Warning: This poem deals with human trafficking and forced marriage including children.
[Monday, April 7, 2014]
Girom Achivir was an interfaith chaplain,
of Pictish heritage though he didn't mention it.
Bookish and quiet, he wasn't the sort that
people thought of when imagining an activist;
he preferred to work his works out of view.
He still accomplished quite a lot.
Oren Adler was a Scottish rabbi,
well balanced between his roots.
He wasn't afraid to shake things up,
and if a reasoned discussion turned into
a screaming argument, that was fine with him.
He upset plenty of applecarts, but it worked.
Girom and Oren met at a protest against
forced marriage and child marriage.
The primary problem was that
immigrants with those customs were
trying to bring them into Scotland --
or more often, dragging Scottish citizens
to some other country for the ceremony.
The secondary problem was that
Scotland wasn't doing enough
to protect its citizens from it
by banning their molesters
from entering the country.
"What do you think about
the proposals?" Oren asked.
"Most are too confrontational
for my taste," Girom said. "I'd
rather stay in the shadows."
"I like the spotlight, and
I don't might flipping
a few tables when it's
justified," Oren said,
tapping his chin. "I
could drive people in
your direction, though."
"Oh, now there's a thought,"
Girom said with a slow smirk.
"I do know how to make life
uncomfortable for people."
They set about badgering
various targets, from lazy men
in Parliament to families who
wanted to marry off young girls.
Then they met Javin Atherton,
who was one of the Blue People.
Openly, Javin was a bike courier,
but covertly, he worked for a group
of supervillains who took exception
to the trafficking of superkids.
Javin had gotten involved when
several of the Blue Children had
disappeared without a trace.
"Are you just trying to protect
superkids, or all victims?"
Girom asked him.
"I want to protect all
of them," said Javin.
"Few traffickers deal
only in soups; most
sell what they can get.
Soups just cost more."
"Here in Glasgow, the issue
comes from Pakistanis,
but over Aberdeen it's
the Africans," said Oren.
"For superkids, the worst of
the cities are Stirling, Edinburgh,
and Dundee," said Javin. "We
lost the Blue Girls from Dundee."
"I'm sorry to hear that," said Oren.
"The main route from outside
Scotland is London," said Javin.
"It was Dublin, but ... eh-heh ...
I heard something unfortunate
happened to those blokes."
"Bunch of bampots," Girom said.
"They made their own bed to lie in."
"So, what angle are you working
to get rid of them?" Javin said.
"I'm an interfaith chaplain, and
Oren's a rabbi," said Girom. "We
hear a lot through religious routes.
Most often it comes up in confession,
which is for the Catholics to fash about,
but sometimes we get word too."
"In that case, I might be able
to help, if you need to get
someone out of harm's way
in a hurry," said Javin.
So from there, they
began working together,
and they managed to raise
awareness of the problem.
That not only put pressure
on the politicians to do more
about it, the news encouraged
victims to come forward.
Girom and Oren both
provided pastoral counseling
to survivors in need of support.
Then Girom heard about
Ainy Khatoon, whose father
had taken her to Pakistan
for a forced marriage to
a much older man.
The "groom" had been
arrested and the "marriage"
annulled, but then he managed
to slip into Scotland in pursuit
of his supposed rights.
"We need a distraction,"
Girom said. "If you can get
the minger's attention, I can
get the girl out the back."
"That I can do," Oren said.
He made a loud public scene,
using his liturgical training to pitch
his voice over the street noise as
he railed about the man's crimes.
While people stopped to stare
at the ranting rabbi and his target,
Girom spirited Ainy out the window.
He couldn't do the kind of shadowplay
that some of his kin could, but it was
a damp cloudy day, so that helped
hide them as they escaped.
Girom signaled Javin,
who evidently sent some
of his supervillain friends
to pound the pervert into
the pavement, along with
a teleporter to take Ainy
somewhere safe from
her supposed family.
Afterwards, they gathered
to celebrate their success.
The sun even came out.
"Well, that sure is taps aff,
or would be if I still did that sort
of thing," Javin said, grinning.
"It's a hopeful sign," Girom said
as he admired the brighter view.
"Thanks for treating my friends
right, by the way," said Javin.
"They helped a lot," said Girom.
"Besides, my family tree has
some interesting fruit too."
He began whistling
"The Pict Song."
Oren laughed and
and sang the words.
Javin stared at them until
the song wound down.
"You don't mind that we
wound up working with
supervillains?" Oren said.
"No," said Girom. "They
got the job done when
the coppers didn't. You?"
"That which is hateful to you,
do not do to another," said Oren.
"I am at peace with my choice,
so my soul is at peace with G-d."
"That's us, then," said Girom.
"We're a brace of ethical rebels."
* * *
Girom Achivir -- He has fair skin, brown eyes, and short brown hair. He is 4'9" tall. His heritage is Pictish. He speaks English, Esperanto, French, German, Italian, Latin, Pictish, Scottish Gaelic, and Spanish. He lives in Scotland. Girom is an interfaith chaplain. He studied the Interfaith Minister Curriculum through the International Academy for Interfaith Studies online. He also picked up Disaster Chaplain Training and Religious Literacy & Competency in Crisis Settings. Girom loves reading and languages. He works against human trafficking and forced marriage, but prefers to stay in the shadows.
Qualities: Expert (+4) Interfaith Chaplain, Good (+2) Bookworm, Good (+2) Existential Intelligence, Good (+2) Languages
Poor (-2) Short Guy Problems
Interfaith Minister Curriculum
through the International Academy for Interfaith Studies online
Our INTERFAITH MINISTER PROGRAM is based on six groups of subjects or elements: 1) comparative religion (CR), 2) philosophy and religion (P), 3) practical ministry (PM), 4) spiritual counseling (SC), 5) nonprofit management (NM), and 6) social and environmental justice (SC). Our feeling is that a proper training program to become an Interfaith Minister should require comparative religion and practical ministry but should go well beyond those subjects. The Interfaith Minister of today and tomorrow needs a firm background in philosophy and religion as well as contemporary social and environmental justice. In addition, Interfaith Ministers need to be able to provide spiritual counseling and create, as well as direct one or more nonprofit organization.
A two-year Interfaith Minister Program cannot cover each of those elements comprehensively. Therefore, the Academy has only two introductory courses in nonprofit management and spiritual counseling as well as one introductory course in social and environmental justice in our Interfaith Minister Program. We do believe these topics are important to Interfaith Ministers so the Academy does offer various advanced programs for students who wish to engage in further study to improve their knowledge and skills.
We offer inexpensive in-person and online classes. The tuition cost is $100 USD per credit hour. There are no fees. Normally a student will take 12 credit hours each semester and the affordable $1,200 tuition cost is due at semester registration prior to the start of the semester.
In most of our online classes, our format is asynchronous, which allows students to move at their own pace within established time limits and then prepare written answers to one or more lesson study questions. An Academy instructor or course discussant will provide the students feedback on their written work. In some situations, answers can be one sentence but in other situations a good answer might require several paragraphs. For most in-person classes, students will cover two lessons per class session and develop answers to study questions prepared by the instructor. Oral feedback will be immediate and then the student will submit written answers to the study questions. The instructor or course discussant will provide written feedback to the students answers.
If you wish to see a brief description of a course, click on the course name in the following chart.
YEAR 1 Courses CREDIT HOURS
CR101 The Spiritual Brain 1
P Skeptics and Believers 3
P Understanding Evil 3
CR 102 Exploring the Roots of Religion 1
CR 103 Lost Christianities 2
CR 104 The Ethics of Aristotle 3
CR 105 Origins of the Ancient Civilizations 2
P Confucius, Buddha, Jesus, Muhammad 3
CR 106 Comparative Religion 3
P 104 Philosophy and Religion in the West 3
P 105 Great Minds of the East 1
CR Great World Religions: Hinduism 2
CR Buddhism 2
CR Great World Religions: Judaism 1
CR The Old Testament 2
CR Psychology 2
CR Introduction to Jewish Beliefs and Practices 1
First Year Review and Ceremony
Students are asked to go to Torah Study and check out others religious experiences in various faith traditions.
YEAR 2 Courses and Lessons
CR Great World Religions: Hinduism 1
CR Great World Religions: Buddhism 1
CR Buddhism 2
CR New Testament 2
CR Making the New Testament 1
CR 111 Lost Christianities 2
CR 112 History of Christian Theology 3
CR 113 The Christian Enigma: Back to the Message 3
CR 114 Great World Religions: Islam 1
NM 101 Introduction of Nonprofit Management 2
NM 102 Grants and Fund Raising 2
PM 101 Sermons and Ceremonies 2
PM 102 Ethics and the Ministry 2
SC 101 Introduction to Psychology in the Context of Religion 2
SC 102 Introduction to Spiritual Counseling 2
SJ 101 Introduction to Public Policy in the Context of Religion 2
Second Year Review, Graduation, and Ordination
Students are asked to volunteer in one or more charitable or religious based nonprofit organizations.
Year 1 Courses
The Spiritual Brain
Human beings appear to have spiritual brains capable of feeling deeply connected to something greater than themselves and that can develop intense beliefs about religion and God. The human brain can engage in practices such as prayer or meditation that result in powerful spiritual experiences that exist in every tradition and society. Spirituality also appears to have positive effects on people’s mental and physical health. Spiritual practices, beliefs, and phenomena are expressed and experienced in various ways, but no matter how human beings are spiritual, modern neuroscience offers insights into the meaning and nature of spirituality.
Skeptics and Believers
Beginning with the 17th century, human thought, regarding intellectual and cultural authority of our greatest minds shifted from divine authority and past practices to reason. New questions about God, faith, and religion emerged. Truth was no longer revealed but had to be discovered by careful inquiry and thoughtful reason. This course explores the different conclusions reached by those great skeptics and believers as they shaped Western intellectual thought.
Over the ages, we have defined evil in various ways and each perspective does have a remarkable impact on how we approach coping with the subject. For example, from the beginning of civilization we defined evil in terms of a great cosmic battle but later thought defined evil as an”unripe” or “missed the mark” action of an undeveloped person or society. One need only watch vampire movies to see the cosmic battle perspective on the big and little screen. In contrast, psychology and various training programs adopt an “unripe” and “missed the mark” perspective where education, training, drugs, and therapy become the answer to evil. Because evil is commonly what religion addresses, the topic is important and therefore this course explains various perspectives of what is evil. What is surprising are the many perspectives that exist and the implications of each perspective to religion.
Origins of the Great Civilizations
The Bronze Age (3500 to 1000 B.C.) and Early Iron Age (1100 to 500 B.C.) civilizations provide a means to understand the role of religion in society. Although some might find these civilizations remote, their study reveals the fundamental contributions of the ancient Near East to later Western civilization. What becomes clear is that religion was critical in shaping past and present civilization. This course presents the achievements and contributions from the early Sumer to Persia.
Religion is a central feature of human life almost regardless of the culture. We see many indications of religion every day, but religion is surprisingly difficult to define or comprehend adequately. This course provides a systematic and comparative framework for understanding the complex and multidimensional nature of religion. It explores the many similarities that link all religions, as well as major differences among many of the world’s religious traditions.
Philosophy of Religion
This course begins with some careful attention to what philosophy is and a careful demarcation of the sort of religion that the course scrutinizes philosophically. Attention is focused entirely on a religious tradition generally called “ethical monotheism.” Particular attention is focused on the notion of divine existence as an issue for what philosophers call “epistemology” or “knowledge theory.” The central questions of the course are: (1) Can humans know whether the claim “God exists” is true or not? (2) If so, how? (3) If not, why not?
The Ethics of Aristotle
This course examines Aristotle’s views on ethics commonly called virtue ethics–most of which was presented in his Nicomachean Ethics. Often called “the philosopher of common sense,” Aristotle offers an extremely balanced account of many ethical questions. The goal of this course is to present his ideas and to suggest that his views on ethics still bear tremendous relevance for our own age and what the practice of religion can and should teach to its members.
Philosophy and Religion in the West
This course is an historical examination of the interaction between philosophical traditions and religious traditions in the West. The course begins with the roots of the philosophical tradition in ancient Greece, examining how Socrates, Plato, Aristotle and the neoplatonist philosopher Plotinus dealt with issues concerning God, the soul, and the nature of the cosmos. The key concepts which this tradition contributed to Western religion are (1) the Socratic practice of critical inquiry, (2) the Platonist theory of intelligibility, and (3) the notion that the ultimate truth we seek to understand is timeless forms or essences which our souls perceive with the “mind’s eye.” From this notion comes the philosophical concepts of the eternity of God, the immortality of the soul, the Fall, and “going to heaven.”
Religions of the Axial Period
The German philosopher termed the years 800–200 B.C.E. the Axial Age because of its pivotal importance in the evolution of human thought. This course explains the new thought of this age and why this revolution of thought, which occurred around the world, is so important to us today.
Confucius, Buddha, Jesus, and Muhammad
Confucius, the Buddha, Jesus, and Muhammad are among the most important and influential persons in history and are the subject of this course. They are remembered for the examples of their lives, their insights into the human condition and the nature of ultimate reality, which are contained in the religious movements they inspired. These four persons have deeply affected so many human lives and this this course examine these four figures both separately and comparatively. The course goal is to grasp the essential features of their lives and teachings and to explore the factors that contributed to their greatness. The course will address the similarities and differences in their messages, in the patters of their lives, and in the ways they impacted their followers and the rest of the world.
Great Minds of the East
The men and the women whose ideas shaped the traditional cultures of Asia have an impact on the inhabitants in the East and increasingly in the West. Therefore, a basic understanding of Asian thought is indispensable for anyone traveling to that part of the globe, trying to make sense of international politics, or interacting with people and products with roots in Asia, or even for those who simply want a fuller picture of the human condition. It is not possible anymore to study only Western thought and history and then claim one knows the major intellectual thought of the world. Not only is the variety and richness of the Eastern intellectual tradition breathtaking but is essential to understand in an ever closer world society. This course is an introduction to the most significant thinkers in Asian history. It is eclectic, with attention given to influential figures in philosophy, religion, history, literature, political science, and technology.
Great World Religions: Judaism
The purpose of this brief course is to explain Judaism as it is understood by its past and present adherents.
Introduction to Judaism
This course presents the religious aspects of the Jewish civilization as it evolved. Judaism is about the Torah, the Jewish Bible, the Talmud, and other important writings but it is also a living variety of traditions that people live now as they have in the past.
The Old Testament
This course is an introduction to the history, literature, and religion of ancient Israel and early Judaism. The course provides insight into the fundamentals of the Jewish faith and the books that have shaped the Christian tradition.
The Great World Religions: Christianity
Christianity is one of religion’s great success stories. Beginning as a sect of Judaism in an obscure province of the Roman Empire in the 1st century C.E., it became the official religion of the Roman Empire by the 4th century, dominated the cultural life of Europe for much of its history, and now counts more that two billion adherents throughout the world. This course provides a sense of Christianity as a whole in its most essential features. This brief introduction to Christianity provides a clear survey of the most important elements of this religious tradition and a framework for the student’s further study.
Year 2 Courses
Great World Religions: Hinduism
This course is an introduction to Hinduism, one of the world’s great religions. The lessons are investigations into a variety of important dimensions of Hinduism that address fundamental questions of interest to serious students of comparative religions. The lessons move chronologically through the history of Hinduism–from its earliest precursors through its classical manifestations to its responses to modernity. Along the way, the salient aspects of Hindu life are discussed and placed in historical and theological context.
Great World Religions: Buddhism
This brief course surveys the history of Buddhism–from its origin in India in the sixth and fifth centuries B.C.E. to the present day. The course introduces students to the astonishing vitality and adaptability of a tradition that has transformed the civilizations of India, Southeast Asia, Tibet, China, Korea, and Japan and has now become a lively component in the cultures of the west.
The course begins by exploring the religious and cultural world of the Buddha in ancient India. To understand the Buddha’s contribution to the religious history of the world the student must understand the context in which the Buddha lived. In ancient India, before the time of Buddha, problems were expressed in the Vedas, the body of classical Hindu scriptures. The Vedas introduce us to scholars and ritual specialist who searched for the knowledge that would free them form the cycle of death and rebirth. The Buddha inherited this quest for knowledge and directed it to his own distinctive end.
The New Testament
The New Testament is undoubtedly the single most important book in the history of Western civilization, whether seen as a religions book of faith or as a cultural artifact. It is probably also the most widely disputed and misunderstood. This course approaches the New Testament from a historical perspective, bracketing questions of belief and theological truth to acquire a historically rich grounding for our understanding of these foundational documents. The course begins with with the historical context in which the New Testament was written, considering both the world of Greco-Roman pagan cults and the world of early Judaism-examining, that is, the beliefs, scared spaces, liturgical practices, and distinguishing features of the religions surrounding the birth of Christianity.
The Making of the New Testament
This course answers basic questions about the New Testament: what books does it contain, when were they written, by whom, for what purpose, how were they copied and transmitted, and when and why were they collected as a canon of Scriptures.
The Historical Jesus
From the late Roman empire, through the Middle Ages, down to the Reformation, and into our own day, no institution has wielded such economic, political, and cultural power as the Christian church. And behind it all stands Jesus, a man who continues to be worshiped throughout the world, by over a billion people today. Jesus of Nazareth is undoubtedly the most important figure in the history of Western civilization. The course presents a discussion of the four Gospel of the New Testament, which everyone agrees are the principal sources of knowledge about Jesus. These books were nor written as dispassionate histories for impartial observers. The authors of the gospels were not eyewitnesses to the events they narrate as they were writing several decades after the events they describe. The gospels tell stories that the authors had heard–stories that had been in circulation year after year among the followers of Jesus.
History of Christian Theology
This course surveys major developments in the history if Christian theology, which is the tradition of critical reasoning about how to teach the faith of Christ. Taking the centrality of Jesus Christ as the distinctive feature of Christianity, it focuses on theological concepts by relating them to Christian life and experience, including especially practices of worship. The course begins with the first Christian theological writings: the books of the New Testament, the earliest of which, the letters of Paul. The course proceeds to examine the theology of the early church, how it read the Jewish scriptures and how it used Greek philosophy, as well as how the very idea of official Christian doctrine and its opposite, heresy, arose in response to the large variety of early Christianities. The survey of ancient Christian theology concludes in Part I by presenting three key doctrines: Trinity, Incarnation, and grace.
Prior to the establishment of orthodox Christian faith, the Christians of the second and third centuries held a remarkably wide range of beliefs. Although some of these beliefs may sound ludicrous today, at the time, they seemed not only sensible but right. Some Christians maintained that there were two Gods, or twelve, or thirty, or more. Some Christians claimed that Jesus was not really a human being, or that he was not really divine, or that he has two different beings, one human and one divine. Some Christians believed that this world was not created by the true God, buy by a malicious deity as a place for punishment for human souls, which had become entrapped here in human bodies. Some Christians believed that Jesus’ death and resurrection had no bearing on salvation, and some Christians believed that Jesus had never actually died.
The Christian Enigma: Back to the Message
This course looks at the possibility of an alternative vision or interpretation of the Jesus message that is spiritual in character.
Great World Religions: Islam
Islam today is the second largest and fasted-growing world religion, with majority populations in 56 countries spanning North Africa to Southeast Asia and significant minorities in Europe and the United States. Despite its more than 1.2 billion adherents, many in the West know little about the faith and are familiar only with the actions of a minority of radical extremists. Islam has had a significant impact on world affairs, both historically and in the contemporary era. Therefore, it is important to understand not only what it is that Muslims believe, but also how their beliefs are carried out both privately and publicly, both as individuals and as members of the Muslim community. Like most major religions, Islam is no monolithic. Nevertheless, Muslims share certain core beliefs, the practices, interpretations, images, and realities of Islam that vary across and space. The focus of this course will be to better understand Islam’s role as a religion and as a way of life.
Introduction to Nonprofit Management
Often Ministers are called upon to management nonprofit organizations such as large and small churches but also service organizations such as housing for the poor and educations institutions. This course is a basic introduction to nonprofit management. The Academy offers a large set of courses for those interested in pursuing this aspect of being a minister.
Getting Grants and Fund Raising
Managing nonprofit organizations requires money and that means fund raising and applying for grants. This is a short course on how to raise funds properly and how to apply and manage grants.
Sermons and Ceremonies
Ministers preform a variety of ceremonies but the most common is a weekly service. This course teaches students how to conduct such a service and gives them practice in developing a quality sermon. In addition, students are shown how to do other services such a baby naming, funerals, celebrating major events of life, and so on.
Introduction to Psychology
This course introduces a student to the important academic subject of psychology. Counseling is a major part of what a minister must do and the foundation of counseling is psychology. The Academy offers a set of courses on counseling for those ministers who wish to focus on this aspect of being a minister.
This course covers psychological principles and clinical skills used in pastoral and spiritual counseling.
Ethics and the Ministry
Ministers are held to a high standard of ethics as is appropriate for a profession that should be an ethical role model in society. However, ethics is a complex subject and even more complex to live on a daily basis. This course explains the basics of ethics, stresses the pitfalls that ministers must avoid, and the ethical standard that should be how they live their lives.
COMBO-DISASTER CHAPLAIN & RELIGIOUS LIT/COMPETENCY TRAINING (24 Hours)
The one-day course comprises 6 modules, as below. (participants must take one pre-requisites online course, prior to the receiving a certificate for this training; FEMA IS 100.c (Incident Command System).
DISASTER CHAPLAIN TRAINING (16 Hours)
The two-day course comprises four 4-hour modules, covering disaster operations, disaster spiritual care, disaster mental health, and self-care for caregivers. (If only taking the two-day Disaster Chaplain Training, participants must take two pre-requisites online courses prior to the receiving a certificate for this training; IS 100.b (Incident Command System) and, IS 505 (Religious and Cultural Literacy and Competency in Disaster).
Religious Literacy & Competency in Crisis Settings (Only in the COMBO)
• Tools & Resources for Engaging Faith Communities throughout the Disaster
• Faith Communities as a Cornerstone of Whole Communities
• The Value, Landscape, and Language of Faith Communities in Disasters
• Ten Field Skills for Successful Engagement
• Engaging Faith Communities through the LEADER Process
• Building a Databank of Local Faith Communities
Disaster Chaplaincy - Operations & Spiritual Care:
General Principles; Interventions; Sites and Specifics
• Emotional and spiritual phases of the disaster "life cycle"
• Spiritual First Aid: PCAID (Presence, Connect, Assessment, Intervention, Develop Plan of Care) as an intervention
• Disaster human services operations and disaster site operations
• Practice in applying principles of spiritual and emotional care in various disaster scenarios
Disaster Chaplaincy - Mental Health:
Introduction; Impact of Disaster; Response and Reaction
• Phases of psychological reaction to disaster and impact on behaviors, thoughts, & feelings
• Psychological First Aid as a basic intervention that does not require professional training
• Indicators that referrals for professional mental health care may be appropriate
Disaster Chaplaincy - Self-Care:
The Need and Techniques; Individual and Community Resilience
• The need for caregivers to develop effective self-care practices
• Practices that minimize compassion fatigue ("the cost of caring") and other stresses related to providing care in times of crisis
• Strategies to promote recovery and resiliency, support systems that monitor, nourish and maintain self-care
Oren Adler -- He has tawny-fair skin, brown eyes, and short gray hair. He is short and portly with a round face. His heritage is Jewish and Scottish. He speaks English, French, German, Hebrew, Italian, Scottish Gaelic, and Yiddish. Oren lives in in St. Andrews, Scotland. He's out of shape, so he has taken up walking as a hobby in hopes of improving that. So far it hasn't helped much, but he greatly enjoys exploring the landscape. Oren earned a Psychology BSc (Hons) and then a Health Psychology (MSc) at the University of St. Andrews in St. Andrews, Scotland. He went on to Pre-Rabbinic/Cantorial Study (Mechina) and then Rabbinical School Curriculum at the Jewish Spiritual Leaders Institute online. Oren works against human trafficking and forced marriage.
Qualities: Expert (+4) Psychologist, Good (+2) Hiking, Good (+2) Interpersonal Intelligence, Good (+2) Rabbi
Poor (-2) Out of Shape
Psychology BSc (Hons)
at the University of St. Andrews in St. Andrews, Scotland
The BSc (Hons) in Psychology will introduce you to the full range of areas that are studied by psychologists, including perception, cognition, motivation and behaviour. You will be grounded in the theoretical foundations and modern developments of contemporary psychology, and emphasis is placed on practical classes and on learning research techniques right from the start.
Psychology is studied up to Honours level in both the Faculty of Science (BSc) and the Faculty of Arts (MA). Students who have a background in Sciences or who wish to study Psychology alongside Science subjects at St Andrews should apply for the BSc. For those interested in studying Psychology alongside Arts subjects, the MA in Psychology may be of interest instead.
A degree in Psychology from St Andrews is recognised by the British Psychological Society as conferring basis for graduate registration, and qualifies you to undertake training in various areas of professional psychology, including both clinical and educational psychology.
In the first two years of your degree (known as sub-honours) you will take the required modules in Psychology alongside modules in at least one other science subject.
Typically, you will take one Psychology module per semester during your first two years, and two to three Psychology modules per semester during your third and fourth year (known as Honours). Find out more about the modular Scottish degree system.
Students will take the following compulsory first-year modules, which between them cover the foundations of psychology.
• Fundamentals of Psychology 1: introduces the theoretical foundations, historical perspectives and modern developments of psychology, and provides a thorough grounding in the empirical basis of psychology.
• Fundamentals of Psychology 2: expands upon the topics discussed during Psychology 1 and continues to introduce the variety of subjects which make up contemporary psychology.
Students will take the following compulsory second-year modules, which between them cover the core areas of psychology and prepare students for advanced modules.
• Psychology 1 (second year): covers the relations between, for example, brain and behaviour, cognition, perception, comparative aspects of behaviour, social and health psychology. It also contains a methodology component covering laboratory and field techniques.
• Psychology 2 (second year): provides a more advanced treatment of a number of areas in psychology and extends the range of teaching from Psychology 1.
If you decide to take Psychology in your third and fourth years, you choose from a wide variety of advanced options, including modules ranging from clinical psychology to understanding how evolutionary forces have shaped both animal and human behaviour.
Here is a sample of Honours modules which have been offered in previous years:
• Assessment in Clinical Psychology
• Cognitive Psychology and the Emotional Disorders
• Developmental Psychology
• Group Behaviour
• Psychology of Art: Aesthetics and Individual Differences in Visual Function
• Sex Differences and Gender Development
• Social Psychology
In fourth year, students will conduct a research project which will allow them to foster the skills of experimental design, appropriate research management and statistical analysis. Students can choose from a wide range of topics in consultation with their supervisor.
The compulsory modules listed here must be taken in order to graduate in this subject. However, most students at St Andrews take additional modules, either in their primary subject or from other subjects they are interested in. For Honours-level, students choose from a range of Honours modules, some of which are listed above. A full list of all modules available for the current academic year can be found in the module catalogue.
Health Psychology (MSc)
at the University of St. Andrews in St. Andrews, Scotland
The MSc in Health Psychology starts students on the path to becoming a Chartered Psychologist and provides training in the applications of psychological theory and research methods.
The modules in this programme have varying methods of delivery and assessment. For more details about each module, including weekly contact hours, teaching methods and assessment, please see the latest module catalogue, which is for the 2019–2020 academic year and therefore some elements may be subject to change for 2020 entry.
• Quality of Life, Communication and Chronic Illness: quality of life in health care settings, and the issues of caring for an increasing number of patients within modern health services with chronic conditions.
• Theories of Health Psychology and Behaviour Change: covers the context and perspectives of health psychology, including a historical overview and current theories and approaches in health psychology.
• Biological Systems and Development: introduces the importance of biological and developmental systems to the understanding of people's perceived and actual health status, including methods of assessing health behaviour and intervening to change health behaviour.
• Health Information, Prevention and Decision Making: the issues of provision of information and surrounding the decisions made by the general public about their health care.
• Methods of Data Analysis in Psychology: advanced training in research design, statistics, qualitative methods and modelling.
• Generic Research and Professional Skills in Psychology: introduces students to the various skills and issues that are important to academic psychologists irrespective of their particular area of research.
Students will conduct and report a research project from a health psychology perspective. Projects may comprise field or laboratory-based studies.
The research project will be planned during both academic semesters and written during the summer. It will involve two to three months of data collection and will be written up as a 5,000-word dissertation, in an appropriate scientific journal style, to be submitted by a date specified in August.
Students will be assigned a supervisor who will provide guidance during the planning, research and writing phases.
If students choose not to complete the dissertation requirement for the MSc, there is an exit award available that allows suitably qualified candidates to receive a Postgraduate Diploma. By choosing an exit award, you will finish your degree at the end of the second semester of study and receive a PGDip instead of an MSc.
Pre Rabbinic Study
Pre-Rabbinic/Cantorial Study (Mechina)
at the Jewish Spiritual Leaders Institute online
Enhance the skills you will need to potentially enter our JSLI Rabbinical or Cantorial School.
Join a newly forming class of our JSLI Pre-Rabbinical and Pre-Cantorial Study Program for those who aspire to the Rabbinate and Cantorate and admittance to JSLI.
There is the desire among many with limited skills to serve the Jewish community as Rabbis and Cantors. We are pleased to introduce a “Mechina” (Preparatory) course of study- in the form of Eight Units- for those who need to enhance their skill-sets and meet the challenges of JSLI’s Rabbinical Program.
Our Mechina Program consists of eight “Units” of online study. You will study online, with a group of like minded individuals seeking to fulfill a passion and you will join in bi-monthly (every other week) online Master Classes with our JSLI Rabbis who encourage and guide you in your journey.
In addition to the coursework and online meetings you will need to attend synagogue weekly, write a paper and work on leading services. This course is not a simplistic way to enhance your skills and knowledge. It will require diligence and determination on your part. JSLI will not teach you to read liturgical “Siddur” Hebrew. You must do that on your own. Your desire to become a Rabbi or Cantor will need to drive your learning and journey.
Our Pre-Rabbinic/Cantorial Study Program takes one year to complete.
There are eight modules of study:
1. Intro to Judaism, Torah, N’veim, K’tuvim, Talmud and Sacred Texts
2. Leading Jewish Prayer Services
3. Jewish Traditions and Symbols
5. Jewish History and Culture
6. Shabbat Rituals and Prayers
7. High Holidays
8. Festivals and Other Minor Holidays
Rabbinical School Curriculum
at the Jewish Spiritual Leaders Institute online
When you enroll at JSLI, you become part of our community- now more than one hundred and thirty nine Rabbis and two Cantors strong.
We are a vibrant, forward thinking group of Jewish professionals who are always available to help one another through our private Facebook Page and our online continuing education Lunch and Learn’s. We offer an optimum environment for study for the modern Jewish Rabbinate.
During our fully participatory Online Video Conferences, we will explore all of the subject areas below. In conjunction with our video conferences, all of our course materials and assignments are available via our LMS (Learning Management System).
Courses (which include readings from our JSLI required texts, document downloads and internet resources) are available to students one week before actual online classes so they may prepare in depth for each subject.
Students write weekly sermons (Divrey Torah) on the Torah portion of the week and participate in online lectures by our many Rabbis and participate in ensuing discussions.
A full curriculum will be made available to students accepted into JSLI.
• Weekly Torah Study
• The Jewish Prophets
• The Jewish Kings
• Pirkey Avot- The Ethics of the Fathers
• Jewish Angels
• Introductory Mishna, Talmud and Midrash
• Medieval Jewish thinkers
• Jewish Mysticism – Kabbalah
• The Holocaust and Forgiveness
• Two Units of Pastoral Counseling
• Brit Milah/Brit Shalom
• Eschatology- Life After Death
• Jewish Conversion
• Orthodox, Conservative, Reform, Reconstructionist and Renewal Movements, and of course, Jewish Universalism.
Liturgy and Ritual
• Prayer liturgy and prayer melodies
• High Holidays
• Duchenen- The Blessings for the Priests
• Officiating at Jewish, Interfaith and Same-Sex Weddings
• Officiating Bar and Bat Mitzvahs
• Baby Naming Ceremonies
• Brit Shalom Ceremonies
• Preparing and delivering sermons
Please bear in mind that these are only a few examples of the subject areas our Rabbinical School will cover.
Javin Atherton -- He has blue eyes, bright turquoise skin, and short curly hair in a darker shade of turquoise. He earned a Bachelor of Arts in Geography at Staffordshire University in Stoke-on-Trent, Britannia. Javin serves as a courier, but his real job is with Kraken. He works against human trafficking and forced marriage, with a particular interest in those who target soups. His family life is a mess due to becoming a nudist, turning blue, leaving the nudist culture, and joining Kraken.
Origin: He is one of the Blue People. Someone set off a bomb at a nudist camp, which turned several thousand people blue permanently.
Uniform: Javin wears athletic menswear. He used to be a nudist, but gave it up after the incident.
Qualities: Good (+2) Activist, Good (+2) Bike Messenger, Good (+2) Fast, Good (+2) Helpful, Good (+2) Krakenguard
Poor (-2) Family Baggage
Powers: Good (+2) Crayon Soup
He has a gizmotronic bicycle for messenger work. It looks relatively normal, but the whole thing is biolocked so it won't move for anyone else and sends a distress signal if anyone tries to steal it.
Motivation: To protect superkids.
Bicycle messengers have a worthy history. No formal education is required; employers usually provide the job training. Bike theft poses a challenge. One simple solution to bike theft is to mount GPS locators in the bike and register it through a licensing agency. Many companies that field a fleet of messengers offer this kind of protection as part of employment. Because a messenger is working rather than traveling on personal business, the advantages of known location usually outweigh the risks.
July 11, 2013 -- A supervillain set off a bomb at a nudist colony in Britannia. Over 3,200 people were permanently turned various shades of green to blue including jade, teal, aquamarine, royal blue, midnight blue, and periwinkle. They came to be called the Blue People.
BA in Geography
at Staffordshire University in Stoke-on-Trent, Britannia
Understand how natural and built environments shape our lives
Geographers are helping to tackle some of the the biggest challenges facing us from climate change and sea level rises to extreme weather and population growth.
A Geography degree will equip you with the knowledge and skills to make your mark in the 21st Century world.
On the BA route, you look at a diverse range of topics linked to human geography – e.g. from country landscapes to Smart cities, how are people, cultures and communities affected by their environment?
Year 1 Compulsory Modules
Geographical Skills and Tutorials 30 credits
Global Challenges 30 credits
People and Places: An Introduction to Human Geography 30 credits
The Dynamic Earth 30 credits
Year 2 Compulsory Modules
Advanced Practical and Fieldwork Skills for Geographers 30 credits
Geographers in the Real World 15 credits
Placemaking and Regeneration 15 credits
Project Preparation and Planning 15 credits
Sustainable Smart Cities 15 credits
Year 3 Compulsory Modules
Advanced Geography Fieldwork 30 credits
Geography Independent Research Project 30 credits
Transnational Geographies: Networks and Global Interdependence, C. 1850-Present 15 credits
Ainy Khatoon -- She has tinted skin, brown eyes, and long wavy brown hair. Her heritage is Pakistani; her family moved to Scotland to escape unrest in their homeland. She speaks Urdu and is learning English. She is 10 years old in 2014. Ainy's father took her to Pakistan and forced her to marry a much older man, Burayd Bakhash. Police broke up the wedding reception and rescued her, arresting Burayd. However, Scotland failed to ban him from the country, so he got in and attempted to molest her. That time, supervillains intervened.
Qualities: Good (+2) Graceful, Good (+2) Interpersonal Intelligence
Poor (-2) Child Bride
Burayd Bakhash -- He has terracotta skin, brown eyes, and short black hair. He is short and fat. His heritage is Pakistani; he speaks Urdu. He is 44 years old in 2014. Burayd bought a child bride, Ainy Khatoon, from a Pakistani family living in Scotland. Police broke up the wedding reception and rescued her, arresting Burayd. However, Scotland failed to ban him from the country, so he got in and attempted to molest her. That time, supervillains intervened.
Qualities: Good (+2) Logical-Mathematical Intelligence, Good (+2) Persuasive, Good (+2) Rug Merchant, Good (+2) Strength
Poor (-2) Pedophile
* * *
A human rights report indicates human trafficking and forced marriage in the United Kingdom.
Another story in the Talmud concerns a non-Jew who came to Shammai and agreed to be converted if he could teach him the entire Torah while standing on one foot. Shammai sent him away, but Hillel welcomed him, saying: “That which is hateful to you do not do to another; that is the entire Torah, and the rest is its interpretation. Go study.” This and other stories showing Hillel’s graciousness even in the face of provocation are invoked to justify the teaching of the rabbis that one should be patient like Hillel and not impatient like Shammai.
Explore the ethnicity of Scottish cities. The highest prevalence of trafficking occurs in Glasgow, Stirling, Edinburgh, Dundee, and Aberdeen.
bampot - an idiot, unhinged person. (L-Scottish)
A whackjob, a nutjob; an unprincipled supervillain. (T-Scottish)
fash - fuss, worry ("Dinnae fash yersel'.")
minger - A dirty/smelly/horrible person or ugly person
taps aff - (tops off) Sunbathing weather. In reality, any day when it isn't raining, particularly if the climate is suitable for outdoor Buckfast drinking.