Dissertations / Theses: 'Legal training'

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Chay, Allan James, and N/A. "Lawyer Problem Solving: An Investigation of the Knowledge Used in Solving Practical Legal Problems." Griffith University. School of Education and Professional Studies, 2007. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20070927.100346.

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This study investigates the knowledge that legal practitioners use to solve authentic practical legal problems in naturalistic settings. The study examines the declarative and procedural knowledge that practitioners use in that context and whether experienced practitioners use knowledge organised in encapsulated and script form (Boshuizen & Schmidt, 1992; Schmidt, Norman, & Boshuizen, 1990) to enable expert performance. The purpose of the study is to provide an empirically-based understanding of the knowledge used in solving real-life practical legal problems, for the information of the providers of practical legal training in Australia and other common law countries. The providers of that training use assumptions about that knowledge and how it is acquired, which do not always rest on coherent theoretical or empirically-derived foundations. The study uses the lawyering literature to identify the knowledge such literature considers is required to solve practical legal problems in lawyer and client interview settings. The study also examines the assumptions about the nature of that knowledge, and how it is acquired, which are apparent in the approaches of the providers of practical legal training. The limitations of those assumptions are identified from a cognitive perspective. The study examines cognitive conceptions of the knowledge used in problem solving in particular fields and how that knowledge becomes proceduralised and organised into structures called chunks and schemas. A particular examination is made of cognitive theories developed in the field of medical problem solving, which use the concepts of encapsulations and illness scripts to explain expert performance in diagnosing disease in clinical settings. This analysis is used to synthesise the prediction that experienced legal practitioners may develop and use structures similar to encapsulations and illness scripts in problem solving. This prediction is based on the similarities between the way medical practitioners and legal practitioners are educated and trained, and are taught to solve problems using a hypotheticodeductive method (or a domain variant in the case of law), and on the similarities between clinical settings and lawyer and client interview settings. The study also examines theories that explain human problem solving by reference to a metaphorical problem space, and synthesises the prediction that practical legal problem solving can be explained by a problem space theory that was developed to accommodate complex, ill-defined problems. That theory uses the concepts of a problem zone to reflect the ill-defined nature of the problem as presented to the problem solver, a search and construction zone to reflect the phenomenon that the problem solver will have to construct operators to use to solve the problem, and a satisficing zone to reflect the phenomenon that there will be no single unambiguous solution to the problem (Middleton, 1998). The study uses the lawyering literature to identify the characteristics of practical legal problems in a lawyer and client interview setting. The cognitive literature is used to identify the cognitive conceptions that correspond to those characteristics. It is argued that these problems are complex, ill-defined problems that have to be found by the problem solver using weak problem solving strategies such as problem decomposition, attribute identification and means-ends analysis (Simon, 1973; Dillon, 1982; Newell, 1980). Based on these predictions two research questions are developed as follows: How do legal practitioners find and construct practical legal problems? Are there differences in the knowledge that experienced legal practitioners use and that which novice practitioners use? Do those differences reflect differences in the individual practitioners underlying knowledge and how that knowledge is organised? These questions are investigated in four case studies. Two of these studies involve experienced legal practitioners and two involve novices. These studies reveal that all the subjects used similar general problem solving strategies to find and construct problems. The subjects all constructed a series of problems rather than one large problem. The subjects did not all find and construct the same problems and some subjects constructions of problems changed as new information came to light. Most subjects did not finish the construction of problems at the interview. The processes that the subjects use to construct problems can be explained by Middletons (1998) problem space model, although this study suggests that model needs to be modified to accommodate the on-going emergent character of practical legal problems as they occur in lawyer and client interview settings. The investigation revealed qualitative differences between the problem attributes and moves that the experienced subjects identified and those that the novices identified. In summary, the experienced subjects identified attributes and moves that were more detailed, more directly related to the facts and more concrete than those that the novices identified. Both the experienced subjects and the novices appeared to rely on recognition (Newell & Simon, 1972) to identify problem attributes and moves rather than on any apparent step-by-step legal analysis and reasoning process. This study suggests that the superior performance of the experienced subjects may be explained by their use of knowledge in encapsulated and script form, as predicted. The study discusses the implications of its findings for practical legal training courses as a need to provide students with general problem solving knowledge, provide them with the knowledge that they will need to recognise problems in specific areas of practice, to help them start to develop knowledge in encapsulated and script form, and to develop an understanding of the limits of institutional training in developing professional expertise.

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2

Chay, Allan James. "Lawyer Problem Solving: An Investigation of the Knowledge Used in Solving Practical Legal Problems." Thesis, Griffith University, 2007. http://hdl.handle.net/10072/366172.

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Abstract:

This study investigates the knowledge that legal practitioners use to solve authentic practical legal problems in naturalistic settings. The study examines the declarative and procedural knowledge that practitioners use in that context and whether experienced practitioners use knowledge organised in encapsulated and script form (Boshuizen & Schmidt, 1992; Schmidt, Norman, & Boshuizen, 1990) to enable ‘expert’ performance. The purpose of the study is to provide an empirically-based understanding of the knowledge used in solving real-life practical legal problems, for the information of the providers of practical legal training in Australia and other common law countries. The providers of that training use assumptions about that knowledge and how it is acquired, which do not always rest on coherent theoretical or empirically-derived foundations. The study uses the lawyering literature to identify the knowledge such literature considers is required to solve practical legal problems in lawyer and client interview settings. The study also examines the assumptions about the nature of that knowledge, and how it is acquired, which are apparent in the approaches of the providers of practical legal training. The limitations of those assumptions are identified from a cognitive perspective. The study examines cognitive conceptions of the knowledge used in problem solving in particular fields and how that knowledge becomes proceduralised and organised into structures called chunks and schemas. A particular examination is made of cognitive theories developed in the field of medical problem solving, which use the concepts of ‘encapsulations’ and ‘illness scripts’ to explain ‘expert’ performance in diagnosing disease in clinical settings. This analysis is used to synthesise the prediction that experienced legal practitioners may develop and use structures similar to encapsulations and illness scripts in problem solving. This prediction is based on the similarities between the way medical practitioners and legal practitioners are educated and trained, and are taught to solve problems using a hypotheticodeductive method (or a domain variant in the case of law), and on the similarities between clinical settings and lawyer and client interview settings. The study also examines theories that explain human problem solving by reference to a metaphorical ‘problem space’, and synthesises the prediction that practical legal problem solving can be explained by a problem space theory that was developed to accommodate complex, ill-defined problems. That theory uses the concepts of a problem zone to reflect the ill-defined nature of the problem as presented to the problem solver, a search and construction zone to reflect the phenomenon that the problem solver will have to construct operators to use to solve the problem, and a satisficing zone to reflect the phenomenon that there will be no single unambiguous solution to the problem (Middleton, 1998). The study uses the lawyering literature to identify the characteristics of practical legal problems in a lawyer and client interview setting. The cognitive literature is used to identify the cognitive conceptions that correspond to those characteristics. It is argued that these problems are complex, ill-defined problems that have to be found by the problem solver using weak problem solving strategies such as problem decomposition, attribute identification and means-ends analysis (Simon, 1973; Dillon, 1982; Newell, 1980). Based on these predictions two research questions are developed as follows: How do legal practitioners find and construct practical legal problems? Are there differences in the knowledge that experienced legal practitioners use and that which novice practitioners use? Do those differences reflect differences in the individual practitioner’s underlying knowledge and how that knowledge is organised? These questions are investigated in four case studies. Two of these studies involve experienced legal practitioners and two involve novices. These studies reveal that all the subjects used similar general problem solving strategies to find and construct problems. The subjects all constructed a series of problems rather than one large problem. The subjects did not all find and construct the same problems and some subjects’ constructions of problems changed as new information came to light. Most subjects did not finish the construction of problems at the interview. The processes that the subjects use to construct problems can be explained by Middleton’s (1998) problem space model, although this study suggests that model needs to be modified to accommodate the on-going emergent character of practical legal problems as they occur in lawyer and client interview settings. The investigation revealed qualitative differences between the problem attributes and moves that the experienced subjects identified and those that the novices identified. In summary, the experienced subjects identified attributes and moves that were more detailed, more directly related to the ‘facts’ and more concrete than those that the novices identified. Both the experienced subjects and the novices appeared to rely on recognition (Newell & Simon, 1972) to identify problem attributes and moves rather than on any apparent step-by-step legal analysis and reasoning process. This study suggests that the superior performance of the experienced subjects may be explained by their use of knowledge in encapsulated and script form, as predicted. The study discusses the implications of its findings for practical legal training courses as a need to provide students with general problem solving knowledge, provide them with the knowledge that they will need to recognise problems in specific areas of practice, to help them start to develop knowledge in encapsulated and script form, and to develop an understanding of the limits of institutional training in developing professional expertise.
Thesis (Professional Doctorate)
Doctor of Education (EdD)
School of Education and Professional Studies
Faculty of Education
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Joyner, Brian N. "Basic entry level skills & legal requirements for law enforcement bloodhound canine teams." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003joynerb.pdf.

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França, Sandra Stefani Amaral [UNESP]. "Políticas para formação de professores: reflexões sobre o estágio supervisionado – do legal ao real." Universidade Estadual Paulista (UNESP), 2012. http://hdl.handle.net/11449/92312.

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Made available in DSpace on 2014-06-11T19:25:59Z (GMT). No. of bitstreams: 0 Previous issue date: 2012-02-24Bitstream added on 2014-06-13T18:53:52Z : No. of bitstreams: 1 franca_ssa_me_prud.pdf: 522871 bytes, checksum: ba21403a7b62e2c4a461c43ea939bfc7 (MD5)
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Relacionado à linha de pesquisa “Políticas Públicas, Organização Escolar e Formação de Professores”, o presente trabalho aborda as “Políticas para formação de professores: reflexões sobre o estágio supervisionado – do legal ao real”. Tendo como ponto de partida a reflexão do estágio curricular supervisionado no Curso de Pedagogia, inserido em seu contexto histórico, político, econômico e social, este trabalho pretende compreender as relações que se estabelecem entre as políticas públicas de formação de professores e o estágio supervisionado enquanto uma atividade que prevê a associação entre teoria e prática e que possibilitaria a emancipação do futuro educador. O objetivo é refletirmos sobre o estágio supervisionado para além de seus aspectos positivos e negativos, mas sim, com base na abordagem histórica dialética, discutir os fundamentos do estágio, questionando a visão estática da realidade. Os procedimentos metodológicos adotados para o desenvolvimento da pesquisa foram: a análise documental da legislação federal a partir da LDB de 1996 e diplomas afins; levantamento dos trabalhos científicos (teses, dissertações, livros, artigos, relatórios) sobre o tema do estágio na formação de professores...
Related to the research line on Public Policy, School Organization and Training of Teachers, this work addresses the Policies for training of teachers: reflections on the supervised trainee – from the legal to the real. Taking as its starting point the discussion of the supervised curricular training in Pedagogy Course, inserted in their historical, political, economic, and social context, this work aims to understand the relationships that are established between the public policies for the training of teachers and the supervised training while an activity that provides for the association between theory and practice and that would allow the emancipation of the future educator. The goal is to reflect on the supervised training in addition to their positive and negative aspects, but rather, based on historical dialectical approach, discuss the foundations of the internship, and questioning the static view of reality. The methodological procedures adopted for the development of the research were: The documentary analysis of federal legislation since the LDB/1996 and other rules, survey of scientific papers (theses, dissertations, books, articles, reports) on the theme of the stage in the training of teachers of the elementary... (Complete abstract click electronic access below)

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Coetzer, Louwrens Stefanus Daniel. "The legal consequences of migration of public Further Education and Training college employees to the Department of Higher Education and Training." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/6983.

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Staff, previously employed by Public Technical and Vocation Education and Training (TVET) Colleges, migrated (transferred) to the Department of Higher Education and Training (DHET) in terms of Section 197 of the Labour Relations Act. This treatise investigates the legal consequences of the migration of the staff from the fifty (50) TVET Colleges to DHET and focuses on the different categories of staff. The conditions of service of all the categories of staff before migration are compared with that after the migration. Meaningful recommendations are made about negotiations that should take place in the respective bargaining chambers in order to ensure a smooth transition that will prevent unnecessary legal consequences in future. The treatise furthermore analyses the legal consequences of staff, employed by temporary employment services to perform outsourced functions at TVET Colleges, who did not migrate to DHET. The legal implications of these members of staff is debated and evaluated. The treatise also discusses the performance management system and the changes from the integrated quality management system of lecturers to the performance management development system of public servants. TVET Colleges absorb the employment costs (as a separate employer) to ensure that there is growth in the Full Time Equivalents of Ministerial programmes, funded by DHET. The treatise makes meaningful recommendations to the new employer (DHET) with regard to the appointment of staff to conduct ministerial programmes and the overtime remuneration of current staff that willingly agree to work overtime but are not fairly remunerated by DHET. The treatise also considers the second phase of the migration process, namely the development of a blueprint organogram and the development of job descriptions for the different functions identified on the organogram. The process should ideally be followed by a restructuring process where staff are placed in identified functions and must be capacitated to perform the functions adequately. This process will ensure alignment of functions in the fifty TVET Colleges. Finally, the treatise notes the issue of workplace discipline at the TVET College and the definition of the workplace. It offers a proposal to the DHET to negotiate with the unions about defining the workplace as this has a legal consequence for attaining the objective of sound labour relations. It make meaningful recommendations about the overlapping regulatory requirements applicable to the TVET College as a legal person and DHET as an employer.

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França, Sandra Stefani Amaral. "Políticas para formação de professores : reflexões sobre o estágio supervisionado - do legal ao real /." Presidente Prudente : [s.n.], 2012. http://hdl.handle.net/11449/92312.

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Orientador: Alberto Albuquerque Gomes
Banca: Tereza Jesus Ferreira Scheide
Banca: Maria de Fátima Salum Moreira
Resumo: Relacionado à linha de pesquisa "Políticas Públicas, Organização Escolar e Formação de Professores", o presente trabalho aborda as "Políticas para formação de professores: reflexões sobre o estágio supervisionado - do legal ao real". Tendo como ponto de partida a reflexão do estágio curricular supervisionado no Curso de Pedagogia, inserido em seu contexto histórico, político, econômico e social, este trabalho pretende compreender as relações que se estabelecem entre as políticas públicas de formação de professores e o estágio supervisionado enquanto uma atividade que prevê a associação entre teoria e prática e que possibilitaria a emancipação do futuro educador. O objetivo é refletirmos sobre o estágio supervisionado para além de seus aspectos positivos e negativos, mas sim, com base na abordagem histórica dialética, discutir os fundamentos do estágio, questionando a visão estática da realidade. Os procedimentos metodológicos adotados para o desenvolvimento da pesquisa foram: a análise documental da legislação federal a partir da LDB de 1996 e diplomas afins; levantamento dos trabalhos científicos (teses, dissertações, livros, artigos, relatórios) sobre o tema do estágio na formação de professores... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: Related to the research line on "Public Policy, School Organization and Training of Teachers", this work addresses the "Policies for training of teachers: reflections on the supervised trainee - from the legal to the real". Taking as its starting point the discussion of the supervised curricular training in Pedagogy Course, inserted in their historical, political, economic, and social context, this work aims to understand the relationships that are established between the public policies for the training of teachers and the supervised training while an activity that provides for the association between theory and practice and that would allow the emancipation of the future educator. The goal is to reflect on the supervised training in addition to their positive and negative aspects, but rather, based on historical dialectical approach, discuss the foundations of the internship, and questioning the static view of reality. The methodological procedures adopted for the development of the research were: The documentary analysis of federal legislation since the LDB/1996 and other rules, survey of scientific papers (theses, dissertations, books, articles, reports) on the theme of the stage in the training of teachers of the elementary... (Complete abstract click electronic access below)
Mestre

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Mengel, Nadia. "Training needs of the legal profession on the child as witness : a social work investigation / Nadia Mengel." Thesis, North-West University, 2008. http://hdl.handle.net/10394/4086.

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This social work research study explores whether members of the legal profession are aware of the unique characteristics of a child witness that one must take cognisance of when interviewing them. This is explored by means of a questionnaire to determine if and what training needs exist with members of the legal sector with regards to the child witness. The following themes were identified from the questionnaire where members of the legal profession require further training on: child development, children's language development, children's normal sexual development, process of disclosure in sexual abuse, interviewing skills, rapport building skills, minimum age for testifying, factors determining credibility of the child witness, children's statements and report of events, truth vs. lie testing and interview protocols.
Thesis (M.A. (MW))--North-West University, Potchefstroom Campus, 2009.

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Wang, Meng-Lin. "Competency identification and training program specifications for new instructors with implications for potential legal liability /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487861396024993.

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Carrier, Sarah. "Parental challenges to educational and legal definitions of their children's special educational needs : an examination of decision-making in the field of special educational needs." Thesis, University of Sheffield, 2002. http://etheses.whiterose.ac.uk/3528/.

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This study explores parents' perspectives on their children's special educational needs and relates those perspectives to legal and other professional discourses. The key concepts used to organise the enquiry are Special Educational Needs (SEN), the Duty of Care and parents' expectations. Ten case studies were undertaken and the findings compared with a number of set-piece, land-mark cases which were followed through the legal process, from the High Court, through the Court of Appeal and finally, on 27 July 2000, the unanimous judgement of seven law lords in the House of Lords. Comparison of the local case studies with the legal cases produced interesting implications for the future of special educational needs. Ten parents were interviewed at the local level, as well as the local authority officer responsible for statements of SEN, the LEA parent partnership officer, and an parent advocate employed by a charity. At the national level, interviews were carried out with the solicitor acting for the plaintiff and the Principal Educational Psychologist of the defendant Local Education Authority. The main conclusions are first, that parents' definitions of their children's special educational needs, despite much exhortation in the academic literature about parental involvement, are still undervalued by professionals. Further, some parents are less able than others to articulate those needs and further their children's interests, and will be reliant on professionals or interest groups to assist them. Second, those professionals owe them a legal duty of care and can be liable for negligence if they give inadequate or wrong advice. This is relevant to the current debates about the role of educational psychologists and the promotion of inclusion. The third conclusion is that the recent decisions in the House of Lords will have resource implications for LEA insurance as well as for the delivery of the education service, and finally the commitment to equality of opportunity and inclusive education means that all children with any kind of need, special or otherwise, statemented or not, must have access to an education which will help them reach their full potential.

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Lind, Karlberg Jamilla. "Aid and Empowerment of Local Communities : a qualitative study of the Village Legal Workers Training in the Babati District." Thesis, Södertörns högskola, Institutionen för livsvetenskaper, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-33383.

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In 2003 the Swedish Land Management Program (LAMP) initiated the Village Legal Workers (VLW) Training in the Babati District aiming at empowering local communities through raising awareness of legal rights among the villagers. A VLW is trained in legal rights and will then share his/her knowledge with other villagers through meetings and seminars. The aim of this thesis is to examine the effectiveness of Swedish aid on empowerment of local communities and empowerment of women. To meet these aims of the paper three questions were formulated: to what extent have the goals (empowering local communities) of LAMPs VLWs Training been achieved in Dareda Kati and Haysam, to what extent has the project used a Bottom-up approach and has LAMPs VLWs Training contributed to empowerment of women? To answer these questions a qualitative method was used through semistructured interviews with VLWs and participants of the education by VLWs. Bottom-up approach has been chosen to describe the methods for achieving empowerment and Gender theory has been chosen to describe the procedure of empowerment of women, which consider the social constructions of men and women. The results of this study indicate that VLWs and participants of the education thought that raising awareness of legal rights is of great importance. The expectations and the goals of the project have not quite been fulfilled due to lack of financial resources and support from the Babati District Council (BDC) and the Legal and Human Rights Centre (LHRC).

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Behardien, Nasreen. "A theory-driven evaluation of a legal advice and training programme at a women and children's centre in Cape Town." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/10169.

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Includes bibliographical references.
This study was undertaken to articulate and evaluate the programme theory and implementation of the Legal Advice and Training (LAT) Programme, a publicly funded programme established in 2004 at the Saartjie Baartman Centre for Women and Children in Cape Town. This programme is a behavioural change programme aiming to increase the accessibility of legal services and justice to female victims of domestic violence.

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Wakefield, Shellee Jane. "Police Use of Interpreters: Understanding Police Perceptions, Recognising Current Practice and Informing Best Practice." Thesis, Griffith University, 2016. http://hdl.handle.net/10072/365731.

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Current research on interpreters in the legal system acknowledges the complexity of their role and the potential for both positive and negative effects of interpreter-mediated communication (Boser, 2013; Heydon & Lai, 2013; Laster & Taylor, 1994). However, reports of the Australian police’s reluctance to provide interpreter services or of using inappropriate people suggest that non-native speaking people may be at risk (Australian Law Reform Commission (ALRC), 1992; Gibbons, 2003; McMillan, 2009). Moreover, ineffective use of interpreters can impact the already overextended time and resources of police and risks fracturing relationships with members of the community that they aim to build. To date, the apparent discrepancy between police guidelines that encourage interpreter use and these negative reports has been given limited support by research, as it rarely takes into account the police perspective. Therefore, the purpose of this thesis was to explore the use of interpreters from a policing perspective. A triangulated methodology was devised to investigate police perceptions of using interpreters, how police use interpreters in interviews with suspects, and police policy and guidelines about how to use interpreters. Such an investigation would also allow for an examination of interpreter use by police with victims, witnesses, suspects and informants. Multiple angles of investigation were used because improving police use of interpreters requires an investigation to understand police perceptions, recognise current practice and inform best practice. Considering these three elements will add to the growing empirical understanding of police use of interpreters and make a unique and practical contribution to improved police guidelines and training.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Applied Psychology
Griffith Health
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Hall, Phill Gene. "Training selected Arkansas consultants to provide resources for new work pastors and leaders in fourteen legal and organizational issues in Arkansas." Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p054-0241.

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Leiper, Jonathan. "Equity in the South African legal system a critical ethnography." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1002637.

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This thesis focuses on the process of interpreting and the difficulties faced by interpreters in the Magistrates' Court in Grahamstown, South Africa. More particularly, the thesis seeks to establish whether the constitutional guarantee of language equity can be applied to the courts - given the numerous problems with interpreting. Respondents from different spheres of the legal profession were interviewed in order to ascertain their perspectives on the state of interpreting, problems that are encountered by interpreters and attitudes displayed by other members of the legal profession towards interpreters. The methodology used in the thesis is that of a critical ethnography. As such, the research also has a critical focus, seeking to determine the ideologies and interests of different ):articipants in the legal process. On the basis of the data collected, a number of conclusions are drawn. The first is that interpreting in South Africa is in trouble. The system of interpreting is beset by a number of different problems. This study describes four different types of problems that are faced by interpreters: linguistic problems, environmental problems, training and administrative issues, and poor status in the eyes of the other participants in the legal process. Together the cumulative effect of these problems is the undermining of the principle of equity in the justice system. Finally, the thesis provides various practical and achievable solutions to the problems outlined above, specifically those faced by interpreters. The researcher also critically evaluates the efforts and motives of the Department of Justice and Constitutional Development.

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Harkkila, Anna. "Legal Uncertainty in EU’s Quest to Combat Terrorism – A Critical Examination of the Terrorism Directive’s Prohibition of Receiving Training for Terrorism and Travelling for the Purpose of Terrorism." Thesis, Umeå universitet, Juridiska institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-170131.

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Abramovič, Natalija. "Teisinio ugdymo organizavimo pagal atnaujintas bendrojo lavinimo bendrąsias programas ypatumai." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2011. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2011~D_20110705_130314-19300.

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Teisės edukologijos magistro baigiamojo darbo tema yra aktuali. Švietimo sistemoje įvyko reikšmingos permainos, t.y. atnaujintos pradinio, pagrindinio ir vidurinio ugdymo bendrosios programos, kurios reglamentuoja ugdymo planavimą ir organizavimą, kelia naujus reikalavimus bendrojo lavinimo mokykloms, mokyklų vadovams ir pedagogams, pertvarkant ugdymo procesą. Bendrosios programos yra pagrindinis valstybės lygmens dokumentas, reglamentuojantis ugdymo planavimą ir organizavimą bendrojo lavinimo mokykloje. Nuo pirmųjų bendrųjų programų atsiradimo, bendrosios programos buvo keletą kartų tobulinamos. Tai rodo, kad ugdymo turinį reikia periodiškai atnaujinti. Išsamių pačias programas analizuojančių tyrimų atlikta nebuvo. Tik 2008 metais, kai ekspertų komisijos, bendrojo ugdymo tarybos nariai, nepriklausomi ekspertai ir kiti svarbūs asmenys dirbo prie pradinio ir pagrindinio ugdymo bendrųjų programų tobulinimo, Švietimo ir mokslo ministerija inicijavo „Bendrųjų programų ir išsilavinimo standartų naudojimo/naudingumo planuojant ir organizuojant ugdymą mokykloje“ tyrimą. Teisinio ugdymo organizavimas pagal atnaujintas bendrojo lavinimo bendrąsias programas yra nauja ir mažai tyrinėta tema. Teorinį darbo pagrindą, analizuojant teisinio ugdymo organizavimo pagal atnaujintas bendrojo lavinimo bendrąsias programas ypatumus, sudaro teisinio ugdymo samprata ir teorinių kontekstų turinys, aprėpiantis teisės ugdymo apibrėžimą, teisinio ugdymo koncepcijos interpretavimą skirtingose mokslo... [toliau žr. visą tekstą]
The theme of Law pedagogy Master’s thesis is on the front burner. Educational system has undergone significant changes, i.e. there were renewed primary, general and secondary education programs which regulate training planning and organization, put forward new requirements to general education schools, school heads and educators reforming education process. General programs are the main state level document that regulates training planning and organization at general education school. Since the appearance of the first general programs they have been improved some times. This shows that educational content should be renewed from time to time. There were no comprehensive researches analyzing the programs. Only in 2008 when expert commissions, the members of general education council, independent experts and other important persons worked at the improvement of the general programs of primary and basic education the Ministry of Education and Science initiated the research of „The use/usefulness of general programs and educational standards during planning and organizing education at school”. The organization of legal training according to renewed general education programs is a new and little investigated theme. The theoretical ground of the thesis analyzing the peculiarities of organization of legal training according to renewed general education programs is the conception of legal training and the content of theoretic contexts covering the definition of legal training, the... [to full text]

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Westwood, Fiona. "Developing professional judgement in the legal profession : the use of the Professional Education and Training Programme (PEAT 2) in selected Scottish law firms." Thesis, University of Chester, 2015. http://hdl.handle.net/10034/600442.

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The objective of this research is to evaluate the effectiveness of the development of professional judgement during the two year work-based pre-admission training period (PEAT 2) required of Scottish solicitors so as to identify a model that allows them to respond to the changes the UK legal services sector is experiencing. The methodology adopted throughout reflects an emphasis on researching knowledge in the context of its application (Flyvbjerg 2001). Professional judgement is described as the ‘heart of professional practice’ (Fish and Coles 1998) and is therefore selected to provide a holistic method of evaluation. The UK legal profession is fragmenting in its response to market pressures, including the introduction of external regulation and ‘alternative business structures’ under the Legal Services Act 2007 and increased globalisation, specialisation and commoditisation. It is therefore important to identify the traditional method used by Scottish solicitors to develop their judgement as there is a risk that what was previously implicit and assumed in this ‘community of practice’ (Wenger 1998) becomes dissipated. As a result, the relevance and application of judgement is considered in the context of professional practice and solicitors in particular. The effect of external influences are interpreted, including in relation to the job of a solicitor, the future development of judgement and implications for legal education. The research method adopted enables confidential data to be obtained about the development of professional judgement and the PEAT 2 processes through completion of semi-structured interviews with a number of Scottish law firms, the Law Society of Scotland and related regulatory organisations, supplemented with Scottish trainee focus groups and comparative data from illustrative law firms and regulators in England and Wales. This allows 10 detailed case studies of law firms to be developed and analysed using Eraut’s (2007) model of early career learning and Fuller and Unwin’s (2003) model of expansive and restrictive apprenticeships as well as providing commentary from experienced solicitors and regulatory sources on the development of professional judgement. This allows 10 detailed case studies of law firms to be developed and analysed using Eraut’s (2007) model of early career learning and Fuller and Unwin’s (2003) model of expansive and restrictive apprenticeships as well as providing commentary from experienced solicitors and regulatory sources on the development of professional judgement. This data enables an analysis of the effectiveness of the current Scottish pre-admission training processes and the identification of methods used to develop the judgement of novices. Findings indicate that elements of the formal requirements of PEAT 2 are limiting the experiential and reflective learning of trainees and, in the wider context of work-based learning, that professional judgement is developed through exposure to reflective practice in a ‘community’ that provides an expansive apprenticeship and establishes parameters of acceptable choices. Recommendations include adjustments to pre-admission legal training and the introduction of a specialist qualification, accredited by the Law Society of Scotland.

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Tucker, Beth. "Facilitator Guides for Grandparent Discussion Groups." College of Agriculture and Life Sciences, University of Arizona (Tucson, AZ), 2009. http://hdl.handle.net/10150/156907.

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55 pp.
Training resources for volunteer facilitators of grandparent discussion groups; Grandparents Raising Grandchildren
Grandparents-raising-grandchildren discussion groups may conduct their meetings by a) focusing on issues that members suggest and/or b) choosing from among a list of critical topics that are common issues to most grandparents. Sometimes, discussion group facilitators want help identifying topics that are both reliable and educational. To fill the need for conversation-starting topics, we have provided a series of discussion topics for a facilitator's reference. These discussion topics have been gathered from KKONA's experience listening to the issues grandparents bring up about raising grandchildren. Some of the best group discussions introduce a topic after grandparents have attended a related workshop or training that allows grandparents to process information that they have heard or read. Following through with a discussion topic will help the group more deeply explore the issue and gather grandparents' ideas. The themes of the discussion topics include legal issues, relationship issues, discipline, schools, accessing social services and recordkeeping. There are eighteen topics. The sources for these materials include research and parenting materials as well as practical recommendations gathered from discussion groups. As you use these sheets, remember that they are intended to spark discussion and give you some reliable references. The sheets are not meant to be a step-by-step method for conducting your discussion groups nor do they provide in-depth information.

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Garcia, Jonathan Francisco. "How Do Law Students Develop Writing Expertise During Summer Internships? An Interview-Based Study." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6356.

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Many law students are required to take first-year writing courses. With the increased emphasis in legal education on practical skills training (Sullivan et al. 2007), legal writing scholars have begun exploring how these writing courses equip students with practical skills (Felsenburg and Graham 2010; Cauthen 2010). However, these scholars have not explored how summer internships serve as opportunities for students to practice the skills they gained in the classroom. Following the lead of writing studies scholars who examine the transition from classroom and workplace writing (Russell and Fisher 2009; Devitt 2004, Wardle 2004; Winsor 1990), this study explores how the genres students learned in legal writing classroom prepared them for internship writing. This study reports results from interviews of eight students who completed 15 internships during the 2014 and 2015 summers. The main findings indicate that students who performed well in the legal writing course eventually served in litigation-based internships. These students perceived a high rate of transfer from classroom to workplace writing. By contrast, students who struggled learning the legal writing classroom genres eventually accepted non-litigation internships where their writing tasks bore little resemblance to those of the classroom. Tellingly, both groups of students were not trained or mentored on how to write during internships because they were expected to be strong writers already. Therefore, these findings suggest that legal writing scholars need to better prepare students who are not pursuing litigation careers or who accept non-litigation internships. This support is vital because students' future internship and career options were deeply connected to their performance in the legal writing course.

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Proskunina, Uliana [Verfasser], Käthe [Gutachter] Schneider, and Volker [Gutachter] Bank. "Impact of the introduction of the legal minimum wage in Germany on training opportunities on the workplace / Uliana Proskunina ; Gutachter: Käthe Schneider, Volker Bank." Jena : Friedrich-Schiller-Universität Jena, 2018. http://d-nb.info/1172206856/34.

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MORAES, Luana Celina Lemos de. "O papel dos Escritórios-Escola das universidades da cidade de São Luís/MA na formação de profissionais habilitados em demandas de famílias, no período de 2014 e 2015." Universidade Federal do Maranhão, 2016. http://tedebc.ufma.br:8080/jspui/handle/tede/1334.

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Submitted by Maria Aparecida (cidazen@gmail.com) on 2017-05-04T14:14:41Z No. of bitstreams: 1 Luana.pdf: 790072 bytes, checksum: 89f31882a621cd8baf6f22d8881eb70b (MD5)
Made available in DSpace on 2017-05-04T14:14:41Z (GMT). No. of bitstreams: 1 Luana.pdf: 790072 bytes, checksum: 89f31882a621cd8baf6f22d8881eb70b (MD5) Previous issue date: 2016-08-08
This work aims to analyze the efficiency of Training School of the universities in São Luis-MA, as an instrument of legal and social background of the future legal professionals, between the years 2014 and 2015, as well as their limits of possibilities , since the concluding college students need to have an understanding of the different interfaces of the Law on highly complex issues and acquire training to allow technical development of the activities of legal practice, and develop necessary skills and competencies for the thoughtful, critical and creative performance to lead lawsuits, especially those involving family law, with the goal of not judicialize conflicts that they can be resolved through mediation, encouraging the conciliation of family conflicts.
O presente trabalho objetiva analisar a eficiência dos Escritórios-Escola das universidades da cidade de São Luis-MA, como um instrumento de formação jurídica e social dos futuros profissionais do direito, entre os anos de 2014 e 2015, bem como, seus limites de possibilidades, vez que os discentes concludentes precisam ter a compreensão das diferentes interfaces do Direito em questões de alta complexidade e adquiram formação que permita o desenvolvimento técnico das atividades da praxe jurídica, bem como desenvolvam habilidades e competências necessárias à atuação reflexiva, crítica e criativa na condução de demandas, em especial os que envolvem o direito de família, com o objetivo de não judicializarem conflitos que podem ser resolvidos através da mediação, incentivando a pacificação dos conflitos familiares.

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Moll, Monica M. "HOW FAR HAVE WE COME? THE STATE OF POLICE ETHICS TRAINING IN POLICE ACADEMIES IN THE U.S." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1461239418.

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To, Christopher. "International standards for commercial mediators." Thesis, University of Stirling, 2015. http://hdl.handle.net/1893/24165.

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This paper talks about the international standards for commercial mediators. It introduces the standards of eight different jurisdictions and afterwards, evaluates whether there should be one accrediting standard for all international commercial mediators. In the introduction chapter, the paper talks about the problems with the current legal system and then explains the growth of mediation in today’s society. By discussing the nature and practice of mediation, whether mediation should be compulsory or voluntary in light of Article 6 of the European Convention on Human Rights, rationale of the various jurisdictions covered, the paper then talks about the attributes that make a good mediator as well as the accreditation and training of mediators. From chapter two to chapter nine, the paper focuses on eight jurisdictions in which mediation is firmly enshrined within one legal culture to those that are just embarking on the concept (namely Australia, New Zealand, Indonesia, Malaysia, India, Hong Kong, California and Canada). Each chapter talks about the developments of commercial mediation, law and institutions as well as training and accreditation of mediators within their respective jurisdictions. In the concluding chapter, it discusses whether there should be one accrediting standard for international commercial mediators by exploring the advantages and disadvantages of having one accrediting standard as well as the author’s analysis and point of view on the subject.

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Stewart, Douglas J. "School principals and the law: A study of the legal knowledge needed and held by principals in government schools in Queensland." Thesis, Queensland University of Technology, 1996. https://eprints.qut.edu.au/36533/1/36533_Digitised%20Thesis.pdf.

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This study was concerned with an aspect of the professional knowledge needed by principals to meet the demands that an increasing number of managerial tasks requiring specialist understandings are making of them. In this regard an emergent area of concern to principals is that associated with the considerable volume of legislative, common and criminal law which they are involved with in the management of their schools. Overall the findings indicate that the claims concerning the legalisation of education in Australian schools is well founded and that, as a consequence, there are a number of implications that can be drawn for education authorities and for school practitioners as well as for future research. In particular, the findings may be of value in the current efforts by the Queensland Department of Education Centre for Leadership Excellence to identify areas of professional knowledge appropriate for the induction and ongoing training of new principals. It is hoped, also, that the findings might have considerable importance for school administration and management in that legal risk strategies should ideally be reflected in a range of school policies and practices. The study concludes with a number of suggestions emanating from the findings concerning possibilities for further research which would add to the conclusions reached here.

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Magalhães, Wellington. "A formação jurídica e suas interfaces com a formação inicial na magistratura brasileira." Universidade Federal do Tocantins, 2018. http://hdl.handle.net/11612/987.

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O presente trabalho analisou a necessidade de uma formação inicial orientada para a alta capacitação dos(as) magistrados(as), bem como da importância de tal formação, orientada por valores humanísticos, críticos e reflexivos. Analisou também as origens históricas da formação judicial no Brasil a fim de melhor compreender a atual crise no ensino jurídico brasileiro. Questionou o modelo tradicional orientado apenas pela memorização e repetição mecânica. Destacou a necessidade do desenvolvimento de um novo paradigma de formação inicial. Refletiu sobre a importância das escolas judiciais como o locus privilegiado para uma tal formação de excelência.
The present study analyzed the need for an initial formation oriented to the high qualification of the magistrates, as well as the importance of such formation, guided by humanistic, critical and reflective values. Also analyzed the historical origins of judicial training in Brazil to better understand the current crisis in brazilian legal education. Questioned the traditional model guided only by memorization and mechanical repetition. Emphasized the need to develop a new paradigm of initial formation. Reflected on the importance of judicial schools as the privileged locus for such a formation of excellence.

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Mola, James H. "A longitudinal study of the changes in staff development and professional growth opportunities as reflected in the master contracts of the public school corporations of Indiana, 1982-1983 and 1988-1989." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/833000.

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The purpose of the study was to determine if the language of the negotiated agreements of Indiana School Corporations was reflected in professional growth and staff development activities. Collective bargaining agreements during 1982-1983 and 1988-1989 from 289 Indiana School Corporations were compared to identify the existence, if any, of (a) a trend in the acknowledgement of professional growth and staff development-related statements found in the contracts, and (b) policy statements delineating how staff development activities and curriculum-related activities were to be conducted in schools. Contract language in which comparisons appeared to be significant were subjected to the Friedman Two-way Analysis of Variance (Friedman ANOVA) to determine whether or not comparisons were statistically significant at the .05 level. Such statistically significant comparisons also helped to determine whether or not school corporations incorporated contract language, which gave instructional staff a legal position in decisions which affected teacher professional growth and participation in curriculum-related matters.Conclusions1. Compared to small enrollment Indiana School Corporations (3,000 students or less), large enrollment Indiana School Corporations (3,001 or more students) were more likely than statistically expected to provide salary compensation for higher levels of teacher education training and sabbatical leave compensation at statistically significant levels of .05 or less, based upon use of the chi-square statistic.2. The research findings failed to support movement toward greater Indiana School Corporation contract language in 1982-1983 and 1988-1989 in most of the specified staff development factors under investigation in the research. Therefore, contrary to the literature which claimed that collective bargaining would be used as a vehicle for staff development change, collective bargaining has not provided structural support for such change among Indiana School Corporations.
Department of Educational Leadership

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Price, Charie Wesley. "A Legal Analysis of Litigation against Louisiana Educators and School Districts, Before and After the Louisiana Governmental Claims Act." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1157570/.

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This dissertation analyzed court decisions in injuries on school grounds cases under the Louisiana Governmental Claims Act. The question addressed was: How have the Louisiana courts interpreted the Louisiana Governmental Claims Act in litigation against Louisiana school districts and their employees? The intent of this study was to show how Louisiana's legal system has evolved, and how that evolution affected tort cases involving school boards and school board employees. Doctrinal legal research was the methodology used to answer the research question. To limit the number of cases analyzed, this study only focused on tort claims involving injury on school property. In order to gain a broad perspective, tort claims cases filed prior to the 1974 Louisiana Constitution, cases filed after the 1974 Louisiana Constitution, and cases filed after the 1995 Louisiana Liability Limits Amendment, and the Louisiana Governmental Claims Act of 1996 were analyzed. By analyzing the tort claims brought against Louisiana school districts and employees during the various time-periods, it was clear to see how the case rulings reflected the frequent changes of the Louisiana Constitution and its' laws. In the end, the state continued to control who could sue them and how much they would pay in damages.

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Лоджук, Максим Тарасович. "Правове регулювання діяльності юридичних клінік в Україні : загальнотеоретичне дослідження." Thesis, Національний університет "Одеська юридична академія", 2014. http://hdl.handle.net/11300/443.

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Лоджук М. Т. Правове регулювання діяльності юридичних клінік в Україні : загальнотеоретичне дослідження : дис. ... канд. юрид. наук : 12.00.01 / Максим Тарасович Лоджук; Наук. кер. Ю. М. Оборотов; НУ ОЮА. - Одеса, 2014. - 313 с.
Дисертація на здобуття наукового ступеня кандидата юридичних наук за спеціальністю 12.00.01 – теорія та історія держави і права; історія політичних та правових учень. – Національний університет «Одеська юридична академія», Одеса, 2014. Дисертацію присвячено загальнотеоретичному дослідженню правового регулювання діяльності юридичних клінік в Україні. Розглянуто передумови виникнення юридичних клінік, здійснено історичний аналіз їх становлення та розвитку в Україні та інших країнах світу, аналіз наукових праць вітчизняних та зарубіжних дослідників юридичних клінік. Досліджено стан розробки проблематики з визначення правового статусу юридичної клініки та її структурних елементів. Здійснено класифікацію юридичних клінік в Україні.Проаналізовано теоретичні засади юридичної клінічної освіти та нормативно-правові засоби організації та діяльності юридичних клінік в Україні. Установлено, що юридична клініка є традиційним суб’єктом правового виховання майбутніх юристів. Зроблено висновок про те, що юридична клініка – це структурний підрозділ вищого навчального закладу України III–IV рівнів акредитації, що здійснює підготовку фахівців у галузі знань «Право», який утворено як базу для практичного навчання, проведення навчальної та інших видів практики студентів шляхом їх безпосереднього залучення до надання безоплатної правової допомоги населенню. Зазначено, що предметом правового регулювання діяльності юридичних клінік в Українській державі є суспільні відносини, які виникають у процесі їх використання як бази проходження студентами навчальної та інших видів практики. Визначено місце та роль юридичних клінік у системі безоплатної правової допомоги в Українській державі. Розглянуто форми правової допомоги в юридичних клініках України. Зроблено висновок про те, що за належної організації діяльності юридичної клініки у структурі вищого навчального закладу можна забезпечити надання студентами-консультантами кваліфікованої (якісної) правової допомоги. Обґрунтовано необхідність внесення змін до Закону України «Про безоплатну правову допомогу» в частині включення юридичних клінік до числа суб’єктів надання такої допомоги. Диссертация на соискание научной степени кандидата юридических наук по специальности 12.00.01 – теория и история государства и права; история политических и правовых учений. – Национальный университет «Одесская юридическая академия», Одесса, 2014. Диссертация посвящена общетеоретическому исследованию правового регулирования деятельности юридических клиник в Украине. Рассмотрены предпосылки возникновения юридических клиник, осуществлен исторический анализ их становления и развития в различных странах мира, анализ научных работ отечественных и зарубежных исследователей юридических клиник. Особое внимание уделено особенностям становления первых юридических клиник в Украине и формированию их национальной сети, предпосылкам возникновения юридического клинического движения в Украинском государстве, его достижениям и направлениям деятельности на современном этапе развития. Исследовано состояние разработки проблематики по определению правового статуса юридической клиники и ее структурных элементов: 1) понятия, целей и задач; 2) прав, обязанностей и гарантий их реализации; 3) организационно-правовой формы деятельности; 4) принципов деятельности; 5) юридической ответственности. Под понятием «юридическая клиника» предложено понимать структурное подразделение высшего учебного заведения Украины III–IV уровней аккредитации, осуществляющего подготовку специалистов в области знаний «Право», которое образовано как база для практического обучения, проведения учебной и других видов практики студентов путем их непосредственного привлечения к оказанию бесплатной правовой помощи населению.Осуществлено разделение принципов деятельности юридических клиник на две основные группы: общие, которые определяют их уникальный правовой статус, и специальные, которые характерны для юридической клиники как субъекта предоставления бесплатной правовой помощи. Проведена классификация юридических клиник в Украине. Проанализированы теоретические основы юридического клинического образования и нормативно-правовые средства организации и деятельности юридических клиник в Украине. Установлено, что юридическая клиника является традиционным субъектом правового воспитания будущих юристов. Сделан вывод о том, что юридическое клиническое образование – это способ приобретения студентами практических навыков юриста путем предоставления бесплатной правовой помощи населению во время прохождения учебной и других видов практики на базе юридической клиники вуза. Освещены место и роль юридических клиник в системе бесплатной юридической помощи в Украинском государстве. Рассмотрены формы правовой помощи в юридических клиниках Украины: 1) правовое информирование; 2) правовое консультирование; 3) составление правовых документов; 4) правовое представительство; 5) правовое обучение. Проанализированы их характеристики, порядок и особенности предоставления. Выделены основные условия обеспечения оказания квалифицированной (качественной) правовой помощи: 1) наличие юридического образования у субъекта предоставления такой помощи; 2) успешная сдача этим субъектом квалификационного экзамена на право предоставления такой помощи; 3) соблюдение этим субъектом профессиональных стандартов и этических норм при предоставлении такой помощи; 4) наличие профессионального контроля за субъектом оказания такой помощи; 5) независимость субъекта предоставления такой помощи от воздействия третьих лиц; 6) соблюдение этим субъектом принципа конфиденциальности при предоставлении такой помощи. По результатам анализа сложившийся традиции функционирования юридической клиники Национального университета «Одесская юридическая академия» сделан вывод о том, что при надлежащей организации деятельности юридической клиники в структуре высшего учебного заведения можно обеспечить предоставление студентами-консультантами квалифицированной (качественной) правовой помощи. Охарактеризованы законодательные инициативы по нормативно-правовому обеспечению деятельности юридических клиник в системе бесплатной юридической помощи в Украине. Установлено, что международный опыт свидетельствует о возможности предоставления юридическими клиниками бесплатной правовой помощи малообеспеченным слоям населения в рамках государственной системы оказания такой помощи. Обоснована необходимость внесения изменений в Закон Украины «О бесплатной правовой помощи» в части включения юридических клиник в число субъектов предоставления такой помощи. Dissertation for a candidate’s academic degree of legal sciences on specialty 12.00.01 – Theory and History of State and Law; History of Political and Legal Studies. – National University «Odessa Law Academy», Odessa, 2014. This research focuses on the legal regulation of legal clinics in Ukraine on the general theoretical level. The author considered the predictors of formation of legal clinics, conducted a historical analysis of the formation and development in Ukraine and other countries, analyzed the researches on the topic of legal clinics of domestic and foreign scientists. Author classified legal clinics in Ukraine. It was researched the status of development of the issues on the determination of legal status of legal clinics and its structure. It was analyzed theoretical foundations of clinical legal education and legal measures of organization and activity of legal clinics in Ukraine. It was established, that the legal clinic is a traditional subject of legal education of future lawyers. It was concluded that legal clinics is a structural division of a higher educational institution of Ukraine of the 3d–4th levels of Accreditation, that prepares specialists in the sphere of «Law», which was created as a base for training in the way of the students involvement to providing of free legal aid. It was stressed, that the subject of legal regulation of legal clinics activity in Ukrainian state is public relations, which arising in the process of their using as a base of educational and other kinds of training. The thesis marks the place and role of legal clinics in the legal aid system in our country. The author highlights the most common forms of legal assistance in legal clinics in Ukraine. It was concluded that with proper organization of a legal clinic in the structure of higher education institution it can be ensured a qualified care by students-consultants. The author also marks the necessity of amending the Law of Ukraine «On Legal Aid» in the part of inclusion of legal clinics in the number of providers of such assistance.

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Albuquerque, JosÃ CÃndido Lustosa Bitencourt de. "The legal formation in the Course of law of the Federal University of CearÃ - 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
This research presents to the community a survey on legal education in CearÃ, taking as reference the law course of the Federal University of CearÃ - 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.
A presente pesquisa apresenta Ã comunidade uma reflexÃo sobre a formaÃÃo jurÃdica no CearÃ, tomando como referÃncia o Curso de Direito da Universidade Federal do CearÃ (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 estÃ 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 Ã 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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Briede, Teresa N. "Conceptual data model for administrative functions of a typical naval ship, to include: Personnel, Training, Ship Secretary, Welfare and Recreation, Command Career Counselor, Public Affairs Officer, Educational Services Officer, Master at Arms, and Legal." Thesis, Monterey, California: U.S. Naval Postgraduate School, 1991. http://hdl.handle.net/10945/34996.

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Approved for public release, distribution unlimited
This thesis examines a method for optimizing the effectiveness bf existing sealift fleets given a limited budget. A brief background of U.S. military mobility is presented. Relevant cost categories of the Ready Reserve Force (RRF) and prepositioned forces are determined by looking at the life-cycle of sealift ships. A methodology for determining an optimal fleet mix is presented. Two models for optimizing the direct costs of mobilizing the RRF and prepositioned forces are developed. The first model is based upon a single trip to the war zone. The second model develops the possibility that sealift ships may make multiple trips to the war zone and return to U.S. seaports. Methodologies for determining an optimal fleet mix are presented.

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Harmel, Alessandra Cani Gonzalez. "Aspectos da modalidade de educação à distância em curso de iniciação à tradução jurídica." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/8/8160/tde-22032019-122407/.

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A pesquisa para desenvolvimento da presente dissertação teve como objetivo demonstrar o uso de recursos de tecnologia de informação e comunicação na modalidade de Educação à Distância (EAD) para a viabilização de um curso de tradução na área de especialidade jurídica no par de idiomas Inglês-Português. A proposta surgiu com base na necessidade e interesse de tradutores em formação, atuantes no mercado e estudiosos da tradução em se aperfeiçoarem nessa área cada vez mais exigente e competitiva. A dificuldade de locomoção de interessados, que estejam localizados em regiões que não contemplem a possibilidade de cursos em suas proximidades ou ainda a não compatibilidade de tempo em horários pré-estabelecidos por cursos presenciais propiciam a busca por alternativas que venham a satisfazer tal demanda. A pesquisa objetivou descrever e verificar a implantação e o desenvolvimento de um curso no que concerne a aspectos didático-pedagógicos para capacitação, aprimoramento, aperfeiçoamento e desenvolvimento de tradutores. Sua fundamentação teórica teve por base, entre outros, estudos de Knowles (1984) e Mendes (2012) no que tange aos princípios de Andragogia e ensino-aprendizagem de adultos, Presas (2000), Hurtado Albir (1999) e Pym (2006 a 2012) com relação à formação e treinamento de tradutores, Aubert (1998), Chaffey (1997) e Reichmann (2102), Sarcevic (1997) sobre tradução jurídica e Morán (2009), Mendes (2012) e Simão Neto (2002) sobre Educação à Distância. As ferramentas utilizadas na aplicação do curso à distância na fase piloto, assim como nas duas edições seguintes, foram as dos serviços Grupos do Google e Google Drive. Dentre os inscritos no EAD contamos com um total de 35 participantes e com 12 no curso presencial ofertado como grupo de controle para comparação. A descrição dos resultados revelará como se deu a interação e alguns aspectos sobre o desempenho dos participantes, assim como o nível de satisfação e de aproveitamento de acordo com a pesquisa de opinião realizada ao final do curso.
This thesis research aimed to demonstrate the use of information and communication technology in online learning by means of a course in the area of legal translation in the language pair English-Portuguese. It is based on the needs and interests of translators who are professional, scholars or in training and wish to improve in the translation area, which has become highly demanding and competitive. When the issue is either related to commuting for prospects that are located in areas which do not offer the intended courses nearby or conveniently located, or when course pre-established time table offers are not compatible, the search for alternatives to suit such demand begins. The research aimed to verify the viability and describe the implementation and development of a course as to didactical and pedagogical aspects in translators´ training, development and improvement. The studies of Knowles (1984) and Mendes (2012) with regard to the principles of Andragogy and adult learning-teaching; Presas (2000), Hurtado Albir (1999) and Pym (2006 to 2012) as to translator´s training; Aubert (1998), Chaffey (1997), Reichmann (2102), and Sarcevic (1997) for legal translation and Morán (2009), Mendes (2012) and Simão Neto (2002) for online learning, among others, are the theoretic basis for the research. The tools offered in the Google Groups and Google Drive services were used in the online course pilot, as well as the two subsequent versions. There was a total of 35 participants who enrolled for the online course and 12 participants for the face-to-face course offered as a means of comparison. The description of the results will reveal the participants´ interaction and some aspects of their performance as well as their level of approval and improvement according to the survey conducted at the end of the course.

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Швагер, Ольга Андріївна, Ольга Андреевна Швагер, and Olha Andriivna Shvaher. "Щодо деяких аспектів розвитку правничої освіти в Україні." Thesis, Донецький юридичний інститут МВС України, 2018. http://essuir.sumdu.edu.ua/handle/123456789/68281.

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Інтеграція України у світовий та європейський простір можливі умов визнання, відстоювання та захисту національних інтересів, чому сприятиме розвиток та вдосконалення форм юридичної освіти. Підготовка висококваліфікованих фахівців у галузі права в умовах євроінтеграційних процесів має будуватися на освітніх стандартах.
Интеграция Украины в мировое и европейское пространство возможные условий признания, отстаивания и защиты национальных интересов, чему будет способствовать развитие и совершенствование форм юридического образования. Подготовка высококвалифицированных специалистов в области права в условиях интеграционных процессов должно строиться на образовательных стандартах.
Integration of Ukraine into the world and European space are possible conditions for the recognition, defense and protection of national interests, which will contribute to the development and improvement of forms of legal education. The training of highly skilled law specialists in the context of European integration processes should be based on educational standards.

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Pereira, Júnior Paulo Roberto Cardoso. "Atuação da(o) psicóloga(o) em uma instituição de internação para adolescentes e jovens em conflito com a lei no estado da Bahia: desafios e possibilidades." Faculdade de Educação, 2018. http://repositorio.ufba.br/ri/handle/ri/25577.

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Submitted by PAULO ROBERTO CARDOSO PEREIRA JÚNIOR (paulocardoso.ppp@gmail.com) on 2018-03-21T19:05:02Z No. of bitstreams: 1 DISSERTAÇÃO FINAL DE PAULO CARDOSO MARÇO DE 2018.pdf: 1562090 bytes, checksum: 22bd104aba5d0af6d449653f47d6cdd9 (MD5)
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A presente pesquisa está situada no campo das práticas psicológicas demandadas pela Justiça e aplicadas em adolescentes e jovens em conflito com a lei. Partimos das políticas de privação de liberdade de crianças e adolescentes no Brasil, que teve seu marco histórico com a promulgação do Código de Menores de 1927, e depois a sua reformulação em 1979, até o cidadão, tendo sua origem na promulgação do Estatuto da Criança e do Adolescente, o ECA. Sendo assim, este trabalho teve como objetivo compreender a atuação da (o) psicóloga (o) que acompanha adolescentes e jovens em cumprimento de medidas socioeducativas em uma instituição de internação no Estado da Bahia. Para tal, foi realizada uma pesquisa qualitativa, utilizando-se como recursos metodológicos a análise documental e entrevistas semidirigidas com profissionais de psicologia. O referencial teórico adotado foi a Psicologia Escolar e Educacional em uma perspectiva crítica, que compreende o contexto institucional como uma síntese de múltiplas determinações. Foram levantados 94 relatórios de 24 adolescentes em cumprimento de medida socioeducativa de internação. Foram encontradas, a partir da análise dos relatórios, informações familiares, educacionais, profissionais, sobre o uso de drogas lícitas e ilícitas e sobre o parecer técnico indicado pela equipe que acompanha os adolescentes. Análise das entrevistas destaca as dificuldades vivenciadas pelas profissionais de Psicologia, relacionadas ao fato de a instituição não ter fornecido formação para o trabalho; a formação acadêmica pouco contribuiu para o trabalho na instituição; dificuldades de implementação do ECA e do SINASE e a ausência de um trabalho voltado para o acompanhamento familiar. Por fim, este trabalho indica a necessidade de incluir, tanto na formação básica dos cursos de Psicologia quanto na formação dos técnicos da instituição a temática da atenção ao adolescente e o jovem em conflito com a lei.
ABSTRACT This research is situated in the field of psychological practices required by the Federal Justice and it is applied in adolescents and young people in conflict with the law. We started the research with the policies of deprivation of liberty of children and adolescents in Brazil, which had its historical milestone with the promulgation of the Juvenile Code of 1927, and then its reformulation in 1979, to the citizen, having its origin in the promulgation of the Child and Youth Statute (ECA). Therefore, this study aimed to understand the performance of the psychologist who attends adolescents and young people in compliance with socio-educational measures in a care institution in the State of Bahia. For that purpose, a qualitative research was carried out, using documental analysis and semi-structured interviews with psychologists. The theoretical framework applied was School and Educational Psychology, which understands the institutional context as a fusion of multiple interactions. A total of 94 reports were collected from 24 adolescents in compliance with socio-educational measures in a care institution. Reports analysis revealed family, educational and professional data, the reports also revealed information about the use of legal and illegal drugs and the technical report prepared by the team that attended the adolescents. Interviews analysis highlights the struggles experienced by psychologists, which is related to the fact that the institution did not provide training for work; the academic formation did not contribute much to the work in the institution; difficulties in the implementation of ECA and SINASE and the lack of work aimed at family follow-up. Finally, this work indicates the need to include; the theme of attention to adolescents and young people in conflict with the law; both the basic training of psychologists and the training of technicians that work in care institutions for young people in conflict with the law.

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Craig, Aaron C. "A National Investigation of Pre-Activity Health Screening Procedures in Fitness Facilities: Perspectives from American College of Sports Medicine Certified Health Fitness Specialists." Scholar Commons, 2014. http://scholarcommons.usf.edu/etd/5461.

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It is well established in the literature that the morbidity and mortality rates due to chronic diseases such as cardiovascular disease, cancer, hypertension, and diabetes in the U.S are alarmingly high. Likewise, there is ample data which demonstrates that participating in physical activity can help prevent and control many types of chronic diseases. Though the benefits outweigh the risks of participation in physical activity, the risks must be acknowledged. Published standards and guidelines in the health fitness field have been established to address operational practices of fitness facilities, increase safety of participants and mitigate these risks. The present study was a national investigation conducted to determine adherence to published standards and guidelines for self- and professionally-guided pre-activity health screening procedures (PHSP) across various settings (i.e., Hospital/Clinical, Community, Commercial, Corporate, University, Government). Additionally, this study obtained perspectives from study participants regarding familiarity with, importance of adherence to and legal liability associated with published standards and guidelines. As the American College of Sports Medicine (ACSM) is considered the gold standard in health and fitness, only ACSM's published standards and guidelines, specifically those related to pre-activity health screening, were included in the present study. A survey instrument was developed and validated to obtain the data for this study. The link for the web-based survey was sent from the ACSM's Certification Department to all ACSM Health Fitness Specialists (HFS) who lived in the US (n=9,433); a total of 1,246 (13.2%) responded to the survey. The survey instrument consisted of 54 questions including 14 participant related (i.e., Q1, Q3, Q34-Q45), 32 facility related (i.e., Q2, Q4-Q33, Q46), seven demographic related (Q47-Q53), and one open-ended question (Q54). Exclusion criteria removed any HFS who was not currently working part- or full-time in a fitness facility, which left 677 usable responses for data analysis. Special measures were taken to remove duplicate responses for any given facility which resulted in a lower number of usable responses (n=656) for those 32 questions. As hypothesized, the Hospital/Clinical setting had significantly (p<.006) higher percentages of fitness facilities (93%) which require new participants to complete a pre-activity screening device than all other settings (i.e., University (56%), Community (54%), Commercial(40%), and Government (67%)). Additionally, the Hospital/Clinical setting was also found to be significantly higher than Corporate relative to this same variable. Regarding the second research hypothesis, the Corporate setting was found to have significantly (p<.006) higher percentages (78%) of fitness facilities which require new participants to complete a pre-activity screening device than the Community setting. Twenty-six percent of respondents indicated they their facility conducted self-guided, 43% professionally guided, and 31% offered both self- and professionally-guided PHSP. High percentages of fitness facilities (73%) required new participants to complete a pre-activity screening device with 47% and 87% of these facilities requiring medical clearance for at-risk new participants for self- and professionally-guided screening procedures, respectively. At-risk was defined in the study as someone with known disease (e.g., cardiac, pulmonary or metabolic) or with signs/symptoms and/or risk factors associated with cardiac, pulmonary, or metabolic disease. Also, participants with other medical conditions (e.g., pregnancy, orthopedic injury) may be considered at- risk. The majority (86%) of facilities offered personal training and nearly all of these (99.6%) required clients of personal trainers to complete a pre-activity screening device. Additionally, 84% of these facilities required medical clearance for at-risk clients. Data regarding other aspects of PHSP for facilities were also obtained such as frequency of completion for participants, privacy, confidentiality, and security of information obtained, participant refusal to complete, and waivers for guests. Regarding their familiarity, 69% of respondents indicated that they were very familiar with the ACSM's Guidelines for Exercise Testing and Prescription (ACSM's GETP); however only 52% indicated they used the ACSM's GETP for development and implementation of their facility's PHSP. Of these facilities, the results regarding the inclusion of the GETP criteria on their screening device were: (a) 96%, 91%, 87% for known CV, pulmonary and metabolic disease, respectively, (b) 44-95% for each of the nine signs/symptoms with dizziness/syncope the highest (95%) and intermittent claudication the lowest (44%), and (c) 64%- 99% for each of the nine CV risk factors with smoking the highest (99%) and high-density lipoprotein the lowest (64%). Although 52% of respondents reported more than adequate academic preparation, 70% reported being very confident in conducting professionally-guided pre-activity health screening procedures and that adherence to published standards and guidelines was very important. However, only 28% of respondents reported more than adequate academic preparation regarding legal implications involving PHSP. Other data from the HFSs regarding PHSP were also obtained such as their perspectives of the importance to management to adhere to and familiarity with published standards and guidelines as well as their knowledge of legal issues related to PHSP. In the open-ended question, respondents provided comments and challenges (n=509) that they encountered while conducting PHSP. These data were analyzed, coded and then categorized into three major themes: 1) medical clearance related issues, 2) administrative/procedural related issues, 3) member related issues. Compared to previous research, adherence to published standards and guidelines, as evidenced by the percentage of facilities which require new participants and clients of personal trainers to complete a pre-activity screening device, seems to be generally increasing. Additionally, relative to the requirement of medical clearance for personal training clients also seems to demonstrate an upward trend. However, the requirement of medical clearance for at-risk new participants remains about the same as previous studies (ranging from 49%-82% of the facilities) and the current study (47% for self-guided and 87% for professionally-guided). For facilities that were not conducting PHSP (27%), the major reasons why were reinforced by the comments to the open-ended question and were similar to those found in a previous study that investigated the same. The findings from this study indicated that there are areas that may need to be addressed within the profession to help increase adherence to published standards and guidelines especially in Community, Commercial, University, and Government settings. For example, these facilities might need a more simplified approach and additional guidance from the ACSM for more effectively and efficiently conducting PHSP. Additionally, academic programs could contribute by more comprehensively integrating PHSP into courses and practical learning opportunities for students. Given the importance of conducting PHSP, future research in PHSP focused on issues specific to individual settings may help establish the framework and provide direction for stakeholders to address this relevant issue in the field.

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Boughriet, Nora. "Essai sur un paradigme d'alliance constructive entre droit et médecine : L'accès du médecin à la connaissance juridique." Phd thesis, Université du Droit et de la Santé - Lille II, 2013. http://tel.archives-ouvertes.fr/tel-00844513.

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L'émergence de discours sur la judiciarisation et la juridicisation de la médecine atteste de la place croissante du droit, appréhendée telle une contrainte par le médecin. D'abord, si l'encadrement juridique de l'activité médicale est nécessaire, le foisonnement de règles juridiques est assimilé à une ingérence. Ensuite, si l'application du principe de responsabilité à la médecine est indiscutable, le médecin entrevoit le procès comme une épée de Damoclès. Nous avons pu établir que le recours aux modes alternatifs de règlement des conflits et l'usage de procédés pédagogiques constituent des voies possibles de guérison. Elles demeurent toutefois insuffisantes puisqu'elles ne permettent pas de se détacher définitivement d'une vision contraignante du droit. En effet, l'ignorance du médecin en cette matière ne lui permet pas d'entrevoir le droit autrement que sous un angle coercitif. Le droit ne représente qu'une portion congrue de la formation initiale et continue alors même qu'il est devenu incontournable dans l'exercice médical. Pour résoudre cette contradiction, nous nous sommes attachés à rechercher un paradigme d'alliance constructive entre droit et médecine. Nous avons défini une forme d'accès du corps médical à la connaissance juridique. Le médecin doit bénéficier d'une formation juridique adaptée à son exercice. La création d'un Pôle médecine et droit doit faciliter l'accès du médecin au droit par la mise à disposition d'outils pédagogiques. Le droit est alors envisagé comme une ressource dans l'action du médecin.

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Paschoal, Luana. "A conduta social e a personalidade do agente na fixação da pena." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/2/2136/tde-08082016-144318/.

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A presente dissertação, concebida a partir do modelo teórico desenvolvido por Luigi Ferrajoli, questiona a previsão da conduta social e da personalidade, do artigo 59 do Código Penal Brasileiro, como critérios orientadores aos magistrados, para fixação da pena-base entre o mínimo e o máximo. A pesquisa abordou o conceito dessas circunstâncias judiciais tanto na Doutrina quanto na Jurisprudência, sendo que o resultado do estudo revelou a excessiva carga moral que ainda orienta sua análise. Aborda-se a falácia do mito da neutralidade judicial, uma vez que não é possível apartar os juízes de sua natural condição de seres humanos, e de seus contextos de vida. Trata da necessária tomada de consciência de que toda decisão está contaminada de subjetividade, por parte daqueles que pretendem exercer a judicatura. E apresenta o Autoconhecimento como única via capaz de controlar a subjetividade nas decisões judiciais, na medida em que a investigação interna acarretará humanização, o confronto com o lado sombrio, e reconhecimento da dualidade convivendo em todos os seres humanos, de modo a demonstrar que ninguém está acima do bem e do mal. A pesquisa ainda demonstrou a incoerência da necessidade de analisar circunstâncias significativamente pessoais e subjetivas dos réus, quando o ser humano cresceu, aprendendo desconsiderar e atropelar qualquer particularidade própria e de outros indivíduos. Para tanto, faz uma análise de digressão aos primeiros anos de vida e aos bancos escolares, em que plantadas as primeiras sementes de desconsideração, e de valorização do externo em detrimento do interno, almejando-se profissões de prestígio, em prejuízo da realização pessoal. Faz uma crítica ao Sistema Judicial Brasileiro, a fim de que assuma seu lado humano, colocando um desafio à Magistratura para buscar aqueles que realmente são vocacionados para a função, fornecendo sugestões de modificações na Formação Jurídica.
The instant research took into consideration the theoretical model developed by Luigi Ferrajoli, which questions the prediction of social conduct and personality, in Article 59 of the Brazilian Criminal Code, as guiding criteria for judges to determine standards of minimum and maximum sanctions. The research addressed the concept of such legal circumstances both in doctrine and in case law, and the result of the study revealed excessive moral burden that still guides the judges analysis. This research addresses the fallacy of the myth of judicial neutrality, since it is not possible to separate the judges from their natural condition of human beings and their life contexts. This separation requires awareness that every decision has a subjective component. And introduced the self-knowledge as the only way able to control subjectivity in judgments, as the internal investigation will result in humanization, the confrontation with the dark side, and recognition of duality in all living humans, in order to demonstrate that no one is above good and evil. The survey also showed the inconsistency of the need to analyze so personal and subjective circumstances of the defendant, when human beings were raised, learning to ignore its own and other individuals personal traits. To this end, an analysis of the early years as well as schooling system, where the first ideas of disregard, and enhancement of external rather than internal values arose, targeting prestigious positions, at the expense of personal fulfillment. This research criticizes the Brazilian Judicial System, so that it enhances its human side, posing a challenge to judges to seek those who are really devoted to the function, providing suggestions for changes in the Legal Training System.

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DeStefano, Michele, and Hendrik Schneider. "Compliance Elliance Journal." Universität Leipzig, 2017. https://ul.qucosa.de/id/qucosa%3A15593.

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It gives us great pleasure to introduce you to our fourth edition of the Compliance Elliance Journal (CEJ). We are particularly pleased of a significant innovation, which accompanies our new edition. From now on the CEJ has an Advisory Board, consisting of Derek Six (Compliance Manager at DAW Group, Germany), Marcus Traut (Attorney at and Owner of Anwaltskanzlei Marcus Traut, Germany) and Kenneth Tung (Co-Founder and Chief Strategy Officer at In-Gear Legalytics Limited, China). We are glad that they are willing to support CEJ by their pushing ideas, suggestions and contributions. Thank you for deciding to join CEJ.

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DeStefano, Michele, and Hendrik Schneider. "Editorial." Universitätsbibliothek Leipzig, 2017. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-223943.

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Meneses, Rosival Sanches. "O ensino religioso na escola como elemento indispensável na formação integral do ser humano." Faculdades EST, 2014. http://tede.est.edu.br/tede/tde_busca/arquivo.php?codArquivo=633.

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A constatação da necessidade da presença do Ensino Religioso na escola, como base para a formação integral do ser humano, nos provocou uma motivação para a construção desta pesquisa, que procura em uma perspectiva de investigação, através de um estudo bibliográfico, mostrar a importância da presença do Ensino Religioso, cujo objetivo principal é compreender a proposta atual do Ensino Religioso na escola e a sua importância na formação integral do ser humano. São observados os fundamentos históricos e legais do Ensino Religioso no Brasil, a partir de um breve panorama, fazendo uma leitura de textos de autores que abordam a evolução do tema na LDBEN e nas constituições brasileiras desde o início da República, onde se podem constatar as raízes históricas desse entrelaçar de interesses; logo em seguida procura entender a proposta atual para o Ensino Religioso, a partir da Constituição de 1988. A legislação comprova e apresenta na atualidade o Ensino Religioso no espaço público e laico, como disciplina facultativa. Nesta dissertação é apresentado também o resultado de uma pesquisa do mapa do Ensino Religioso no Estado da Bahia. É feita uma análise da construção do conhecimento religioso, a partir dos PCNER (Parâmetros Curriculares Nacionais do Ensino Religioso), fazendo um paralelo dos ciclos da vida com a educação por ciclos e, da convivência com a diversidade e novas tendências procurando mostrar que a escola e o Ensino Religioso podem ser um espaço de entendimento e respeito ao outro. Também são analisados os fundamentos pedagógicos e metodológicos do Ensino Religioso em termos de currículo, formação docente e práxis.
Observing the need for the presence of Religious Education in the school as a base for the holistic formation of the human being, provoked in us a motivation for the construction of this research which seeks, through a perspective of investigation through a bibliographic study, to show the importance of the presence of Religious Education. The main goal is to understand the current proposal of Religious Education in the school and its importance for the holistic formation of the human being. The historical and legal foundations of Religious Education in Brazil are observed based on a brief panorama of the reading of texts of authors who dealt with the evolution of the theme in the LDBEN and in the Brazilian constitutions from the beginning of the Republic, where one can perceive the historical roots of this intertwining of interests; after this we seek to understand the current proposal for Religious Education based on the 1988 Constitution. The legislation proves and presents the current situation of Religious Education in the public and lay space as an optional discipline. This thesis also presents the results of a research of the map of Religious Education in the State of Bahia. An analysis is made of the construction of religious knowledge based on the PCNER (Parâmetros Curriculares Nacionais do Ensino Religioso [National Curricular Parameters of Religious Education]), making a parallel of the life cycles with the cycles of education and, of the communal interaction with diversity and new tendencies seeking to show that the school and Religious Education can be a space of understanding and respect for the other. The pedagogical and methodological foundations of Religious Education are also analyzed in terms of curriculum, teacher training and praxis.

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Oliveira, Renata Ghisleni de. "Assistência-assessoria jurídica universitária e direitos da mulher : (trans)formações possíveis." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2010. http://hdl.handle.net/10183/25864.

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Este estudo analisa a formação profissional na assistência e assessoria jurídica universitária que trabalha com direitos da mulher. A análise do estudo toma a experiência forjada pelo Grupo 8 - Generalizando (G8G) do Serviço de Assessoria Jurídica Universitária da Faculdade de Direito da Universidade Federal do Rio Grande do Sul (UFRGS) para problematizar a formação profissional nesse contexto. A formação profissional é tomada como referência por ampliar e abarcar a formação acadêmica, uma vez que o grupo é composto por estudantes de Direito e de Psicologia, advogados, advogadas e psicólogas que trabalham voluntariamente no Serviço. A proposta metodológica utilizada nessa pesquisa contemplou as ferramentas da pesquisa-intervenção e a experimentação fotográfica, baseada nas estratégias da intervenção fotográfica. A fotografia colocou-se no processo de pesquisa, inserida em um longo acompanhamento junto ao grupo, e mostrou-se como disparadora do dispositivo da visibilidade, potencializando que os sujeitos da pesquisa falassem sobre suas experiências através de outra linguagem que não a jurídica. O momento das oficinas de fotografia com a produção de fotografias pelos sujeitos da pesquisa configurou-se em um espaço no qual questões referentes à formação profissional, enquanto experiência de si e trabalho de si sobre si mesmo, puderam ser explicitadas e, sobretudo, compartilhadas. Os efeitos desse estudo apontam para a elaboração de um trabalho ético, produzido por uma experiência de dobrar-se sobre si para produzir-se sujeito de sua própria conduta. Estas transformações tornaram-se possíveis na medida em que, ao trabalharem com direitos da mulher e com gênero, aqueles e aquelas que fazem parte do G8G foram convocados e convocadas a produzirem outros modos de fazer Direito, através das composições de assistência e assessoria e Direito e Psicologia, tensionando as noções de público-privado. As transformações possíveis passam pela construção do “afetar-se” como elemento da formação jurídica, tensionando as noções de neutralidade e de imparcialidade sustentadas pelo discurso jurídico. Dessa forma, este estudo possibilitou “dar a ver” outra formação jurídica que se forja com outros modos de fazer Direito e de fazer Psicologia no contexto da assistência e da assessoria jurídica universitária em direitos da mulher.
This study analyses the professional training in legal university assistance and advice that works with women rights. The study analysis uses the experience forged by Grupo 8-Generalizando (G8G) from the Serviço de Assessoria Jurídica Universitária da Faculdade de Direito da Universidade Federal do Rio Grande do Sul (UFRGS) to discuss the professional training in this context. The professional training is taken as a reference because it expands and covers the academic training, since the group consists of Law and Psychology students, lawyers and psychologists who work voluntarily in the Service. The methodological proposal used in this research included the intervention-research and photography experimentation tools, based on the strategies from the photography intervention. The photography took part in the research process inserted in a long-term attendance with the group and it proved to be like a trigger of the visibility device, enhancing the research subjects to speak about their own experience through a non-legal language. The photography workshop moment with the photography output by the research subjects worked as a space in which issues related to professional training, while "self-experience" and "training of oneself", could be explained and, mostly, shared. The effects of this study point to the preparation of an "ethical work", reached by an experience of "double up on yourself" in order to produce oneself as a subject of his own conduct. These transformations were possible as, when working with women rights and with gender, those who take part of the G8G were convocated to produce other ways of understanding Law, through advice and assistance compositions of Law and Psychology, questioning the public-private notions. Among the possible transformations is included the construction of "affect yourself" as an element of the legal training, tensing the notions of neutrality and impartiality sustained by the legal speech. Thus this study enabled "the possibility to see" another legal training that is forged with other ways of understanding Law and Psychology in the context of legal university assistance and advice in women rights.

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Luciano, Tânia Maria Pinc. "O uso da força não letal pela polícia nos encontros com o público." Universidade de São Paulo, 2007. http://www.teses.usp.br/teses/disponiveis/8/8131/tde-28052007-151500/.

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Esta dissertação analisa o uso da força não letal pela polícia nas ações de policiamento e o papel que a qualificação profissional pode desempenhar como fator inibidor da violência policial e da exposição ao risco dos atores envolvidos nessas ações, retomando a discussão sobre a ação não-letal da polícia sob outro foco: a relação treinamento-performance. Embora a característica militar seja um fator preponderante nas relações entre os policiais, para efeito desta pesquisa, não é considerada determinante da violência policial. Este estudo visa explorar o cotidiano da relação polícia-cidadão e os determinantes do comportamento individual do policial nesses encontros. A hipótese central deste trabalho estabelece que o treinamento tem um papel significativo como um fator capaz de reduzir o emprego abusivo de força nos encontros do policial com o público e de melhorar a qualidade do trabalho policial de uma maneira geral, aumentando o grau de proteção, tanto do profissional quanto do público, e diminuindo a exposição de ambos ao risco. Esta dissertação O Uso da Força Não Letal Pela Polícia nos Encontros com o Público, introduz uma inovação metodológica, e representa um teste do método que utiliza a técnica da Observação Social Sistemática (OSS) do trabalho policial - a grande contribuição dessa pesquisa, em razão de ser uma técnica inédita em pesquisas acadêmicas no Brasil.
This text analyzes the use of non lethal force for the police in the policing and the role that the professional qualification can carry out as factor that can to inhibit the police violence and of the exhibition risk to the actors involved in those actions, retaking the discussion about the non lethal action of the police under other focus: the relationship training-performance. Although the military characteristic is a preponderant factor in the relationships among the policemen, for effect of this research, it is not considered determinant of the police violence. This study seeks to explore the daily of the relationship policecitizen and the determinant of the policeman\'s individual behavior in those encounters. The central hypothesis of this work establishes that the training has a significant role as a factor capable to reduce the abusive employment of force in the policeman\'s encounters with the public and of improving the quality of the police work in a general way, increasing the protection degree, so much of the professional as of the public, and decreasing the exhibition of both to the risk. This text - Use of the Non Lethal Force For the Police in the Encounters with the Public, introduces a methodological innovation, and it represents a test of the method that uses the technique of the Systematic Social Observation (SSO) of the police work - the great contribution of that research, in reason of being an original technique in academic researches in Brazil.

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Деревянко, Богдан Володимирович, Богдан Владимирович Деревянко, and Bohdan Volodymyrovych Derevianko. "Правове регулювання господарської діяльності навчальних закладів." Thesis, Донецький юридичний інститут, 2014. http://essuir.sumdu.edu.ua/handle/123456789/48861.

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У роботі сформульовано концепцію, надано дефініцію поняття «господарська діяльність НЗ»; виокремлено 14 історико-правових етапів процесу формування правового статусу НЗ; визначено як організаційно-господарську природу акта про утворення НЗ; запропоновано застосування непрямих засобів регулюючого впливу держави на діяльність НЗ; виділено інноваційну складову майна НЗ – перспективні майнові активи; наведено нормативні визначення істотних умов договорів за участю НЗ, мінімальних розмірів статутного капіталу для приватних НЗ. Удосконалено положення щодо: ліцензування, майнового забезпечення НЗ, характеристик послуг у сфері освіти. Дістали подальшого розвитку: класифікація НЗ; положення про державне фінансування НЗ; упорядкування функцій органів управління НЗ; пропозиції стосовно утворення об’єднань бібліотек ВНЗ; система засобів правового стимулювання НЗ і роботодавців до підвищення кваліфікації працівників; пропозиції про підвищення ефективності здійснення НЗ освітньої і неосвітньої платної діяльності; визначення меж імплементації норм Болонської декларації; положення про посилення державного контролю за релігійними НЗ; запровадження недержавної фінансової підтримки НЗ; адаптація для України зарубіжного досвіду.
Диссертация содержит разработанный механизм решения важной задачи – усовершенствования положений правового регулирования хозяйственной деятельности учебных заведений (УЗ), соответствующего законодательства и практики его применения. Первый раздел посвящен общетеоретическим основам формирования законодательства о деятельности УЗ. Путем анализа базовых категорий сформулирована концепция, определяющая стратегию развития правового регулирования хозяйственной деятельности УЗ в Украине, подразумевающая ориентацию на собственные традиции в образовании и хозяйствовании с учетом зарубежного опыта и международных обязательств, максимальное использование общих принципов хозяйствования, право выбора предпринимательского или некоммерческого статуса, организационно-правовой формы субъекта хозяйствования, расширение прав на осуществление дополнительных видов деятельности, стимулирование сотрудничества УЗ с другими субъектами хозяйствования и др.; приведена доктринальная дефиниция понятия «хозяйственная деятельность УЗ». Определение территориального, религиозного (церковного), национального, специализированного (профессионального) и гендерного критериев способствовало выделению 14 основных историко-правовых этапов процесса формирования правового статуса УЗ. Проведен анализ законодательства в сфере образования. Во втором разделе на основе различных критериев произведена классификация УЗ. Предложено УЗ использовать форму АО, ООО или объединения предприятий, а также создавать ассоциированные предприятия с перекрестным владением контрольными пакетами акций. Определено, что правовая природа акта о создании УЗ является сложной организационно-хозяйственной; рассмотрены пути совершенствования законодательства о лицензировании УЗ; аттестацию сотрудников УЗ предложено считать косвенным средством регулирующего влияния государства на деятельность УЗ, а также признано необходимым привести перечень таких средств в новом подпункте 21 статьи 12 ХК Украины. Сделан вывод о различном объеме компетенции УЗ в отношениях с органами хозяйственного руководства, субъектами хозяйствования и потребителями. В качестве критерия для определения размеров государственной поддержки УЗ избрана доля участия последних в реализации государственных программ и проектов. Предложены направления защиты публичной собственности на рынке образовательных услуг. В составе имущества УЗ определена инновационная составляющая – перспективные имущественные активы. В третьем разделе классифицированы услуги, предоставляемые в сфере образования; выделены виды основной и дополнительной образовательной деятельности, а также иной (необразовательной) хозяйственной деятельности УЗ. Сделан вывод, что образовательная деятельность связана с передачей знаний, умений и навыков. Главным критерием отнесения видов деятельности к этой группе является совокупность действий УЗ, их предоставляющего, а не платность. Приведены характеристики деятельности УЗ. Названы критерии определения степени эффективности выполнения УЗ научно-исследовательских работ и их государственного финансирования. Предложено внести в законодательство соответствующие изменения с целью усиления учебно-научно-промышленной интеграции, создания технопарков, объединений предприятий, направлением деятельности которых будет разработка инновационного продукта и внедрение его в практику. Аргументирована необходимость создания межвузовских объединений библиотек и их электронных фондов. Предложено применять хозяйственные санкции к работодателям и государственным органам в случае нарушения ими законодательства о повышении квалификации и наоборот. Предложено расширить перечень платных образовательных и необразовательных услуг и эффективнее использовать имущество УЗ. В четвертом разделе на основе опыта государств-членов ЕС и других европейских стран для защиты качества услуг УЗ предложено более взвешенно подходить к внедрению рекомендационных положений Болонской декларации; усилить государственный контроль за религиозными УЗ, предоставлять последним государственную поддержку лишь в случае реализации ими государственных программ и заданий. Принимая во внимание законодательство и опыт государств-членов СНГ целесообразным, по мнению автора, будет дополнение законодательства Украины в части: усиления связи с практикой и работодателями; определения существенных условий основных хозяйственных и иных договоров с участием УЗ; введения минимального размера уставного капитала для частных УЗ и др. Опыт США позволил предложить активное внедрение и законодательное обеспечение основ разноуровневого негосударственного финансирования УЗ. Законодательство и практика его применения в государствах Юго-Восточной Азии позволили сформулировать предложения о внесении изменений в соответствующее украинское законодательство, направленных на: финансовую поддержку ВУЗов, достигших уровня мировой элиты; создание технопарков и реализации программ повышения качества услуг УЗ и др.
Doctrine determination of concept «economic activity of EI» was given; singled out 14 historical and legal stages of the formation of the legal status of EI, defined as organizational and economic legal nature of the act of creation EI; prompted the introduction of indirect measures of regulative influence of the state, highlighted the innovative part of the property EI – «prospective property assets»; proposed regulatory definition of essential terms of agreements in the field of education, the minimum authorized capital for private EI. Improved provision for: licensing of proprietary software EI, characteristics of services in the field of education. We got further development: classification of EI, provision of state financing EI; organizing functions of management EI, proposals for the formation of associations of universities libraries, spurring employers to EI and training employees; proposals to improve the implementation of EI educational and not educational paid work; delimitation implementing rules of the Bologna Declaration, the provisions of strengthening state control over religious EI, introducing a private finance EI, provisions of international experience.

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Senate, University of Arizona Faculty. "Faculty Senate Minutes May 6, 2013." University of Arizona Faculty Senate (Tucson, AZ), 2013. http://hdl.handle.net/10150/301423.

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Daly, Marwa El. "Challenges and potentials of channeling local philanthropy towards development and aocial justice and the role of waqf (Islamic and Arab-civic endowments) in building community foundations." Doctoral thesis, Humboldt-Universität zu Berlin, Philosophische Fakultät III, 2012. http://dx.doi.org/10.18452/16511.

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Diese Arbeit bietet eine solide theoretische Grundlage zu Philanthropie und religiös motivierten Spendenaktivitäten und deren Einfluss auf Wohltätigkeitstrends, Entwicklungszusammenarbeit und einer auf dem Gedanken der sozialen Gerechtigkeit beruhenden Philanthropie. Untersucht werden dafür die Strukturen religiös motivierte Spenden, für die in der islamischen Tradition die Begriffe „zakat“, „Waqf“ oder im Plural auch „awqaf-“ oder „Sadaqa“ verwendet werden, der christliche Begriff dafür lautet „tithes“ oder „ushour“. Aufbauend auf diesem theoretischen Rahmenwerk analysiert die qualitative und quantitative Feldstudie auf nationaler Ebene, wie die ägyptische Öffentlichkeit Philanthropie, soziale Gerechtigkeit, Menschenrechte, Spenden, Freiwilligenarbeit und andere Konzepte des zivilgesellschaftlichen Engagements wahrnimmt. Um eine umfassende und repräsentative Datengrundlage zu erhalten, wurden 2000 Haushalte, 200 zivilgesellschaftliche Organisationen erfasst, sowie Spender, Empfänger, religiöse Wohltäter und andere Akteure interviewt. Die so gewonnen Erkenntnisse lassen aussagekräftige Aufschlüsse über philanthropische Trends zu. Erstmals wird so auch eine finanzielle Einschätzung und Bewertung der Aktivitäten im lokalen Wohltätigkeitsbereich möglich, die sich auf mehr als eine Billion US-Dollar beziffern lassen. Die Erhebung weist nach, dass gemessen an den Pro-Kopf-Aufwendungen die privaten Spendenaktivitäten weitaus wichtiger sind als auswärtige wirtschaftliche Hilfe für Ägypten. Das wiederum lässt Rückschlüsse zu, welche Bedeutung lokale Wohltätigkeit erlangen kann, wenn sie richtig gesteuert wird und nicht wie bislang oft im Teufelskreis von ad-hoc-Spenden oder Hilfen von Privatperson an Privatperson gefangen ist. Die Studie stellt außerdem eine Verbindung her zwischen lokalen Wohltätigkeits-Mechanismen, die meist auf religiösen und kulturellen Werten beruhen, und modernen Strukturen, wie etwa Gemeinde-Stiftungen oder Gemeinde-„waqf“, innerhalb derer die Spenden eine nachhaltige Veränderung bewirken können. Daher bietet diese Arbeit also eine umfassende wissenschaftliche Grundlage, die nicht nur ein besseres Verständnis, sondern auch den nachhaltiger Aus- und Aufbau lokaler Wohltätigkeitsstrukturen in Ägypten ermöglicht. Zentral ist dabei vor allem die Rolle lokaler, individueller Spenden, die beispielsweise für Stiftungen auf der Gemeindeebene eingesetzt, wesentlich zu einer nachhaltigen Entwicklung beitragen könnten – und das nicht nur in Ägypten, sondern in der gesamten arabischen Region. Als konkretes Ergebnis dieser Arbeit, wurde ein innovatives Modell entwickelt, dass neben den wissenschaftlichen Daten das Konzept der „waqf“ berücksichtigt. Der Wissenschaftlerin und einem engagierten Vorstand ist es auf dieser Grundlage gelungen, die Waqfeyat al Maadi Community Foundation (WMCF) zu gründen, die nicht nur ein Modell für eine Bürgerstiftung ist, sondern auch das tradierte Konzept der „waqf“ als praktikable und verbürgte Wohlstätigkeitsstruktur sinnvoll weiterentwickelt.
This work provides a solid theoretical base on philanthropy, religious giving (Islamic zakat, ‘ushour, Waqf -plural: awqaf-, Sadaqa and Christian tithes or ‘ushour), and their implications on giving trends, development work, social justice philanthropy. The field study (quantitative and qualitative) that supports the theoretical framework reflects at a national level the Egyptian public’s perceptions on philanthropy, social justice, human rights, giving and volunteering and other concepts that determine the peoples’ civic engagement. The statistics cover 2000 households, 200 Civil Society Organizations distributed all over Egypt and interviews donors, recipients, religious people and other stakeholders. The numbers reflect philanthropic trends and for the first time provide a monetary estimate of local philanthropy of over USD 1 Billion annually. The survey proves that the per capita share of philanthropy outweighs the per capita share of foreign economic assistance to Egypt, which implies the significance of local giving if properly channeled, and not as it is actually consumed in the vicious circle of ad-hoc, person to person charity. In addition, the study relates local giving mechanisms derived from religion and culture to modern actual structures, like community foundations or community waqf that could bring about sustainable change in the communities. In sum, the work provides a comprehensive scientific base to help understand- and build on local philanthropy in Egypt. It explores the role that local individual giving could play in achieving sustainable development and building a new wave of community foundations not only in Egypt but in the Arab region at large. As a tangible result of this thesis, an innovative model that revives the concept of waqf and builds on the study’s results was created by the researcher and a dedicated board of trustees who succeeded in establishing Waqfeyat al Maadi Community Foundation (WMCF) that not only introduces the community foundation model to Egypt, but revives and modernizes the waqf as a practical authentic philanthropic structure.

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Guth, Jessica, and C. Ashford. "The Legal Education and Training Review: regulating socio-legal and liberal legal education?" 2014. http://hdl.handle.net/10454/10270.

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No
The Legal Education and Training Review (LETR) which reported in June 2013 conceded that undergraduate law degrees are generally outside the remit of the review other than when there is a direct impact on the provision of legal services. On first glance therefore the review has few implications for those of us interested in delivering a liberal legal education and developing socio-legal approaches to law and legal study. However, on closer reading, the report contains a number of suggestions which, if taken up by the regulators, have significant potential to change law degrees, even if regulation remains “light touch”. This article explores those issues with a particular focus on the implications for liberal law degrees and socio-legal approaches to law teaching. In particular the article will explore issues around possible changes to foundation subjects; the creation of a framework of learning outcomes; the possible strengthening of legal writing and research in the curriculum and the opportunities offered for the introduction of more socio-legal material; and the trickle-down effect likely to be felt by providers of undergraduate law degrees of changes in regulation of legal services and as a result of student, employer and other stakeholder expectations.

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46

Konkamani, Francis Xavier. "Nurses' perperceptions regarding ethico-legal training in Ghana." Diss., 2017. http://hdl.handle.net/10500/23156.

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The purpose of the study was to examine the perceptions of nurses regarding ethico-legal training in Ghana. The study further determined whether there were any discrepancies regarding ethico-legal training of nurses in Ghana, using six hospitals in the Upper West Region (Province). Data were collected through a quantitative, cross sectional research design. Out of 150 people constituting the study population, a sample size of 110 respondents was drawn. A self-developed questionnaire was used to collect data. Nurses who have been in practice for at least five years answered the questionnaires. The convenience sampling technique was found to be appropriate for this study. The Statistical Package for the Social Sciences (SPSS) was used to analyse data. The findings revealed that although ethico-legal topics were contained in the nursing training curriculum, majority of nurses did not receive teaching/training on them, making nurses vulnerable to litigation.
Health Studies
M. A. (Nursing Science)

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47

Tu, Chia-Chi, and 凃家棋. "A Study on Legal Training of Government Procurement Specialists." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/36728057960610081132.

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碩士
國立臺北大學
公共行政暨政策學系碩士在職專班
103
With the continuous expansion of government functions, to take into account both advantages and disadvantages of government procurement policies, one of the important influential factors in the aspect of implementation is “government procurement specialists”. However, the Certification and Management of Regulations for Procurement Specialists Qualifying, Examination Training have been brought into force for over a decade, are the training model and the course plan actually consistent with the practical legal knowledge requirements? So far there hasn’t been any related review or study. Thus, this study aims to, through literature analyses and in-depth interviews, learn more about the job positioning of government procurement specialists and the training system, analyze the current issues related to legal training, and propose some solutions for legal training reformation based on the research results as the reference for related government institutions to modify their procurement specialist training system. 　　The study findings include that the government procurement specialist positions should be full-time positions, the welfare for the procurement specialist positions is not enough, the current training system needs to be improved, the current legal training cannot meet the requirements for the procurement specialist positions, the procurement specialists' legal knowledge needs to be improved, and the legal training system should be modified as soon as possible to become appropriate to the current situation. Thus, this study proposes 3 suggestions as references: The procurement specialist job must be positioned as a professional job, training courses must be designed to meet practical requirements, and the legal training system must be actively modified through revision of related laws. And this study proposes 4 solutions for legal training system reformation: including courses of procurement related laws in the current training system, designing a legal professional certification system for procurement specialists, employing professional talents from procurement related fields or school departments through national exams, and building a "procurement platform" to integrate government procurement affairs.

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48

Linxia, Liu. "The influence of legal training for doctors on medical disputes." Doctoral thesis, 2021. http://hdl.handle.net/10071/24957.

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In the context of rule by l aw in China and law based management in hospitals, it is an efficient way to reduce the occurrence of disputes through improving the medical staff professional literacy and keeping doctors abreast of the latest legal provisions concerning the rights and obligations of patients. Many studies have proposed measures to reduce medical disputes and to strengthen the legal knowledge training for medical staff. However, legal training for medical staff in Chinese medical institutions is still relatively traditional, which cannot reach the goal of reducing medical disputes. Considering the root causes of medical disputes in China, the realistic background of high incidence of medical disputes and the necessity of legal training for doctors, the following issue s are studied: (1) What are the factors that affect the effectiveness of legal training for doctors? (2) What are the impacts of training for doctors to practice by law on reducing patient complaints, medical disputes and enhancing doctors’ law awareness? This thesis adopts quantitative research methods. On the premise of analyzing 10 year data and big data of medical dispute litigation, the research data was obtained through t he doctor’s legal demand scale, the doctor’s cognition scale and the sample collection ( such as questionnaire) With SPSS statistical analysis software, all the questionnaires were analyzed by single factor, multiple factor analysis and linear regression analysis. The effectiveness evaluation of legal training for doctors adopts Kirkpatrick’s four level evaluation model , filling the application blank of the Chinese doctors’ legal training evaluation theory in the field of Kirkpatrick’s four level evaluation. The findings may be of reference significance for doctors’ legal training, reducing the incidence of medical disputes and improving the doctor patient relationship. However, due to the shortcomings of sample data an d cross sectional research design, the research results s till have some limitations.
De acordo com a legislação para a governação dos hospitais há uma modo eficiente de reduzir a ocorrência de litígios através da melhoria da literacia profissional do corpo clínico providenciando lhes a informação respeitant e aos direitos e obrigações dos doentes. Autores diversos têm vindo a propor medidas para reduzir os disputas litigiosas dos médicos e todos referem a importância do fortalecimento do conhecimento jurídico na formação do corpo clínico. No entanto, a formaç ão nesta área do pessoal médico em instituições médicas chinesas ainda é relativamente tradicional, não tendo este tipo de formação atingido ainda o objetivo de reduzir significativamente os litígios. Considerando a sequência de causas dos litígios médicos na China, a constatação da alta incidência de disputas litigiosas e a necessidade de formação jurídica dos médicos, coloca questões a serem estudadas: (1) Quais são os fatores que afetam a eficácia da formação dos médicos para atuarem de acordo com a lei? (2) Quais são os impactos da formação jurídica dos médicos na redução de reclamações dos doentes, diminuindo os litígio e controvérsias e aumentando a consciencialização dos médicos sobre a legislação existente? A presente pesquisa adota método quantitativos. Foram analizados dados de 10 anos do contencioso médico. Os dados da pesquisa foram obtidos de acordo com várias escalas. Utilizando o software de análise estatística SPSS, analisamos os questionários recorrendo à análise fatorial e análise de regress ão linear simples e multifatorial. A avaliação da validade da formação jurídica dos médicos adota a avaliação dos quatro níveis de Kirkpatrick, que vem preencher as lacunas da avaliação existente da formação jurídica dos médicos chineses . As conclusões podem ser significativas e servirem de referência para a formação jurídica dos médicos, reduzindo a incidência de disputas litigiosas e melhorando a relação médico doente. No entanto, devido às limitações da amostra e design da pesquisa, os resultados apre sentam algumas limitações.

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49

Tu, Hui-Ling, and 杜慧玲. "A Study on the Legal Interpreter Training Program—Interpreters’ Perspectives." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/aju5zc.

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碩士
國立臺灣師範大學
翻譯研究所
107
According to The International Bill of Human Rights, everyone charged with a criminal offence has the minimum right to have the free assistance of an interpreter if he cannot understand or speak the language used in court. Without court interpretation, justice could not be served for the aforementioned party in the judicial system. Taiwan has adopted the scheduled court interpretation system since 2008, and has gradually provided the training program for court interpreters. However, whether the program is sufficient for court interpreters and whether the program corresponds to the ability court interpreters value or equip with are worth examining. This study adopted the quantitative method to analyze eight items in court interpretation, including the language proficiency, the equivalence in translation, the explanation for language and cultural differences, the role neutrality, confidentiality, legal knowledge, continued refinement of court interpreting skills, and professional appearance of a court interpreter. In a questionnaire, court interpreters were asked to rate the eight items from three aspects—the importance, their ability to meet the requirements, and the training from the program—on the 5-point Likert Scale. Repeated measured ANOVA and LSD were employed to analyze the data. The results showed the statistically significant difference between the mean of each item from the three aspects. The court interpreters were also interviewed to further explore their expectation for the adjustment to the program. Lastly, the study offers advice on the current program for court interpretation based on the quantitative results and qualitative interviews.

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50

Mokhothu, Limakatso. "Paralegal training in Lesotho." Thesis, 2014.

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This study examines how paralegal training in Lesotho was designed and managed. It analyses the content of the training and methods used. An assessment is made of how the participants used the training in the field. Since the inception of paralegal training in 1993 in Lesotho, no systematic and consolidated analysis lias been done to present a story on the existence o f the paralegal training programme. Paralegal training in this context is defined as the training of community-based people who are given skills to help disadvantaged individuals and groups to fight for thcirrights through the legal system. The legal profession adopted the use o f "barefoot lawyers" to address the imbalance in the accessibility o f legal services and facilities. Internationally the use of paralegals has taken root. In Lesotho the use of paralegals is fairly new, so there is the need to explore mis approach. There are two organisadons involved in paralegal training - the Community Legal Resource and Advice Centre (CLRAC) and the Lesotho Federation of Women Lawyers (FIDA). Both serve urban and rural populations. Lesotho being a case in point, this is a study aimed at obtaining in-depth information to highlight the paralegal training programme in Lesotho. It sought to ask critical questions about who were recruited as paralegal trainees, which topics were handled in the paralegal training programme, what training methods were used and what responsibilities paralegals fulfil after training. The outcome of this study has already contributed towards establishing a common content and methodology by presenting a systematic analysis of differences and common issues. The methods used to compile the Lesotho case study of paralegal training were reference to files and reports kept by CLRAC and FIDA,in house interviews and observations and interviews with paralegals and village leaders. Forty paralegals, who were trained by the two organisations, were involved in the study. They were identified from the districts o f Module's Hock, Mafeteng, Thaba-Tseka, (the three districts where CLRAC operates), Teyateyaneng and Quthing (two o f the three districts where FIDA operates). An interview schedule was developed which was used lo collect the information from the different respondents who were available during data collection phase of the study. The outcome of this study is that paralegal work is useful. There is the need to train more people as paralegals and to design the paralegal training programme in such a way that it responds to problems within a given context of rural and urban settings.

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Dissertations / Theses on the topic 'Legal training'

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