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1
Oktik, Nurgun. "Restructuring Turkish higher education : the 1981 Higher Education Law and its effects." Thesis, Durham University, 1995. http://etheses.dur.ac.uk/1037/.
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Turton, Gemma. "A critical analysis of the current approach of the courts and academics to the problem of evidential uncertainty in causation in tort law." Thesis, University of Birmingham, 2013. http://etheses.bham.ac.uk//id/eprint/3943/.
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The primary aim of this thesis is to identify a coherent legal response to the particular causal problem of the ‘evidentiary gap’. In order to do this, it is necessary to understand how the ‘evidentiary gap’ relates to causation in negligence more generally, so the thesis addresses both the nature and function of the tort of negligence as well as the role played by causation within that tort. It argues that negligence is best understood as a system of corrective justice-based interpersonal responsibility. In this account, causation has a vital role so the test of causation must be philosophically sound. Causation, however, also occupies only a limited role so analysis must draw fully on the doctrines of damage and breach which bracket the causation inquiry, as well as notions of quantification of loss. The NESS test for causation is shown to be preferable to the but-for test because it is conceptually more adequate and therefore able to address causal problems that the but-for test cannot. This thesis rejects claims for proportionate recovery based on the notion of loss of a chance of avoiding physical harm in medical negligence, but proposes limited recovery for loss of a chance as an independent form of damage arising because of unique considerations of interpersonal responsibility in the doctor-patient relationship in cases of misdiagnosis/ mistreatment of existing illness. It is argued that the Fairchild test of material contribution to risk of harm in cases of evidentiary gap is not consistent with corrective justice, and that this cannot be resolved by reconceptualising the gist of the action as the risk of harm. The Fairchild exception lacks coherence because of its instrumentalist basis, so should not be applied outside of the mesothelioma context.
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Epps, Susan Bramlett, and Steve Robinson. "Legal Self-Defense for the Academic Advisor." Digital Commons @ East Tennessee State University, 2004. https://dc.etsu.edu/etsu-works/2574.
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Burke, Matthew Ridgeway. "Stress Preparedness for Law Enforcement Officers via Academic Training." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6309.
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Most law enforcement officers experience a traumatic event within the first 3 years of duty but may not receive proper mental health training in the police academy to prepare them for a career in law enforcement, and little is understood about police academy training regarding mental health. Using secondary traumatic stress (STS) as a conceptual framework, the purpose of this qualitative study was to understand the perspective of law officers on the usefulness of academy training to prevent or manage mental health issues that may arise from law enforcement duty. Data were collected from 35 law enforcement officers in a Southern state through an online, qualitative survey. These data were inductively coded and subjected to a thematic analysis procedure. Findings indicate that both STS and post-traumatic stress disorder (PTSD) are shunned topics in the law enforcement community. Additionally, respondents perceived that reconstructing police academy training manuals to include personal stress management and increasing awareness of STS may better protect law enforcement officers and enhance community relations while providing a more sustainable police force. The positive social change implications of this study include recommendations to police academies to include mental health training and preparation as part of early academy training to promote better mental health among police officers and reduce the negative effects of STS and PTSD.
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Detwiler, Robert R. "Assessing Factors Influencing Student Academic Success in Law School." University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1318730664.
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Morrow, John W. "Law students with dyslexia and their experience of academic assessment." Thesis, University of Chester, 2017. http://hdl.handle.net/10034/621044.
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The research explores the experience that students with Dyslexia, on law degrees, have of academic assessment, and the environmental factors that influence their experience and perceptions. The research is situated in one HEI (the Research Institution), which has a student population of 18,800, of which 634 had declared a Specific Learning Difficulty (SpLD) (including Dyslexia) during the academic year 2014/15. Previous research has shown that students with Dyslexia are disadvantaged by traditional forms of academic assessment. Whilst little research has been carried out on Dyslexia and law degrees, the predominance of traditional approaches to assessment is commonly believed to disadvantage students with Dyslexia. This potential disadvantage is explored within the Research Institution (RI). In light of their obligation under the Equality Act 2010 to take reasonable steps to alleviate such disadvantages, specific consideration is given to the RI’s response to potential disadvantages faced by such students. In order to facilitate this objective a multiple-methods approach has been utilised for gathering data. Data has been collected through questionnaires, focus groups and interviews, with law students with and without Dyslexia, with lecturers inside and outside the law school, and with student support staff and other professionals. The range of data was then analysed, utilising an inductive approach. Five main themes emerged, and were explored using a social model of Dyslexia and from an emancipatory perspective. The themes are: 1) diagnosis and categorisation of Dyslexia; 2) the students’ experience of academic assessment; 3) the students’ experience of adjustments to academic assessment; 4) the impact of the law school environment on the experience of students with Dyslexia, and 5) the effect of the wider institutional environment and institutional policy and practice on the experiences and perceptions of how students with Dyslexia, and how they are responded to. The data collected pointed to the fact that students with Dyslexia struggled with traditional academic assessment, to a more significant degree than students without Dyslexia. While reasonable adjustments were provided by the institution to help students with Dyslexia overcome such difficulties, and whilst these were helpful to some extent, their overall effectiveness was shown to be limited. The main reasons for the student experiences that emerged from the research were related to the fact that, due to their Dyslexia, the forms of assessment used by their department presented a direct difficulty for students. Traditional forms of assessment utilised on law degrees are therefore considered to be a ‘disabling barrier’, as they inhibit students with Dyslexia from fully demonstrating their academic ability. The thesis then presents pointers to how law degree providers can respond to this issue. It is argued that this can be achieved by adjusting assessment methods in a way that removes, or at least reduces, the ‘disabling barriers’ faced by law students with Dyslexia. The research suggests that this is made possible by utilising a broader range of assessment methods beyond those traditionally utilised in law degrees. It also details how the individualistic nature of Dyslexia means that the most effective means of improving inclusivity for all students is to provide them with elements of choice as to the form of assessment adopted. The research concludes with proposals for alleviating the disadvantage experienced by law students with Dyslexia in respect of their experience of the academic assessment process and academic assessment outcomes. It is argued that to enhance the quality of their learning opportunities, and in order to be inclusive, academic assessment policy and practice should be informed by/premised upon a social interpretation of Dyslexia.
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Tenczar, Wendy. "The grand delusion : recovered memories challenge the law." Honors in the Major Thesis, University of Central Florida, 1997. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/16.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Health and Public Affairs<br>Legal Studies
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Brosseit, Brett A. "Law school academic support professionals' perceptions about development of students' critical thinking." Thesis, BARRY UNIVERSITY, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3718737.
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<p>Recent research suggests that many U.S. students graduate from college with under-developed critical thinking skills. College graduates with deficits in critical thinking skills who pursue legal education face difficult barriers to academic and professional success which, if not effectively addressed, may impact the affected students, as well as the legal profession and society as a whole. Legal education is likewise facing intense criticism regarding educational practices and graduates? level of preparation for the competent practice of law. The purpose of this study was to construct a comprehensive theory of the development of critical thinking skills in law students. Through a process of grounded analysis, the researcher developed a conceptual model of the development of critical thinking in law students based on interview data collected from 14 academic support professionals at third- and fourth-tier law schools in the U.S. The model, referred to as the Critical Thinking in Law Students (CTLS) Model, considers student learning needs, student learning challenges, and legal education system challenges, and identifies twelve factors to optimize the development of critical thinking in law students. The CTLS Model may help law school governing authorities, law school administrators, law school faculty, law school academic support professionals, and law students better understand how critical thinking develops in law students so that students may achieve their full academic, intellectual, and professional potential.
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Peace, Patricia S. "Stress associated with law enforcement work and its effect on conjugal relationships." Honors in the Major Thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/495.
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The purpose of this study was to determine if there was a difference in stress from associated with the occupation of law enforcement exists across the officers' relationship domains. The sample consisted of 51 participants that was comprised of both law enforcement officers and their significant others. Unlike past studies, this study included those that were married, divorced, in a civil union, single, or cohabitating. Based on past research it was hypothesized that the stress placed on officers and their significant other would be higher than that of other relationships. An anonymous survey was sent out to a several departments. Separate one-way between subjects Analysis of Variances (ANOVAs) were conducted to compare the effects of stress on law enforcements officers and their relationships. There was no significant effect of stress found in regards to the occupation itself as it pertained to the relationship (F(1, 48) = 0.99, p = 0.32). There was no significance of stress felt in regards to the individuals relationship on its own (F(1, 48) = 1.62, p =0.21).<br>B.S.<br>Bachelors<br>Sciences<br>Psychology
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Rodriguez, Yisell. "Immigration law and enforcement the role of states and local authorities." Honors in the Major Thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/610.
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Immigration law and its enforcement are controversial and highly debated topics. States are increasing their role in the enforcement of immigration law by enacting laws that allow local law enforcement to function as immigration officers with the intent of decreasing the illegal alien population within their jurisdiction. The primary focus of this thesis is to determine whether state and local police have the legal power to enforce immigration laws that have been the jurisdiction of the Federal Government for decades. There are two sides that are discussed in this thesis, the proponents who are in favor of increased participation and those who oppose it. The proponents argue that federal law has not preempted states from enforcing immigration law and that states have inherent authority to do this. The critics argue that this is unconstitutional because the constitution and other legal authorities grant exclusive power to the Federal Government in the area of immigration law. Through the analysis of constitutional provisions, case law and statutes, quantitative statistics, anecdotal evidence, federal and state programs, and governmental resources this thesis evaluates the current role of state and local authorities and proposes a different role for local jurisdictions in the enforcement of immigration law. Evidence shows that states are allowed to enforce some immigration laws but doing this has negative consequences for the people, the states, and the nation. Research shows that increased participation from local law enforcement leads to racial profiling, civil rights violations, and damages the relationship between the police and the community; therefore, the line between state and federal enforcement should be monitored carefully.<br>B.A. and B.S.<br>Bachelors<br>Health and Public Affairs<br>Legal Studies
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Wiklander, Levi. "Intertextuella strövtåg i Akademia : måhända som en galaktisk reseskildring anno 1998 = [Intertextual browsing within Academia] : [perhaps a galactic journey account in 1998] /." Stockholm : Univ, 1998. http://www.fek.su.se/home/lew/.
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Mytton, Elizabeth. "Legal education : experiencing the dynamics of law teaching." Thesis, University of Southampton, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341612.
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Vargas, Erick Rodolfo. "The Anglo American academic attitude towards the field of judicial evidence and its usefulness to rational fact finding in Honduras /." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99155.
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I address the problem of the lack of academic attention to evidentiary issues in Honduras in comparison to Common Law Countries. I feel that Honduran law students need to be taught a working scheme to deal with issues of admissibility and weight of evidence in order to achieve the rational determination of facts.<br>Moreover, I draw such a scheme from the conceptual basis for admission of evidence and the probative processes identified by Wigmore. I think that if this scheme were applied to trial records, academicians would identify problems in the admission and weight of evidence and would develop approaches to make reason and justice prevail.<br>The scheme is presented in the form of a chart and because it is adapted to the Honduran context I consider that it will have a positive effect on academic research, theorization and teaching of issues of admission and weight of evidence in Honduras.
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Ortiz, Vivian J. "Student attitudes towards campus law enforcement exploring issues of confidence and utilization." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4648.
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The assessment of citizen attitudes has, in recent decades, become standard practice within the criminal justice system. However, in assessing the criminal justice system, most research has gathered data on the attitudes and perceptions of specific populations within society (i.e. older citizens) and has not really focused on younger age groups, or more specifically, students enrolled in colleges and universities. The present study examined attitudes of college students in the areas of confidence and utilization of campus police. Utilizing a non-random convenience sample of undergraduate and graduate students (N=393) at a large four-year research institution, participants completed a 21-item survey to measure their confidence and utilization of campus police, resources, and services. The results suggest that confidence does not affect utilization of police and students stated they would utilize police despite their confidence level. However, more significantly, students also indicated that while they would utilize police, they reported they had not. As a result, various recommendations were made to improve communications between students and campus police and directions for future research were also noted.<br>ID: 028916738; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ph.D.)--University of Central Florida, 2010.; Includes bibliographical references (p. 135-148).<br>Ph.D.<br>Doctorate<br>Health and Public Affairs<br>Public Affairs
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Hall, Nora. "State Election Law and Votes for Third Parties in US House Races." Honors in the Major Thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/761.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf<br>Bachelors<br>Arts and Sciences<br>Political Science
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Stuart, Candace. "The effect of domestic violence in custody proceedings, and recommendations for Florida law." Honors in the Major Thesis, University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1145.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Health and Public Affairs<br>Legal Studies
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Callahan, Shannon. "Public Domain: Using Technical Communication to Improve Public Access to the Law." Honors in the Major Thesis, University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/699.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf<br>Bachelors<br>Arts and Sciences<br>English; Technical Writing
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Aguiar, Maricruz. "Real estate law the American dream transfigured into the American mortgage crisis." Honors in the Major Thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/655.
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Real Estate law is the body of rules and regulations with legal codes that concern ownership, development and transactions. Real Estate has grown to be one of the main contributors to the nation's financial system. For decades, the housing market has been such an integral part of the economy. Unfortunately, in the beginning of the twenty-first century lax regulatory oversight led the nation to an economic collapse. Indeed, federal, state and local governments have become heavily involved in solving the downward spiral in the economy. This research focuses on the mortgage crisis in order to show how Real Estate law can in fact, restore the economy when the government has a balance between regulations and market discipline. The intent of this thesis was to study the occurrence of the mortgage crisis, the regulatory authorities and the legal effects of the housing market. Through the analysis of case law and statutes, data, previous recessions, and economic indicators, this thesis examines the key factors in our legal system that should drive reform in our economy. Results suggested that greater efforts to a regulatory structure generate a secure financial system. Thus, the purpose of this thesis is not only to solve our current mortgage crisis but also to mitigate or prevent future crises.<br>B.A. and B.S.<br>Bachelors<br>Health and Public Affairs<br>Legal Studies
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Winn, Joss. "Academic labour and the capitalist university : a critique of higher education through the law of value." Thesis, University of Lincoln, 2015. http://eprints.lincoln.ac.uk/17330/.
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The work submitted for examination consists of ten items, with the key sole-authored components comprising a book chapter (Winn, 2012) and four peer-reviewed journal articles (Winn, 2013; 2014; 2015a; 2015b). Other, joint-authored work is intended to be supplementary and to provide further evidence of the two persistent themes of inquiry which my work has been concerned with over the last six years: the role and character of labour and property in higher education, or rather, ‘academic labour’ and the ‘academic commons’. Six of the ten publications discuss these themes through a critique of the role of technology in higher education, in particular the way networked technology forms the practical, ideological and legal premise for the idea and forms of ‘openness’ in higher education. Throughout my work, I treat ‘technology’ as a reified and fetishized concept which masks the more fundamental categories of labour, value and the commodity-form that are concealed in the idea and form of the ‘public university’. I start from the observation that advocates of ‘open education’ tend to envision an alternative form of higher education that is based on a novel form of academic commons but neglect to go further and critically consider the underlying form of academic labour. As such, the product is set free but not the producer. In response, through my publications I develop the theoretical basis for an alternative social and institutional form of co-operative higher education; one in which openness is constituted through a categorial critique aimed at the existing commodity-form of knowledge production.
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Maclean, Hector Roderick 1950. "Learning literacies in the law : constructing legal subjectivities." Monash University, School of Literary, Visual and Performance Studies, 2003. http://arrow.monash.edu.au/hdl/1959.1/5792.
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Glinton, Jr Vaughn. "Southern Honor: An Analysis of Stand Your Ground Law in Southern Jurisdictions." Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1542.
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In 2005, Florida became the first state to pass the heavily National Rifle Association, NRA, supported “Stand Your Ground” law. The most notable components of the law were abolishing the duty to retreat for someone who is not engaged in lawful activity and is in a place where he has the right to be, granting civil and criminal immunity to those using lawful force, and presuming that a person who is attacked in his dwelling, residence, and occupied vehicle has a reasonable fear of death or great bodily harm. The law was subject to a substantial amount of criticism because it was a significant departure from Florida’s more than a century old common law principles regarding self-defense. Possibly due to Florida not having any precedents for these cases, Florida courts would have conflicting decisions in these matters and law enforcement agencies would enforce the law differently in similar incidents. Regardless of the issues faced by Florida, over twenty states would adopt their own versions. A significant number of these states are in the Southeastern region of the United States and are neighbors to Florida or border Florida’s neighbors, such as Mississippi, Alabama, Georgia, North Carolina, South Carolina, Tennessee, and Louisiana. Because of this interesting pattern, the study examines the idea of southern culture playing a role in the passage of “Stand Your Ground” via the “Culture of Honor” theory and the researcher decided to use these jurisdictions and Florida as this study’s sample. The researcher also wanted to include these jurisdictions because the existing “Stand Your Ground” literature mainly focuses on Florida and the researcher wanted to add something new to the discussion. The intent of this study to examine Florida’s influence on the other jurisdictions, note any commonalties between the statutes of the jurisdictions, compare justifiable homicide statistics for the jurisdictions that provided such data, predict the future of these laws, and explore the “Culture of Honor” Theory as a possible explanation for “Stand Your Ground” laws in the states discussed. The study accomplished these goals by examining how each jurisdiction handled self-defense before “Stand Your Ground,” looking at the motives behind the jurisdictions adopting “Stand Your Ground,” comparing justifiable homicides in the four jurisdictions that provided them in the years immediate preceding the passage of “Stand Your Ground” to the subsequent years, and looking at amendments and proposals that were presented after the passage of “Stand Your Ground.” The results uncovered that all the jurisdictions, except for Georgia and Tennessee, show a very strong Florida influence based on their similarities to Florida’s law and legislators in the jurisdictions clearly mentioning Florida as their inspiration for proposing their own versions. In the jurisdictions that provided justifiable homicides, all showed an increase in the number of justifiable homicides after the passage of “Stand Your Ground.” The jurisdictions in this study have also shown a strong resistance to any amendments or the complete repeal of this law. Therefore, any drastic amendment or the complete repeal seems unlikely in the future. The “Culture of Honor” Theory does explain why a few of the jurisdictions in the study adopted “Stand Your Ground” but Florida and the NRA’s influence explain why others chose this course of action.<br>B.S.<br>Bachelors<br>Health and Public Affairs<br>Legal Studies
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Wright, Scott A. "Transnational organized crime : a review of offense types and law enforcement response." Honors in the Major Thesis, University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1340.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Health and Public Affairs<br>Criminal Justice
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Egan, Brenna M. "The battered man : an evaluation of equal justice under the law." Honors in the Major Thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1401.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Health and Public Affairs<br>Legal Studies
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German, Laura. "Academic research data re-usage in a digital age : modelling best practice." Thesis, University of Southampton, 2015. https://eprints.soton.ac.uk/383481/.
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Recent high profile retractions – such as the case of Woo Suk Hwang and others – demonstrate that there are still significant issues regarding the reliability of published academic research data. While technological advances offer the potential for greater data re-usability on the Web, models of best practice are yet to be fully re-purposed for a digital age. Employing interdisciplinary web science practices, this thesis asks what makes for excellent quality academic research across the sciences, social sciences and humanities. This thesis uses a case study approach to explore five existing digital data platforms within chemistry, marine environmental sciences and modern languages research. It evaluates their provenance metadata, legal, technological and socio cultural frameworks. This thesis further draws on data collected from semi-structured interviews conducted with eighteen individuals connected to these five data platforms. The participants have a wide range of expertise in the following areas: data management, data policy, academia, law and technology. Through the interdisciplinary literature review and cross-comparison of the three case studies, this thesis identifies the five main principles for improved modelling of best practice for academic research data re-usage both now and in the future. These principles are: (1) sustainability, (2) working towards a common understanding, (3) accreditation, (4) discoverability, and (5) a good user experience. It also reveals nine key grey areas that require further investigation.
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Kessinger, Jonathan A. "Bartnicki V. Vopper : a first amendment "clean hands" exception to electronic interception law." Honors in the Major Thesis, University of Central Florida, 2001. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/230.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Health and Public Affairs<br>Legal Studies
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Kim, Jisun. "Study of the Performance and Characteristics of U.S. Academic Research Institution Technology Commercialization (ARITC)." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/494.
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This dissertation aims to provide a better understanding of the technology licensing practices of academic research institutions. The study identifies time durations in licensing and incorporates these into a model to evaluate licensing performance. Performance is measured by the efficiency of an institution's technology licensing process and efficiency changes over time, using Association of University Technology Managers annual survey data from 1991 to 2007. Organizational characteristics influencing the licensing performances of 46 U.S. research institutions also are explored. The study resulted in a new approach that integrates the identification of time lags in licensing, analysis of efficiency change, and exploration of the influence of organizational characteristics on efficiency change. A super-efficiency variable returns to scale data envelopment analysis (DEA) model was applied to the time-lag neutralized licensing data, to measure the efficiency of U.S. research institutions' licensing performance over time. The study also includes an innovative approach to resolving issues with the super-efficiency DEA model, including mathematical infeasibility and zero-data issues. The licensing mechanisms included in the study are disclosure, patent applications, patents issued, licenses and options executed, start-ups, and licensing income. The time duration from expenditure to licensing income, including all intermediating licensing processes, ranged from 2 to 27 years. The study identified the organizational characteristics related to licensing practice. Academic prestige and research quality are positively related to disclosure, patents granted, and start-up. The resources of a technology licensing office influences the number of licensing agreements, whereas licensing office experience has a positive relationship with start-ups. Increased licensing resources improve the efficiency of licensing practices, and a research institution with more dedicated licensing staff has improved licensing productivity. Private institutions improved their licensing practice more than public ones during the study period. On the other hand, institutions with a medical school demonstrated low efficiency. This dissertation fills a gap in the understanding of licensing practice and the organizational characteristics related to licensing performance. In addition, the study contributes to research methodology by providing a new approach to identifying time lags and improving the DEA method. The results, grounded in comprehensive observations over multiple time durations, provide an insight into the licensing practices of U.S. research institutions. The dissertation presents recommendations for research institutions based on the relationships identified among academic prestige, research intensity, organizational characteristics of the technology licensing office, and licensing performance.
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Tsegay, Tesfay Solomon. "English for specific academic purposes : a case study of English for law at the Ethiopian Civil Service College." Thesis, University of East Anglia, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.405242.
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The study aimed at exploring the English language problems adult students of law in the Ethiopian Civil Service College (ECSC) face, establishing their needs for the language to succeed in their studies and function effectively in their legal profession and proposing guidelines for English for law courses that would address the established needs and constraints. In addition to solving a practical problem, it was also the objective of the study to contribute to the scarce theory and practice in Ethiopia and worldwide in the fields of English for Specific Academic Purposes (ESAP) in general and English for law in particular. In order to address these issues, the study employed the qualitative case study approach that used varied instruments for data collection and involved different stakeholders in the teaching and learning of English for law. It mainly used semi-structured interviews, participant observation and direct observation, focus group discussions, as well as questionnaires, test results and document analyses. Law students, law and English language instructors, law graduates working in legal and non-legal offices and their immediate heads and or sponsors selected from half of the regional states of Ethiopia participated in the study. It was found out that law students manifested English problems at all levels of the language, that is, in the four skills and also faced serious lexico-grammatical problems. It was also found out that student background, the mechanisms employed by the College in the processes of selection and admission of students, lack of relevance of the current English courses to law study, among others, also contributed to the failure of law students to gain the most out of the English courses offered by the College. This in turn contributed to the difficulty students faced in studying law effectively because it was also established that there is a strong relationship between law discipline and the language it is embodied in and taught thro~ that is, English. It was, thus, concluded that if law students at the ECSC are to study and function in law effectively, the English courses offered by the College need to be relevant for these purposes and address the specified target and learning needs. This could be achieved, it is recommended, by introducing a new English for law syllabus that addresses the needs and alleviates the English language problems of law students.
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Gaston, Keith E. "Distance Learning for Professional Development in Law Enforcement - What Works." UNF Digital Commons, 2018. https://digitalcommons.unf.edu/etd/844.
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Online distance learning is an essential element in the continuing education of law enforcement officers across the nation. However, little research has been conducted into the use of learning management systems by law enforcement agencies as a tool for professional development. This study attempts to assess the attitudes, preferences, and influences that impact distance learning for professional development work for state law enforcement officers and their agencies. Law enforcement agencies and law enforcement training centers have failed to utilize or embrace distance-learning technologies, or they have adopted distance-learning technology without knowing the effectiveness of the training or learning. For adult learning to be active, the learner must embrace the subject and the training delivery method. The law enforcement profession has historically used traditional classroom lectures for education and hands-on demonstration for training. This study focuses on the attitudes, preferences and other factors that influence the use of distance learning for professional development by state law enforcement officers.
This study incorporated an online survey of 496 Florida state law enforcement personnel employed by the Florida Highway Patrol and the Florida Fish and Wildlife Commission, Division of Law Enforcement. The survey consisted of 64 questions that were analyzed and results into categories of descriptive demographics, work-related, reading and writing skills, technology use, software use, self-belief, self-management, ease of use, and learning preference for a review of factors that influence the attitudes and perceptions of state law law enforcement personnel on the use of learning management systems for profession development learning.
This quantitative study revealed wireless connectivity variations between metropolitan and rural counties does not influence the perception or attitude of state law enforcement personnel on the use of a learning management system. The research also revealed the learning management system does not influence their perception of online, classroom or blended learning for professional development. This research also revealed little correlation to age, race or national origin, sex, and years of experience to the preference for a learning management system for distance learning. The research suggests that level of education does not influence the attitude or perception of users on the use of a learning management system but personnel who are certified instructors do have a stronger preference towards the use of a learning management system for professional development learning. The duty assignment of patrol, investigations, supervisory and administrative, or other duties does not influence the attitude or perception of users of a learning management system.
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Carlson, Carrie Lea. "Menominee County Writing Center and Lab a rural Michigan academic achievement project /." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009carlsonc.pdf.
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Terauchi, Hajime. "English for academic purposes in Japan : an investigation of language attitudes and language needs in a Department of Law." Thesis, University of Warwick, 1996. http://wrap.warwick.ac.uk/34707/.
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This thesis is concerned with the development of English courses in a Department of Law in Japan. It presents a case for the introduction of courses in English for Academic Purposes. It begins with a description of the setting for the present research, which consists of the historical development of legal education in Japan (chapter 1) and a study of Japanese approaches to English language teaching (chapter 2). This is followed by a survey of previous work into the language of the law and the teaching of legal English (chapters 3 and 4). Chapter 5 considers the needs of students who are required to read legal textbooks in English and reports on an investigation into the lexis of these textbooks. The analysis (using computational concordancing methods) demonstrates that the needs of undergraduates are not covered by existing wordlists or by proposed standards that would ignore the special needs of law students. A list of essential lexis is proposed, and the collocations of frequent legal terms are identified, thus providing a list of common legal phrases that could be valuable as a teaching resource. Chapter 6 reports on a questionnaire survey into the attitudes of students, law teachers and English teachers to the existing courses and to possible innovations. This reveals that many students and some teachers would welcome changes but that there are conflicting of attitudes and resistance to change by some staff members. Chapter 7 draws on the findings of the lexical research and the attitude survey to suggest the introduction of a more varied English curriculum that should be acceptable to teachers and students and that includes courses relating to the language of the law. Proposals are also made for staff development. Chapter 8 provides a short postscript with suggestions for further research.
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Lindsay, Suzanne Parker. "An Epidemiologic study of the influence of victim age and relationship to the suspect on the results of evidentiary examinations and law enforcement outcomes in cases of reported sexual assault /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 1998. http://wwwlib.umi.com/cr/ucsd/fullcit?p9835294.
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Colquitt, James. "A New Crash Test: The Rise and Fall of Florida Motor Vehicle No-Fault Law." Honors in the Major Thesis, University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1581.
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Florida is one of 12 states that have a no-fault law. The first party benefit coverage is known as personal injury protection (PIP). Every policy sold in the state must include at least $10,000 in personal injury protection. This law went into effect in 1971 and is now being challenged. Changes in consumer, lawyer, and doctor behavior as well as changes in the legal and economic environment have diminished the positive impact of the no-fault law. This thesis will focus on the diminished effectiveness of the no-fault law in Florida. It will be based on research from primary sources. Other legal resources including law review articles and journal publications were consulted for persuasive scholarly views. Published work from insurance institutes and journals were included since they guide practitioners on the application of the law. Insurers, insureds and policymakers face serious challenges regarding Florida Motor Vehicle No-Fault Law. The purpose of this thesis is (1) to review the legislative history of Florida Motor Vehicle No-Fault Law, (2) to assess how well the current system is working (3) examine solutions to compensation from other states and provide relevant data and (4) make recommendations for future legislation. This thesis will recommend proposed changes with guidelines for future legislation to effect the changes necessary to balance the needs of the insurance companies, plaintiffs and defendants.<br>B.S.<br>Bachelors<br>Legal Studies<br>Health and Public Affairs
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Guthrie, Robert. "The convergence of industrial and workers compensation laws in the 1990s in Western Australia /." Full text available, 2004. http://adt.curtin.edu.au/theses/available/adt-WCU20040729.084251.
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Hook, Peter A. "The structure and evolution of the academic discipline of law in the United States| Generation and validation of course-subject cooccurrence (CSCO) maps." Thesis, Indiana University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3632875.
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<p> This dissertation proposes, exemplifies, and validates the usage of course-subject co-occurrence (CSCO) data to generate topic maps of an academic discipline. CSCO is defined as course-subjects taught in the same academic year by the same teacher. This work is premised on the assumption that in the aggregate and for reasons of efficiency, faculty members teach course-subjects that are topically similar to one another. To exemplify and validate CSCO, more than 112,000 CSCO events were extracted from the annual directories of the American Association of Law Schools covering nearly eighty years of law school teaching in the United States. The CSCO events are used to extract and visualize the structure and evolution of law for the years 1931-32, 1972-73, and 2010-11—roughly, forty year intervals. Different normalization, ordination (layout), and clustering algorithms are compared and the best algorithm of each type is used to generate the final map. Validation studies demonstrate that CSCO produces topic maps that are consistent with expert opinion and four other indicators of the topical similarity of law school course-subjects. Resulting maps of the educational domain of law are useful as a reference system for additional thematic overlay of information about law school education in the United States. This research is the first to use CSCO to produce visualizations of a domain. It is the first to use an expanded, multi-part gold-standard to evaluate the validity of domain maps and the intermediate steps in their creation. Last but not least, this research contributes a metric analysis and visualizations of the evolution of law school course-subjects over nearly eighty years.</p>
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McBrier, Debra Branch. "Barriers to the sex and race integration of law academia : processes of ghettoization and the revolving door /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488191667182363.
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Hoffmann, Sebastian. "Lobbying im Rahmen der Entstehung von Rechnungslegungsnormen." Doctoral thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2011. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-65369.
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Typischerweise entstehen Rechnungslegungsnormen im Rahmen eines politischen Prozesse, gleich, ob dieser parlamentarisch oder privatrechtlich organisiert ist. Daher sieht sich der Normentstehungsprozess regelmäßig Lobbyingaktivitäten diverser Interessengruppen ausgesetzt. Die vorliegende Arbeit undersucht in vier Manuskripten verschiedenste Bereiche der Entstehung von Rechnungslegungsnormen, sowohl im Rahmen parlamentarischer wie auch privatrechtlicher Regulierungsstrukturen. Manuskript A. bereitet den theoretischen Hintergrund des Rechnungslegungslobbying auf und identifiziert thematische wie auch methodische Forschungslücken. Manuskript B. entwickelt daraufhin eine neuartige Forschungsmethode für Rechnungslegungslobbying, die Elemente der sozialwissenschaftlichen Inhaltsanalyse mit solchen der Diskursanalyse verbindet. Im Rahmen der Anwendung dieser Methode auf die Entstehung des Bilanzrechtsmodernisierungsgesetzes wird gezeigt, dass die Methode in einem parlamentarischen Normentstehungsprozess anwendbar ist. Darüber hinaus werden Potenziale für eine Anwendung auch in privatrechtlich organisierten Rechnungslegungssystemen aufgezeigt. Manuskript C. betrachtet die Rolle der Wissenschaftler in einem deutschen Kontext und verbindet methodisch dabei die Inhaltsanalyse mit historisch-kritischer Forschung. Festgestellt werden kann dabei, dass die Einstellung deutscher Hochschullehrer im Bereich zur Zeitwertbewertung im Rahmen deutscher Rechnungslegung durchaus mit rechnungslegungshistorischen Beobachtungen erklärt werden kann. Manuskript D. widmet sich schließlich der privatrechtlich geprägten Normentstehung auf Ebene des IASV. Mit Hilfe einer interpretativen Inhaltsanalyse und deskriptiv statistischen Verfahren wird gezeigt, dass die Mitarbeiter Numerale im Rahmen bestimmter Dokumente inkonsistent verwenden. Dieses Ergebnis konterkariert die Bemühungen des IASB um Transparenz und lässt Lücken für nicht beobachtbare Einflussnahmen auf die Mitarbeiter des IASB. In ihrer Gesamtheit tragen die vier Manuskripte sowohl methodisch wie auch thematisch zur Fortentwicklung der Forschung im Rechnungslegungslobbying bei. Bislang vernachlässigte Forschungsmethoden werden aufgezeigt, modifiziert und auf eine Vielzahl verschiedener Fragestellungen angewandt. Darüber hinaus untersuchen die Manuskripte insbesondere diejenigen Bereiche des Rechnungslegungslobbying, die bislang von den meisten Forschern in diesem Gebiet vernachlässigt wurden<br>Typically, accounting standards emerge within a political process, be it that this process is driven by a parliament or a private institution. Consequently, the whole process is subject to lobbying efforts by several interest groups. Four essays examine various parts of processes of emergence of accounting standards in parliamentary as well as private standard setting environments. Essay A. provides the theoretical background concerning lobbying on accounting standards and identifies research potential, in terms of topics as well as methods. Essay B. develops an innovative research method for research of lobbying on accounting standards combining elements of content and discourse analysis. It is proven that this research design is applicable in a parliamentary setting. Moreover potentials for research in private settings are identified. Essay C. focuses on academics in accounting standard setting in a German context and combines a content analysis with historical research. For the attitude of German accounting academics concerning fair value accounting in a German context it is shown that German accounting history may be a source of explanation. Finally, essay D. focuses on a private standard setting institution, namely the IASB. Using a content analysis and descriptive statistics, it is shown that the IASB staff uses quantifiers in certain documents inconsistently. This finding counteracts the IASB’s efforts towards transparency. Through all four essays a contribution to accounting standard lobbying is made. Alternative research methods are introduced, modified and used for a variety of lobbying areas. Moreover, the essays focus on groups in the context of accounting standards lobbying that have not yet been paid attention by most accounting researchers
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Freixas, Alás Margarita. "Las autoridades en el primer diccionario de la Real Academia Española." Doctoral thesis, Universitat Autònoma de Barcelona, 2003. http://hdl.handle.net/10803/4866.
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La tesis se centra en el estudio de las «autoridades» (las citas de textos considerados modelos lingüísticos) en la obra que inaugura la práctica lexicográfica moderna en España, el Diccionario de la lengua castellana o Diccionario de Autoridades, publicado por la Real Academia Española entre 1726 y 1739.<br/>En la primera parte de la investigación (caps. I, II y III), se analiza la tradición lexicográfica que conduce al Diccionario de Autoridades y se sitúa la fundación de la Real Academia Española dentro del marco del nacimiento de las academias europeas. Seguidamente, se estudian las características del Vocabolario degli accademici della Crusca y del Dictionnaire de l'Académie Française en comparación con el Diccionario de Autoridades, que los tomó como modelos. Este análisis demuestra puntos de conexión hasta ahora no considerados entre el trabajo de la Academia della Crusca y la Real Academia Española.<br/>En segundo lugar, se ofrece una reseña crítica de los principales trabajos sobre los orígenes de la Real Academia Española y el Diccionario de Autoridades (cap. IV). Tras el estado de la cuestión, se expone la metodología empleada en la tesis para el estudio de las autoridades en el Diccionario (cap. V). Ésta se fundamenta en la investigación positivista de recogida y comentario de documentos y en la elaboración de bases de datos informáticas de una muestra significativa de las entradas del repertorio. A continuación, se estudia el proceso de selección y vaciado de los textos que conforman el corpus del Diccionario de Autoridades (cap. VI). Para ello, se analizan las Plantas del repertorio lexicográfico y una serie de documentos hallados en los fondos de la Biblioteca de la Real Academia Española (varias cédulas que ejemplifican el sistema de vaciado de las autoridades y el ejemplar del Diccionario en el que los académicos, a partir de 1732, apuntaron diversas correcciones a la obra). Además se incluyen nuevos datos y reveladoras interpretaciones entresacados de otros documentos ya conocidos (las Actas de la Corporación, de los años 1713 a 1740, y el manuscrito de Juan de Ferreras -BNM, Ms. 9.132-, con diversas redacciones de varias entradas del Diccionario). <br/>La última parte de la tesis ofrece una exhaustiva clasificación cronológica y por géneros de las fuentes del Diccionario. Asimismo, se estudian detalladamente las características (desde el punto de vista lingüístico y literario) de cada tipo de fuente, así como su uso en las entradas del repertorio (cap. VII). Finalmente se establece el canon de las autoridades (cap. VIII), esto es, los escritores que, por su presencia preeminente en el Diccionario, fueron propuestos por la Academia como modelos lingüísticos. Gracias al análisis de los índices de frecuencia en las citas del Diccionario de Autoridades se ha constatado la existencia de un canon literario (en el que destacan las obras de Francisco de Quevedo, Miguel de Cervantes, Fray Luis de Granada y Lope de Vega), así como un canon de textos no literarios (en el que destacan textos científicos -como la obra de Andrés Laguna-, jurídicos -vg. La nueva recopilación de las leyes del reino y las obras legales de Alfonso X- e historiográficos --en especial, las crónicas de Alfonso X y la Historia general de España de Juan de Mariana).<br/>La tesis contiene además un volumen de apéndices en los que pueden consultarse los datos bibliográficos sobre las autoridades (Apéndice I), los textos de las Plantas del Diccionario de Autoridades (Apéndice II), las distintas clasificaciones cronológicas y por géneros de las fuentes del repertorio (Apéndices III a V) y los índices de frecuencia de cita de las distintas obras del corpus en una muestra de las páginas del Diccionario (Apéndice VI).<br>The thesis is centered on the study of the "authorities" (the quotations of texts which are regarded as linguistic models) in the work that opens the modern lexicographic practice in Spain, the Dicionario de la lengua castellana o Diccionario de Autoridades, published by the Real Academia Española between 1726 and 1739.<br/>In the first part of the research (chapters I, II and III), the lexicographic tradition that leads to the Diccionario de Autoridades is analysed and the foundation of the Real Academia Española is placed within the frame of the birth of the European academies. Next to that, the characteristics of the Vocabolario degli accademici della Crusca and the Dictionnaire de l'Académie Française are studied in comparison with the Diccionario de Autoridades that took them as models. This analysis demonstrates some connective points, which had not been considered up to now, between the work of the Academia della Crusca and the Real Academia Española.<br/>On the second hand, a critical account of the main works about the origins of the Real Academia Española and the Diccionario de Autoridades (chapter IV) is given. After the revision of the actual situation, the methodology employed in the thesis for the study of the authorities in the Diccionario (chapter V) is given. This methodology is founded in the positivist gathering and commentaries of the documents and the elaboration of a database of a significant sample of the entries of the repertoire. Next to that, the process of the selection and use of the texts that form the corpus of the Diccionario de Autoridades (chapter VI) are studied. Besides, the Plantas of the lexicographic repertoire are analysed as well as several documents found in the funds of the Biblioteca de la Real Academia Española (several documents that illustrate the system of selection and extraction of the authorities and a copy of the Diccionario on which, from 1732 on, the members of the academy jotted down various corrections to the work). Besides, new data and revealing interpretations taken from other documents (such as the Actas of the Corporation, from the years 1713 to 1740, and the manuscript of Juan de Ferreras <br/>-BNM, Ms.9.132-, with different variations of several entries of the Diccionario) already known are included.<br/>The last part of the thesis offers a thorough chronological and genre classification of the sources of the Diccionario. Besides the characteristics (from the linguistic and literary point of view of each source) are studied as well as their use in the entries of the repertoire (chapter VII). Finally, a canon of authorities is established (chapter VIII), gathering the writers which for their outstanding presence in the Diccionario, were proposed by the Academia as linguistic models. Thanks to the analysis of the index of frequency of the references in the Diccionario de Autoridades the existence of a literary canon (in which stand out the works of Francisco de Quevedo, Miguel de Cervantes, Fray Luis de Granada and Lope de Vega) has been proven, as well as a canon of non literary texts (among which stand out scientific texts -like the work of Andrés Laguna-, law texts -like La nueva recopilación de las leyes del reino and the legal works of Alfonso X- and histographic texts -specially, the chronicles of Alfonso X and the Historia general de España of Juan de Mariana-.<br/>The thesis also contains a volume of appendixes in which the bibliographic data about the authorities can be consulted (Appendix I), the texts of the Plantas of the Diccionario de Autoridades (Appendix II), the chronological and genre classifications of the sources of the repertoire (Appendixes III to V) and the frequency indexes of the references of the various works of the corpus in a sample of the pages of the Diccionario (appendix VI).
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AlReyaee, Sulaiman. "Factors that influence the attitude of academic librarians in Saudi Arabia toward copyright laws." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=94183.
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The purpose of this research is to study the factors influencing the attitude of male academic librarians towards copyright laws in Saudi Arabia. The Tripartite Model is used to evaluate the overall attitude of academic librarians, defined in terms of three main components: feelings, beliefs, and behaviors. Five independent variables that may affect this attitude are investigated: level of education, domain of practice, position, professional experience, and academic librarians’ knowledge of copyright laws as measured by six pre-selected questions (knowledge Index). The knowledge Index is also later measured against the four other independent variables. Seven major universities were chosen, and 201 male academic librarians participated in this study. A survey method is adopted for collecting data, and a quantitative approach is used to measure the relationship between attitude and the independent variables. The results reveal that academic librarians in Saudi Arabia have a positive attitude, but inadequate knowledge, regarding copyright laws. Only one independent variable—the level of education—is found to be related to the belief component of attitude. While the level of knowledge based on the knowledge Index does not affect attitude, it is correlated with levels of education, experience, and position. This study demonstrates the need for improving librarians’ education and training in Saudi Arabia regarding copyright laws. It also reveals the importance of librarians’ input in copyright laws.<br>Le but de cette recherche est d’étudier les facteurs qui influencent l’attitude des bibliothécaires académiques masculins menvers les lois sur les droits d’auteur en Arabie saoudite. Le modèle ternaire est utilisé afin d’évaluer l’attitude générale de ces bibliothécaires; ses trois composantes sont les sentiments, les croyances et les comportements. Cinq variables indépendantes qui pourraient affecter les bibliothécaires sont examinées: le niveau de scolarité, le domaine de travail, le poste, l’expérience professionnelle et les connaissances qu’ont les bibliothécaires des lois des droits d’auteur. Cette dernière variable est aussi évaluée par l’entremise d’un questionnaire divisé en six points, l’index des connaissances. Celui-ci est comparé ensuite aux quatre autres variables. Dans le cadre de cette étude, nous avons recruté 201 participants, tous des bibliothécaires académiques masculins provenant des sept (7) universités les plus reconnus. La méthode du sondage est utilisée pour la collecte des données, et une approche quantitative est employée afin d’évaluer la relation entre l’ «attitude» et les variables indépendantes. Les résultats dévoilent que les bibliothécaires académiques en Arabie saoudite ont une attitude positive, mais qu’ils manquent de connaissances à propos des lois des droits d’auteur. Une seule variable indépendante - le niveau de scolarité - s’avère reliée à la composante des «croyances» de cette attitude positive. Même si le niveau de connaissances, basé sur l’index, n’affecte pas l’attitude, il correspond aux niveaux de scolarité, de l’expérience professionnelle et du poste qu’occupe le bibliothécaire. Cette étude démontre clairement qu’il faut améliorer la scolarité et la formation des bibliothécaires en Arabie saoudite concernant les lois des droits d’auteur. Elle dévoile aussi que les bibliothécaires devraient avoir un mot à dire sur l
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Vendrell, Herrero Ferran. "Transfer of knowledge from the lab to the market: The idiosyncrasy of academic entrepreneurs." Doctoral thesis, Universitat Autònoma de Barcelona, 2008. http://hdl.handle.net/10803/3971.
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L'objectiu d'aquesta tesis és enriquir el coneixement sobre la realitat de la transferència tecnològica des de la universitat a Espanya. El treball esta dividit en quatre capítols, el primer resumeix la literatura teòrica sobre les polítiques de les OTRI i la creació de spin-off universitàries. La resta de capítols es concentra de forma empírica en el fenomen de les spin-off universitàries a Espanya. El primer capítol desenvolupa un model senzill que engloba els models previs (models microeconòmics teòrics i complexos) sobre la figura de les OTRI. El primer capítol també presenta catorze implicacions empíriques per futura recerca. La literatura prèvia sobre el fenomen de les spin-off universitàries emfatitza dos problemes. En primer lloc la asimetria de la informació entre l'emprenedor acadèmic i les diferents fonts de finançament (entre elles el capital risc), i en segon lloc els limitats coneixements en gestionar empreses dels emprenedors acadèmics. En aquest sentit, seguint Vohora y altres (2004), aquests problemes son importants per superar les 4 fases crítiques de desenvolupament de les spin-off universitàries. De fet, ells emfatitzen que en cas que les fases critiques no siguin superades durant un període prolongat l'empresa té moltes probabilitats de fer fallida. Per fer front a l'anàlisi de les spin-off espanyoles va ser necessari construir una mostra de spin¬offs i altres empreses tecnològiques a traves d'un complet qüestionari. La mostra final estava composta per 71 empreses (43 de les quals spin-offs). En el capítol 2 s'il·lustra com es va construir el qüestionari. A partir de les dades descriptives es percep que els emprenedors acadèmics tenen major educació formal però menys coneixement en gestionar empreses. En el capítol 3 s'analitza com les característiques dels fundadors de les spin-off universitàries afecta a la superació de les 4 fases crítiques. En particular, es presenta evidencia que les spin-off tenen major facilitat en aconseguir assessorament i fonts públics, també es troba que tenen una major probabilitat en aconseguir capital risc. Però tots els resultats no son favorables a les spin¬off. En concret és remarcable que els fundadors acadèmics necessiten dels coneixements en gestió per poder tenir un bon rendiment. De fet les empreses spin-off amb fundadors inexperts tenen menors tasses de creixement que la resta d'empreses. Una possible solució per aquest grup d'emprenedors acadèmics podria ser aprendre els coneixements en gestió. De fet (Argyris, 1990) proposa que els emprenedors acadèmics aprendran ràpid ja que estan familiaritzats amb el mètode científic. En el capítol 4 es realitza un anàlisis longitudinal per estudiar aquesta possibilitat. S'utilitza un panell no balancejat de 177 empreses (104 spin-offs) a partir de dades del SABI. L'anàlisi permet separar el creixement de l'output en dos components: el creixement dels inputs i el creixement del TFP que pel cas dels emprenedors acadèmics és interpretat com aprenentatge. Els resultats clarament determinen que al inici els emprenedors acadèmics tenen menor productivitat que les altres empreses tecnològiques, però que son capaços de reduir aquestes diferencies i després de dos o tres anys han recuperat la diferencia inicial. A més, aquest és el primer test a la literatura que demostra que el mètode científic es una eina poderosa per aprendre.<br>The goal of this dissertation is to provide knowledge about the reality of the technology transfer from universities in Spain. For that purpose this dissertation is structured in four Chapters, the first one summarizing the theoretical literature around TTO policies and Spin-offs creation and the rest presenting empirical evidence about the phenomenon of University Spin-offs in Spain. The first Chapter develops a general simple benchmark that permits the analysis of the TTO's role and how they produce and commercialize their outputs. In particular, those contributions come from the new advances in the micro economic analysis of TTOs . The first Chapter also presents 14 empirical implications for further research in order to advance in the theoretical field. Regarding to the figure of university spin-offs the existent literature stresses two problems namely the asymmetry of information between academic entrepreneurs and the different sources of capital and the lack of managerial skills of the academic entrepreneurs. In this regard, according to the research conducted by Vohora et al. (2004), those problems are important for overcoming the 4 critical junctures of the development of university spin-offs. In fact they argue that if the critical junctures remain unresolved for a prolonged period of time, the venture will eventually fail. In order to study the aforementioned implications and the critical junctures it was necessary to construct a primary Spanish sample of university spin-offs and a comparison sample of high¬technology independent start-ups. In fact we were able to build a primary dataset with complete information of 71 firms (43 university spin-offs). In the Chapter 2 it is illustrated how the survey has been conducted. It is worth noting that while academic entrepreneurs have higher formal education than independent entrepreneurs, they have less managerial skills. In the Chapter 3 we analyze how the characteristics of the university spin-offs' founders affect overcoming the critical junctures. In particular, we present evidence on the fact that university spin-offs receive more facilities at the founding and these initial advantages seem to be maintained at the moment of receiving public or venture capital funds. Among these results we emphasize the importance on the lack of managerial skills for growing. There is consistent evidence on the fact that the university spin-offs without founders with managerial skills have a lower growth rate than university spin-offs which their founders have those skills and the corporate spin-offs. Although the academic entrepreneurs have growth limitations, organizational learning literature (Argyris, 1990) postulates that they will learn fast as they are familiar to the scientific method. So it is worth questioning empirically whether they are able to learn fast along time. In the Chapter 4 we conduct this analysis. In fact, an unbalanced panel from 1994 to 2005 has been constructed, using SABI, what allows analyzing the learning capacity of academic entrepreneurs. The data contains 104 university spin-offs and 73 independent start-ups. A longitudinal productivity analysis has been performed what allows explaining the output growth in two components: the growth of the inputs and the growth of the TFP which for the case of academic entrepreneurs can be interpreted as learning. The results clearly determine that academic entrepreneurs have lower productivity than their counterparts at the outset but they are able to reduce such differences over time and after a period of two or three years academic entrepreneurs converge. Besides, this is the first test in the literature that shed light to the fact that the scientific method is a powerful tool for generating organizational learning.
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Lopez, Ramon E. "On rights a defense and analysis of rights through natural law." Honors in the Major Thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/461.
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One of the central questions in political theory deals with the nature of rights. What sorts of rights do people possess? How are these rights justified? How ought these rights be reflected and related when seen in political, economic, and social institutions? Following the publication of John Rawls' A Theory of Justice (1971) and Robert Nozick's Anarchy, State, and Utopia (1974), rights have once again returned to dominate much of contemporary political theory. However, natural law, which was the historical basis of the early Enlightenment theories of rights, is no longer the primary system appealed to when discussing rights. In fact, classical natural law has been all but discarded in most of political theory today. There has also been renewed debate over the nature of public neutrality, and what the relationship ought to be between the public and private sphere. The mainstream view of how our liberties relate to our rights, as well as what kinds of rights we have over our private affairs, has come under fire from a newly emerging political philosophy known as communitarianism. This thesis will present a robust theory of rights that provides a new understanding of the relationship between positive and negative rights through a defense of classical natural law as an ethical foundation for political theory. It will side with the communitarian critics of public neutrality, and offer a practical method of determining when the state is justified in limiting private liberties due to public interest.<br>B.A.<br>Bachelors<br>Sciences<br>Political Science
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Coelho, Thiago. "Citizens policing the police an evaluation of citizens recording police officer and wiretapping laws." Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/833.
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The focus of this thesis is to explore the legality, the issues, and the remedy to a controversial statute in the State of Illinois. This thesis will explain how the First Amendment relates to the Illinois statute and its desire of a citizen is right to report information that is not being granted. Moreover, this paper will further go into a recent legislative bill to amend the Illinois statute, its failure, the media surrounding the issue, and the consequences of amending or not amending the statute. It will further review state law in regard to citizens recording police officers, and explain how some states deal with the statute.<br>B.S.<br>Bachelors<br>Health and Public Affairs<br>Legal Studies
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Ramenzoni, Gabriela Lima. "A construção de uma cultura jurídica: análise sobre o cotidiano do bacharel da academia do Largo de São Francisco entre 1857-1870." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/2/2139/tde-11022015-114400/.
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O tema desta dissertação trata do envolvimento da academia de Direito de São Paulo do século XIX na formação da cultura jurídica brasileira, em especial, na área do Direito Administrativo. Esta discussão parte da análise do perfil histórico do bacharel desenvolvido pela literatura tradicional e de como haveria meios, nesse ambiente de ensino, para apreender um raciocínio jurídico definido. Assim, estudam-se documentos históricos atinentes ao cotidiano de ensino que permitem auxiliar na compreensão do complexo processo de desenvolvimento da metodologia da faculdade de São Paulo e, também, da estruturação da cadeira de Direito Administrativo, de forma a configurar esta hipótese de formação de pensamento jurídico. Por fim, para tratar de um caso concreto que ilustre esta dinâmica do ensino e a cultura jurídica administrativa, realizase a análise geral e também específica de algumas dissertações de Direito Administrativo elaboradas pelos estudantes da faculdade de São Paulo, particularmente, entre os anos de 1857 e 1870. Dessa forma, será possível determinar a hipótese de construção de um pensamento jurídico definido, dogmático, ativo, coerente com o contexto da formação das ideias do Brasil imperial.<br>The subject of the present dissertation embraces the role of the law academy of São Paulo at the nineteenth century on the composing of the Brazilian legal culture, especially at the administrative law. This discussion starts from the analysis of the students profile already developed by the traditional literature and of how there would be means at his educational environment to learn a define juridical argument. Therefore, there is the study of historian documents of the law school routine which allows understanding the complex process of the methodology development at the academia of São Paulo and also the organization of the chair of administrative law so the hypothesis of the generation of a judicial thinking could be configure. At long last, to conceive the exam of a case that illustrate this dynamic of the education and the administrative judicial culture, its performed the general and specific analysis of exams of administrative law by the students of the academy of São Paulo, particularly at the years of 1857 and 1870. Thereby, it will be possible to define the hypothesis of the construction of a judicial reasoning which is definite, dogmatic, active and consistent with the Brazilian contest of the develop of the ideas at that century.
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Gomez, Zuñiga Fiorella. "Relación entre planificación estratégica y gestión del conocimiento en docentes de las academias Saco Oliveros." Master's thesis, Universidad Nacional Mayor de San Marcos, 2018. https://hdl.handle.net/20.500.12672/9733.
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Establece si la planificación estratégica se encuentra relacionada con la gestión del conocimiento en una muestra de docentes de las academias Saco Oliveros en sus cinco sedes. Se utilizó un diseño no experimental correlacional, con una muestra de 101 docentes a quienes se les aplicó dos instrumentos de evaluación: el Cuestionario de Planificación Estratégica de Manuel Torres y el Cuestionario de Gestión del Conocimiento de Liliana Pedraja. Estos instrumentos fueron sometidos a los análisis respectivos que determinaron que las pruebas son válidas y confiables. Los resultados indican que existen correlaciones significativas y positivas entre la planificación estratégica y la gestión del conocimiento en los docentes de la muestra. Así mismo se pueden apreciar la existencia de correlaciones entre las dimensiones de la planificación estratégica y las dimensiones de la gestión del conocimiento. Se encuentra igualmente, que los docentes de las sedes de Arenales y Bertonelli presentan mejores niveles de planificación estratégica y gestión del conocimiento que los docentes de las otras sedes.<br>Tesis
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Vinci, Karen K. "All state adoption laws should be mandated at the federal level." Honors in the Major Thesis, University of Central Florida, 2003. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/333.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Health and Public Affairs<br>Legal Studies
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Yodlowski, Shane. "Alien Tort Statute: A Discussion and Analysis of the History, Evolution, and Future." Honors in the Major Thesis, University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1657.
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The Alien Tort Statute is a short, thirty-two word section of the United States Code enacted in 1789 as part of the Judiciary Act. The Alien Tort Statute, or ATS, has an uncertain and controversial beginning and remains controversial in current jurisprudence. The ATS reads as follows: “The district courts shall have original jurisdiction of any civil action by an alien for
a tort only, committed in violation of the law of nations or a treaty of the United States." It is my intent for this thesis to be an academic discussion of the mysterious history, intent, and court cases that have evolved the ATS; and the way in which the evolution took place. Having lain dormant for almost two decades, it is important to understand how the ATS was finally utilized and how this affected the statutes ability to become a tool for human rights persecution abroad; until the decision in Kiobel v. Royal Dutch Petroleum. Examining the language of two opinions by the District Court of the Second Circuit and the Supreme Court in Kiobel we will be able to understand, but reject, the arguments of both these courts.<br>B.A.<br>Bachelors<br>Legal Studies<br>Health and Public Affairs
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Van, Loenen Bastiaan. "Access to Geographic Scientific and Technical Data in an Academic Setting." Fogler Library, University of Maine, 2001. http://www.library.umaine.edu/theses/pdf/vanLoenenB2001.pdf.
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Albuquerque, Josà CÃndido Lustosa Bitencourt de. "The legal formation in the Course of law of the Federal University of Cearà - UFC, in the narratives of the academic subjects." Universidade Federal do CearÃ, 2017. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=19176.
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nÃo hÃ<br>This research presents to the community a survey on legal education in CearÃ, taking as reference the law course of the Federal University of Cearà - UFC, in the current stage of the Brazilian State of Law and Democracy. The research focuses on the disciplinary field of education history. The environment of the research analyzed was the Faculty of Law of CearÃ. This work was developed in two stages. In the first one, we reviewed the literature underlying this institution. In the second, we applied semi structured interviews and questionnaires to the universe of teachers and students participating in the research. By sampling, according to the interest of participation in the research, we interviewed and applied questionnaires to the participants. Through such interviews and questionnaires we set up the social, cultural and pedagogical profile of legal knowledge at the UFC. Through these collection instruments we set up the social, cultural and pedagogical profile of the academic community of the Faculty of Law of the UFC. We also study the bases of the pedagogical project of the Law Course of the UFC in cross with data extracted from the student and teaching community. As a temporal cut, we took as a regulatory framework the debate drawn from 1914 in the Historical Memories of the Faculty of Law for the year Of 1914, written by Professor Tomas Pompeu de Souza Brazil, drawing attention to pedagogical issues in the course. Through this document we can identify a set of concerns of the master Thomas Pompeu with the formation of the bachelors in that context of the republican society and, on the other, the understanding of the present subjects, 100 years, before the challenges of the democratic society, captured by narratives. Through this study, we try to understand the direction in which the law formation in the UFC points to a series of challenges that foreshadow the practice of forensic practice.<br>A presente pesquisa apresenta à comunidade uma reflexÃo sobre a formaÃÃo jurÃdica no CearÃ, tomando como referÃncia o Curso de Direito da Universidade Federal do Cearà (UFC), no atual estÃgio do Estado de Direito e DemocrÃtico brasileiro. O estudo se concentra no campo disciplinar da histÃria da EducaÃÃo. O ambiente pesquisado foi a Faculdade de Direito do CearÃ. O recorte temporal do estudo està correspondente ao debate traÃado em 1916, com a publicaÃÃo da âMemÃria HistÃrica dos anos de 1914 e 1915â, escrita pelo professor Tomas Pompeu de Souza Brasil, em cruzamento com a anÃlise das bases do Projeto PedagÃgico do Curso de Direito e com dados extraÃdos de narrativas captadas junto aos sujeitos acadÃmicos participantes dessa investigaÃÃo. Por via de tal procedimento identificamos, inicialmente, um conjunto de interrogaÃÃes lanÃado pelo mestre TomÃs Pompeu de Sousa Brasil, com a formaÃÃo dos bacharÃis em Direito, naquele contexto histÃrico do estÃgio iniciante da nossa RepÃblica e, de outro, o entendimento dos sujeitos acadÃmicos atuais, passados 100 anos, frente aos desafios propostos pelo Projeto PedagÃgico de Curso (PPC) do curso, por meio da aplicaÃÃo de questionÃrios e de proposta de entrevistas semiestruturadas entre os discentes. Docentes e ex-alunos, no atual estÃgio da sociedade democrÃtica brasileira. O trabalho foi desenvolvido em duas etapas. Na primeira fizemos uma revisÃo da literatura subjacente à referida InstituiÃÃo. Na segunda, atividade de campo e aplicaÃÃo dos instrumentos da coleta de dados e de informaÃÃes. Por meio das respostas conquistadas nas entrevistas e nos questionÃrios foi possÃvel montarmos um perfil social, cultural e pedagÃgico, aproximado, da formaÃÃo em Direito no CearÃ, tomando por referÃncia a Faculdade de Direito, da UFC. Por meio desse estudo procuramos entender a direÃÃo para onde aponta a formaÃÃo em Direito na UFC, diante de uma sÃrie de desafios que prenunciam o exercÃcio da prÃtica forense, em uma sociedade democratizada.
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Waldick, Ian. "The transformation of our workplaces how gender has shaped workplace sexual harassment law and award amounts." Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/931.
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Equal Employment Opportunity laws are a relatively new construct within the framework of American legal history. This area of law, however, has experienced significant development within a relatively short span of time. Over the last half-century, the Supreme Court of the United States has handed down several landmark decisions, clarifying the law as to what constitutes sexual harassment, and in which circumstances employers can be held liable for the harassing actions of employees. The purpose of this thesis is to examine this development, and to assess the question of whether the awards given to male victims of workplace sexual harassment are comparable to the awards given to female victims.<br>B.A.<br>Bachelors<br>Health and Public Affairs<br>Legal Studies
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Sullivan, Maggie. "Sex, Gender, Women and the Supreme Court: How the Supreme Court has Impacted Sexual Harassment Standards in Employment Practices." Honors in the Major Thesis, University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1156.
Full textAbstract:
This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Sciences<br>Political Science
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Herbert, Margaret E. "The perceived nature and function of planning by domain-related experts: Academic, business, lay, and teacher." Thesis, University of Ottawa (Canada), 1996. http://hdl.handle.net/10393/9867.
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It is the underlying postulate of the present research that planning is a skill which enjoys a common mental representation and vocabulary across groups in society. Should this be the case, it may be beneficial to focus instruction on planning, as a vehicle for teaching and operationalizing metacognitive skills. Exploration of this postulate necessitates a fuller understanding of how both the nature and the function of planning are perceived by various representative groups. A deeper awareness of planning knowledge held by domain-related experts has potential to reveal similarities and dissimilarities of mental representations of planning. Toward this end, four groups of experts in academics from cognitive science, business, everyday life-planning, and teaching were provided with input from a telephone survey of the general public through a Delphi Methodology. The reiterative, three round process was undertaken by the participants to explore what is meant by the term planning, how it is done, and where and when it is used. This self-correcting technique permitted each group to generate an excellent and precise definition of planning, to clearly define the terminology used, and to articulate the functions of planning and their contextual applications. The Delphi Method achieved unusually high degrees of agreement both within and across cells as to the nature and function of planning. Additional comments from respondents brought elaboration of their perceptions to light for the purposes of understanding and comparison. There was a remarkable correspondence between the most recent literature on planning and the knowledge base of the respondents. The data confirm that there is a striking convergence, within and across the sampled groups about what planning is and the purposes for which it is used. For all cells, definitions of planning achieved a solid consensus and an impressive 97% agreement on all components of the definition and their descriptors, 89% on the function statements, and 95% for the 159 function descriptors. The analysis of data highlighted areas of similarity and dissimilarity of perceptions on aspects of planning. Cell differences between the Academic, Business, Lay, and Teacher cells were observed and reported. The findings substantiate the proposed use of planning and its vocabulary to assist learners to discuss, comprehend, and employ the underlying metacognitive thinking skills involved for problem solving in school and in real life situations throughout the life span. This valuable connector between ages and contexts has been under-utilized to date. The results of the present study justify planning as an umbrella process for instruction in metacognition. (Abstract shortened by UMI.)