|Dates & Locations:|| |
This subject is not offered in 2008.
|Time Commitment:||Contact Hours: Three hours of seminars per week |
Total Time Commitment: Estimated total time commitment of 144 hours.
|Prerequisites:||Equity and Trusts or equivalent.|
|Recommended Background Knowledge:||None|
|Non Allowed Subjects:||None|
|Core Participation Requirements:||
For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Student Support and Engagement Policy, academic requirements for this subject are articulated in the Subject Overview, Learning Outcomes, Assessment and Generic Skills sections of this entry.
It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this subject are encouraged to discuss this matter with a Faculty Student Adviser and Student Equity and Disability Support: http://services.unimelb.edu.au/disability
CoordinatorMr M Harding
|Subject Overview:|| |
The traditional approach to equity concentrated on the historical development of doctrines and remedies in the English Court of Chancery. This subject takes a different approach to equity. It aims to reveal the philosophical foundations of equitable doctrines and remedies. What goals and purposes do they serve? Are they justified morally and, if so, how? In seeking answers to such questions, the subject also aims to supply a theoretical framework within which equitable doctrines and remedies may be evaluated and arguments for reform assessed.
Topics to be covered include:
|Assessment:||Research essay of 5000 words (due week 12), 100%.|
|Prescribed Texts:||Printed Materials will be issued by the Faculty of Law|
|Breadth Options:|| |
This subject is not available as a breadth subject.
|Fees Information:||Subject EFTSL, Level, Discipline & Census Date|
|Generic Skills:|| |
On completion of this subject, students should have developed the following generic skills:
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