Univerzita Karlova v Praze Právnická fakulta Tereza Přecechtělová NAŘÍZENÍ BRUSEL I A JINÉ PROCESNÍ PŘEDPISY EVROPSKÉHO MEZINÁRODNÍHO PRÁVA SOUKROMÉHO (se zaměřením na pojem uznání) Diplomová práce Vedoucí diplomové práce: JUDr. Bc. Jan Brodec, LL.M., Ph.D. Katedra obchodního práva Datum vypracování práce: 10. června 2014 Abstract The Diploma thesis "Regulation Brussels I and other procedural legislation of European private international law (with regards to the concept of recognition)" focuses on the analysis of the so-called "fifth freedom" - the free circulation of judgments within the EU. The aim of the thesis is to analyze the procedural legislation of European private international law concerning their approach to the concept of recognition using the descriptive-analytical method. The thesis is mainly focused on the newly adopted Regulation of European Parliament and of the Council (EU) No 1215/2012 of 12 December 2012 on jurisdiction and the recognition and enforcement of judgments in civil and commercial matters (herein also referred to as the Brussels I bis Regulation) and to the Council Regulation (EC) No 1346/2000 of 29 May 2000 on Insolvency Proceedings (herein also referred to as the Regulation on Insolvency Proceedings). In detail, for both deals with analysis of application of the principle...

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Financial aid contributes significantly to higher education participation in South Africa. However, while research focused on how financial aid improved access to University, little is known about its effect on ‘on-time' degree completion. Therefore, this research aimed to investigate to what extent financial aid affected the likelihood of on-time graduation as a function of selected student input and higher educational factors for students' success in studying towards a Bachelor of Commerce (BCom) at the University of Cape Town (UCT). To better understand the above factors, the researcher conducted a quantitative study applying Event History Analysis (EHA) and the Input-Environment-Output (I-E-O) model (Astin, 1993). A logistic regression within a discrete-time model with a personperiod dataset was performed. Data from the 2013 to 2018 UCT student records formed the basis of this research with a sample size of N=842. Based on the literature review, the input variables were gender, race, age, school type, final grade 12 marks and students' performance in the National Benchmark Tests (NBT). The environmental variables were enrollment in the academic development and support programme ‘Step-Up' and financial aid. Contrary to expectation, the results for the environmental variables surprisingly revealed that receiving financial aid decreased the likelihood of on-time graduation. Receiving GAP Aid indicated no statistically significant association with on-time graduation. Furthermore, enrolment in Step Up significantly increased the likelihood of on-time graduation, all else being equal. The findings for the input variables indicated that females and younger students were more likely to graduate on time than males and older students. White students were more likely to graduate on time than Black, Coloured and Indian/Asian students, which shows that this issue remains a transformation issue for Higher Education Institutions (HEIs). Another unexpected result was that the type of school attended and participation in NSC English indicated no association with on-time graduation. Most notably, students with NSC Accounting had a more significantly positive likelihood of on-time graduation than students with NSC Mathematics only. The research findings contribute value to the discussions on accounting education research and how to improve on-time degree completion. Secondly, the results could benefit policy decisions for student admission to the BCom programme. While the research results will reflect the nature of this specific university, the findings may also be valuable to other public HEIs with similar admission standards and student bodies.

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Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2018-05-04T16:48:23Z No. of bitstreams: 1 ANNA KAROLINA SANTORO BORGES.pdf: 1907885 bytes, checksum: 4009d57e6f1cd5088bbd0979e4a8540e (MD5) / Made available in DSpace on 2018-05-04T16:48:23Z (GMT). No. of bitstreams: 1 ANNA KAROLINA SANTORO BORGES.pdf: 1907885 bytes, checksum: 4009d57e6f1cd5088bbd0979e4a8540e (MD5) Previous issue date: 2018-02-22 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / Bullying is a type of violence that occurs between peers, especially within school settings. Its main characteristics include repeated and intentional unpleasant actions from one student towards another, which are cause of suffering to the victim and damages to all involved. It is known that children with disabilities experience more bullying than children without disabilities. Thus, considering that contemporary school has a duty to provide a healthy learning environment to disabled students, the present study aimed to investigate the conceptions of elementary school teachers about bullying and the inclusion of students with disabilities in the regular system of education. Participants included six teachers from a municipal education network in the countryside of the state of S?o Paulo. Instruments used were: a semistructured interview about bullying and school inclusion for teachers and a questionnaire on bullying directed to teachers of disabled students. Data were submitted to content analysis (Lavine & Dionne (1999) The results indicated that teachers have good knowledge of bullying and that they are aware of their key role regarding the education of their disabled students. They also showed that students with disabilities experience more exclusion than others. However, it was not possible to identify similarities among participants in relation to how bullying occurs in children with disabilities. It was also observed that the fact of being a specialist or generalist teacher can influence the conceptions of these educators on the investigated themes and that the kind of disability of the students influences the practice of these teachers and the way the class interacts with this student. / O bullying ? um tipo de viol?ncia que ocorre entre pares, principalmente na escola. Suas caracter?sticas principais s?o a??es repetidas e intencionais de um aluno contra outro, que causam sofrimento ? v?tima e danos a todos os envolvidos. Sabese que crian?as com defici?ncia sofrem mais bullying do que crian?as sem defici?ncia. Portanto, considerando-se que a escola contempor?nea tem o dever de propiciar um espa?o saud?vel de aprendizagem para os alunos com defici?ncia, este estudo teve como objetivo investigar as concep??es de professores do Ensino Fundamental I sobre bullying e os alunos com defici?ncia inclu?dos no sistema regular de ensino. Participaram seis professores da rede municipal de Educa??o de uma cidade do interior de S?o Paulo. Os instrumentos utilizados foram: entrevista semiestruturada sobre bullying e inclus?o escolar para professores, bem como question?rio sobre bullying direcionado aos professores de alunos com defici?ncia. Os dados foram submetidos ? an?lise de conte?do, de acordo com Lavine & Dionne (1999). Os resultados indicaram que os professores t?m bons conhecimentos sobre bullying e que entendem seu papel fundamental em rela??o ? educa??o de seus alunos com defici?ncia. Al?m disso, os alunos com defici?ncia sofrem mais exclus?o do que os demais alunos. Entretanto, n?o foi poss?vel identificar similaridades em rela??o ?s concep??es dos participantes quanto a como ocorre o bullying em crian?as com defici?ncia. Observou-se ainda que ser professor especialista ou generalista pode influenciar as concep??es desses professores sobre as tem?ticas investigadas e que o tipo de defici?ncia do aluno em inclus?o influ?ncia nas pr?ticas desses professores e na forma como a classe interage com esse aluno.

Budget cuts at a California community college prompted stakeholders to consider dropping the college's general education information literacy (IL) requirement. Broad institutional outcomes data showed learning gains, but no targeted assessment existed regarding the IL requirement's impact on those gains. This quantitative study used Astin and Antonio's Inputs-Environment-Outcomes (I-E-O) assessment model to address relationships among student characteristics of demographic and prior preparation (Inputs), the IL requirement (Environment), and student reports of information critical analysis behavior and confidence (Outcomes). Study participants were 525 students aged 18 years and older who had completed the IL course with a grade of 2.0 or better and volunteered to complete an anonymous survey. The majority of participants reported the IL requirement had a positive impact upon subsequent coursework, with 87% stating that taking it in the first or second term would be most helpful. Less preparedness for information critical analysis prior to the IL course was significantly correlated (r = -.35, r = -.38, p < .001) with higher reported frequency of 2 measures of information evaluation changes following completion of the course. The 3 hierarchical multiple regression analyses revealed that the predictors of student demographic characteristics, prior student preparation, and IL course format contributed significantly to reported information critical analysis and confidence. The study's outcome was a white paper with recommendations to support completion of the IL course requirement early, continue the IL requirement, and repeat the study's survey in the future. Effective IL education promotes information evaluation behaviors essential to informed members of society.

Budget cuts at a California community college prompted stakeholders to consider dropping the college's general education information literacy (IL) requirement. Broad institutional outcomes data showed learning gains, but no targeted assessment existed regarding the IL requirement's impact on those gains. This quantitative study used Astin and Antonio's Inputs-Environment-Outcomes (I-E-O) assessment model to address relationships among student characteristics of demographic and prior preparation (Inputs), the IL requirement (Environment), and student reports of information critical analysis behavior and confidence (Outcomes). Study participants were 525 students aged 18 years and older who had completed the IL course with a grade of 2.0 or better and volunteered to complete an anonymous survey. The majority of participants reported the IL requirement had a positive impact upon subsequent coursework, with 87% stating that taking it in the first or second term would be most helpful. Less preparedness for information critical analysis prior to the IL course was significantly correlated (r = -.35, r = -.38, p < .001) with higher reported frequency of 2 measures of information evaluation changes following completion of the course. The 3 hierarchical multiple regression analyses revealed that the predictors of student demographic characteristics, prior student preparation, and IL course format contributed significantly to reported information critical analysis and confidence. The study's outcome was a white paper with recommendations to support completion of the IL course requirement early, continue the IL requirement, and repeat the study's survey in the future. Effective IL education promotes information evaluation behaviors essential to informed members of society.

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