Show full text]
  • University Jargon Buster Quiz Undergraduate Vs Postgraduate
    UNIVERSITY JARGON BUSTER QUIZ UNDERGRADUATE VS POSTGRADUATE • An Undergraduate is a student studying either full or part time for a first degree (eg: BA, BSc) • Postgraduate qualifications are courses at a higher level that are usually only available for those who have already passed their Undergraduate degree. • Postgraduate study can lead to qualifications such as: • Masters degrees • Postgraduate Certificate or Diplomas • PhD (Doctorate) BSC AND BA • BA = The short title for Bachelor of Arts degrees e.g. BA Sociology, awarded to students who have successfully passed (graduated) their degree course in Arts subjects. • BSc = Bachelor of Science e.g. BSc Computing, awarded to students who have successfully passed (graduated) their degree course in Science subjects. • There are also other subject specific versions eg: • BEd = Education/teaching degrees • BEng = Engineering degrees COMBINED/JOINT HONOURS DEGREE • A degree in which a student studies a combination of two (or more!) different subjects • These degrees can be of equal weighting between the subjects eg: History and Politics, English and Media. • …or could be Major/Minor degrees with 2/3rds to 1/3rd weighting eg: Psychology with Sociology • Notice the differences in the language used (and vs with) • Useful for students who do not want to narrow their field of study • Be careful about professional accreditation SANDWICH COURSE • Sandwich courses are degree courses which include an extra year 'sandwiched' between the years of study. • During the extra year, the student usually goes on work experience with an organisation or department in their subject field. • If the degree is in languages, the extra year will usually involve a trip abroad e.g.
    [Show full text]
  • The Malta Independence Order 1964
    Supplement to the Malta Government Ga:etle No. 11,688, l8th September, 1964 MALTA The Malta Independence Order 1964 Made 2nd September 1964 At the Court at Buckingham Palace, the 2nd day of September 1964 Presen t, The Queen's Most Excellent Majesty in Council Her Majesty, in exercise of the power conferred upon Her by sectio n 1(1) of the Malta Independence Act 1964(a)and of all other powers enabling Her in that behalf, is pleased, by and with the advice of Her Privy Council, to order, and it is hereby ordered, as follows:- 1.- (1 ) This Order may be cited as the Malta Independence Citation I nd Order 1964. int"prcUlt'on, (2) In sections 1 to 15 (inclusive) of this Order - " the appointed day" means the day appointed by section 2 of this Order; ··the Constitution" means the constitution set out in the Schedule to this Order. (3) Save where the context otherwise requires, the provi­ sions of section 126 of the Constitution shall apply for the purposes of interpreting sections I to 15 (inclusive) of this Order, and oth er­ wise in relation thereto, as they apply for the purposes of interpret­ ing, and in relation to, the Constitution_ 2. The appointed day fo r t he purposes of section HI ) of the Malta Independence Act 1964 shall be 21st September 19M, 3. The Malta (Constitution) Order in Council 1961(bl as Re~o.:at io ll . amended (which Order, as amended, is hereinafter refer­ red to as "the 1961 Order") is revoked as from the appointed day; and the provisions of section 38(2) of the In terpretation Act 1889(c) shall apply in relation to such revocation as t hey apply in relation to the repeal of an Act of the Parliament of the United Kingdom, Eltabl,.run..nt 4.
    [Show full text]