The Financial Arbitrator and alternative dispute resolution are the integral part of current decision-making practice. Their development is tendentious particularly in recent times. This diploma thesis aim is critically evaluate the institute of the Financial Arbitrator and compare it with arbitration and mediation. The thesis briefly describes the institutes themselves, their legal regulations and outlines their historical development. In my thesis I focused mainly on the similarities as well as differences of these institutes. Then I compared these decision-making practices with the court proceedings in the last fifth chapter, so the thesis gives a comprehensive overview of the possibilities of resolution making practice. The thesis focused on the situation in the Czech Republic and did not evaluate the foreign situation, although the author is aware of certain continuity with the development among the countries. The methodology of the thesis was adapted to the chosen topic. The basis was literary research. By comparing the problems, opinions, hypotheses and premise was possible to reach a final reasoned opinion. The principal methods were the method of analysis and synthesis. An important basis for this work was the annual reports of the Financial Arbitrator available from the finarbitr.cz...

178 REGULATION OF ALTERNATIVE INTERNATIONAL COMMERCIAL DISPUTES RESOLUTION IN THE RUSSIAN FEDERATION ABSTRACT The object of this dissertation is an analysis of legal regulation of alternative international commercial disputes resolution in the Russian Federation, both from theoretical and practical perspectives. The work deals in detail with alternative international commercial disputes resolution regulated in the Russian legislation, i.e. with arbitration and mediation of international commercial disputes, analyzes their position within the Russian legal framework, interconnection with the judicial proceedings, legislation national dispute regulation, role of state organs within the proceedings including acknowledgement and enforcement of arbitration awards and mediation agreement.. Both of these ways are further analyzed in separate chapters that together form the core of this dissertation. The respective main chapters (devoted to arbitration and mediation of international commercial disputes) are further devided into subchapters, in which are analyzed the individual procedural institutes of arbitration and mediation of international commercial disputes. Special attention is devoted to the grounds and the process of setting aside of a foreign arbitral award as well as with the grounds and the process of...

Thesis advisor: Jeffrey Bloechl / Is it possible for a finite thing to mediate an infinite God? Would it not be as futile as a hand trying to grasp the entire earth, or a seashell to contain the ocean? A finite thing is by definition limited, and thus its attempt to reveal an infinite God seems to lead immediately to two possible outcomes: (a) idolatry, where the finite fails to adequately capture God, where mediator becomes imposter, and (b) iconoclasm, which recognizes the inevitable failure of mediation and seeks to avoid or destroy any further attempts to carry it out. While taking different courses of action, their opposition reveals a deeper unity: both posit an implicit competition between the infinite God and finite reality. And yet most religions still claim mediation of God is possible. How do they avoid this impasse? To explore this possibility of mediation, I turn to the things themselves, focusing on the particular case of the icon. As something to be looked at, touched, or kissed, the icon reminds us how deeply rooted we are in the senses we prefer to take for granted, and cuts short any attempts to “spirit away” the finite limitations of human existence. The Introduction contextualizes this first problem, but upon turning to the icon in Chapter 1 a second problem immediately arises. What is an icon, and how do we approach it? Aesthetics, history, patristics, and contemporary theology have a legitimate claim on its identity, but also suffer from significant blind spots. By untangling the lines of these debates, I show that two questions critical to my inquiry remain without a satisfactory answer: 1) What is an image, and how does it mediate the truth in what it shows? 2) What would it mean for God to “show” himself? I argue that phenomenology will serve as a productive way forward on both these fronts. Chapter 2 uses the work of Hans-Georg Gadamer to address the first of these questions with a hermeneutic phenomenology of the image. Chapter 3 addresses the second in dialogue with Jean-Luc Marion. Although Marion does engage with the question of the painted icon in several places, the “icon” for Marion is not primarily a question of images, but of the unique way that God shows himself. When combined with Gadamer’s aesthetics this will offer the launching point for my phenomenological analysis of the icon in Chapters 4 and 5. The icon is something to be seen, but also something to be touched and kissed. It is a kind of representational art, with a unique style and clearly defined content, but also embedded in a practice of substitutional prayer and shared with a liturgical community. I show how each of these dimensions of meaningful mediation arises within ordinary human experience and how its structure changes as it is extended in prayer. Chapter 6 closes the inquiry by drawing these particular results into a final and general model of “iconic mediation.” This begins to explain how a finite thing in its limitations and particularities can mediate an infinite God, but only once we have exposed and subverted the layers of iconoclasm implicit in the original question. / Thesis (PhD) — Boston College, 2019. / Submitted to: Boston College. Graduate School of Arts and Sciences. / Discipline: Philosophy.

The aim of this study was to examine the relationship between work locus of control, the quality of exchanges between subordinates and leaders (leader-member exchange) and job satisfaction. The research design of this study was a non-experimental, cross-sectional mediator design. A biographical questionnaire was used to ascertain the demographic information for the participants. Work locus of control was assessed using Spector’s (1988) work locus of control measure. Leader Member exchange was measured utilizing the member form of the leader member exchange scale LMX7. Job satisfaction of the employees was measured using The Warr 15-item Job Satisfaction Scale (JSS). The sample consisted of 115 employees from all levels of the organisation with the exception of members in top management. The sampling strategy that was utilised was non-probability sampling in which participants were recruited on the basis of their willingness to participate in the study. The study used correlations and regression analyses to analyse the data. The results of this study indicated that work locus of control had an inverse relationship with job satisfaction and leader member exchange. Mediation regression analysis indicated that leader member exchange partially mediated the relationship between work locus of control and job satisfaction. In view of the findings of this study, it is suggested that researchers on industrial relations could focus on ways in which South African organisations could improve employee-manager relations through the management of employee work locus of control, leader-member exchanges and workplace factors that contribute to employee job satisfaction

This study was conducted as part of an ongoing research programme to evaluate and implement change in the School of Process and Materials Engineering (PRME) 1002 course curriculum to effect positive results in academic achievement, thus increasing throughput rates of first-year Chemical and Metallurgical engineering students. This study designed and implemented a cognitive mediated intervention programme adapted by Professor Skuy (2003) from Feuerstein's Instrumental Enrichment (1980) programme. The aim was to see if an extended programme period of time, 12 weeks as opposed to 5 weeks implemented in an earlier study by Viviers (2004), would significantly improve the academic performance of the sample of 20 first-year Metallurgy students as measured by the mid-year and end-of-year examination results. The study also aimed to find out if the cognitive mediation intervention programme would significantly improve the intellectual functioning of the Metallurgy students. The results show that mediating cognitive functions significantly improved the intellectual functioning of the sample of 20 students as measured by the pre- and post-test scores of the Cognitive Assessment System (Das & Naglieri, 1993). However, no significant improvement was found in the academic achievement of the students as measured by the examination results. Accordingly it was concluded that the extended period of time (12 weeks), was sufficient time to improve intellectual functioning of Metallurgy students, but insufficient time for this to transfer into academic achievement for the Metallurgy students. The study highlighted the difficulty of transfer in the engineering context, as well as the continued problem that first-year students have with the complex conceptual nature and demands of the PRME (1002) course.

SUMMARY: MEDIATION OF COMMERCIAL DISPUTES - DOMESTIC AND INTERNATIONAL PERSPECTIVES Dr. Martin Svatoš This paper addresses the mediation and its use in the both domestic and international commercial disputes. The milieu that serves as a source of the problems to be resolved during mediation is a specific one. It demands quick, cost-effective and confidential resolution of complicated disputes involving several parties. In general, this cannot be granted by the traditional ways of dispute resolution - litigation and arbitration. Mediation is regarded as a cost-effective and quick extrajudicial resolution of disputes in civil and commercial matters through processes tailored to the needs of the parties. On the other hand, there are several legal and legal-related issues that have to be discussed. And thus, the question that remains to be answered is: Is mediation really as effective as it is told? And in the case of a positive answer - why it is not the most commonly used dispute resolution procedure? The main goal of this thesis is to answer these queries. Its first part focuses on the issue of mediation in general. Quite surprisingly, there is no exact definition of mediation neither in the legal acts, nor in the opinion of the ADR experts. In contrast, plenty of definition can be found after short...

A tese aborda a área de intervenção educomunicativa Mediação Tecnológica na Educação MTE. Trata-se de uma das vertentes nas quais o campo da Educomunicação se estrutura epistemologicamente e que se encontra bastante evidenciada, nos dias de hoje, por conta da educação a distância (EaD). Nossa proposta é fazer um amplo levantamento do sentido e significado da MTE, de modo a aclarar seu entendimento a partir da análise histórica, etimológica e lingüísticopragmática sobre os usos correntes da expressão nos campos onde ela ocorre. A saber: a educomunicação, a comunicação e a educação. Espera-se, ao final, obter um nível de compreensão elevado sobre a MTE, permitindo que ela respalde com maior robustez a praxis das ações educomunicativas, principalmente daquelas identificadas com os vários projetos implementados na parceria entre o NCE e o poder público. / This study examines the Educommunication intervention called Technology Mediation in Education (MTE). This is one of the epistemological areas in which the field of Educommunication is built, clearly found in Distance Learning programs. Our objective is to conduct a detailed analysis of the meaning and significance of MTE, its history, etymology, and linguistic characteristics, as well as its current use in educommunication, communication, and education. We anticipate that this level of analysis will bring about a higher level of understanding of MTE, allowing for stronger educommunication praxis, particularly the practices implemented by the partnership between NCE and the public sector.

Thesis advisor: Thomas O'Hare / With implications for chronic disease and mortality, alcohol-related problems represent a threat to population health. Among U.S. Latinos, the process of acculturation has traditionally been identified as a predictor of drinking outcomes. However, past research on the relationship between acculturation and drinking has varied widely, leaving uncertainties regarding the circumstances under which the relationship operates or the reasons why the relationship is observed. The present study therefore explored the intricacies of the relationship between acculturation-related measures and drinking outcomes among U.S. Latinos, highlighting within-group variation based on sex and heritage country/region and the importance of examining mediators. Using a population-based probability sample of U.S. adults (NESARC-III, 2012-2013), the present study examined data from 7,037 self-identified Latinos. Using multivariable regression analyses, the study tested relationships between various conventionally-used acculturation measures (including proxy measures and an acculturation scale) and a range of drinking outcomes: drinking status, average daily ethanol intake, and DSM-5 alcohol use disorder. Moderation analyses examined the role of sex and heritage country/region. Finally, the study employed mediation analysis to test the hypothesized role of self-reported perceived ethnic discrimination as a mediator in the relationship between acculturation-related measures and drinking outcomes. Results indicated a significant and positive, albeit modest, relationship between acculturation-related measures and a range of drinking outcomes. Many of these relationships varied by sex or heritage country/region, depending on the specific acculturation-related measure and drinking outcome examined. Notably, the link between acculturation-related measures and DSM-5 alcohol use disorder was consistent for men and women. For Latino men, results of mediation analyses indicated that self-reported perceived ethnic discrimination acted as a partial mediator in the relationship between two acculturation-related measures and past-year DSM-5 alcohol use disorder. This finding lends credence to the notion that ethnic discrimination and experiences of “othering”—which can accompany the process of acculturation—may help explain problem drinking in U.S. Latino adult men. Further research is needed to uncover the variety of experiences or structures of discrimination involved in problem drinking among U.S. Latinos. Mediators in the relationship between acculturation and problem drinking may provide opportunities for intervention to weaken this detrimental relationship. / Thesis (PhD) — Boston College, 2019. / Submitted to: Boston College. Graduate School of Social Work. / Discipline: Social Work.

Esta pesquisa situa-se na interface Comunicação/Educação, pois envolve um produto midiático - as adaptações de obras literárias produzidas para o cinema - e sua presença na escola. Tal estudo implica o descentramento disciplinar como ruptura e, ao mesmo tempo, o estabelecimento de novas relações como resultado da abertura entre os vários saberes e as trocas epistemológicas. A desterritorialização, além de romper com a noção de tempo e espaço, também cria novas formas de apreensão do saber, na medida em que o limite entre um conhecimento e outro perde sua configuração consagrada e adquire novos contornos. Pretende-se refletir com base no conjunto epistemológico que dialogue no interior de dois campos de estudo distintos: o comunicacional e o educacional, e que nos permita compreender o impacto provocado pela mídia na formação do leitor de textos literários e de adaptações literárias. Para isso faz-se necessário traçar um percurso teórico que discuta sobretudo a função da escola e, consequentemente, do professor no novo contexto tecnológico. Nosso objetivo é analisar as interferências e interdependências das mediações que determinam a presença/ausência das adaptações cinematográficas no contexto escolar. Os professores, como mediadores do texto adaptado, são os sujeitos pesquisados, cujo grau de subjetividade revela formas de apreensão e recepção das mensagens midiáticas, um dos fatores determinantes para que as adaptações integrem ou não os conteúdos desenvolvidos em sala de aula. O cenário escolhido é o da escola, compreendida como instituição reguladora das atividades de leitura e exposta a várias mediações (macromediações e micromediações). O estudo das mediações, nas perspectivas de Martín-Barbero e Orozco Gómez, constitui as principais bases teóricas desta pesquisa. Como nossa investigação está centrada no fazer, no planejamento e na condução efetiva das práticas pedagógicas, o universo pesquisado é composto por professores de Língua Portuguesa e Literatura, atuantes em escolas do Ensino Médio da rede de ensino estadual, localizadas na cidade de São Paulo. Existem dominâncias de algumas mediações que influenciam na presença/ausência das adaptações em sala de aula. São as mediações que tratam diretamente da prática educativa, ou aquelas marcadas por aspectos da individualidade, ou aquelas que estão relacionadas às linguagens verbais e não-verbais. A dinâmica que ocorre no interior das mediações - responsável pelas escolhas pedagógicas - é determinada pelas tensões no jogo de mediações. / This research deals with the interface between Communications and Education, as it involves a media product - the adaptations of literature works produced for the film industry - and their presence at school. The study implies the discipline decentralization as a rupture and, at the same time, the establishment of new relations as a result of the opening between different knowledge and epistemological exchange. The deterritorialisation, besides disrupting the notion of time and space, also creates new types of learning, as long as the limit between different forms of knowledge loses its crystallized configuration and takes on new aspects. We intend to reflect taking into account the epistemological group which holds a dialogue inside the two distinct fields of study: the communicational and the educational, and that allow us to understand the impact caused by the media in the reader formation of literature texts and adaptations. To achieve this, it is necessary to follow a theoretical track which discusses mainly the role of school, and consequently, the role of the teacher in the new technological context.Our aim is to analyze the interference and the interdependence of mediation which determine the presence or absence of cinematography adaptations, in the school context. The teachers as mediators of adapted texts, are the subjects researched, whose level of subjectivity reveals forms of learning and reception of media messages, one of the determining factors making the adaptations be, or not be, part of the syllabus developed in the classroom. The scenario chosen is the school, understood as the institution regulator of reading activities and exposed to mediation (macro-mediation and micro-mediation). The study of mediation, from the perspective of Martin-Barbero and Orozco Gomes, constitute the principal theoretical bases of this research. Since our research is focused on the development, planning and effective implementation of pedagogical activities, the universe researched é composed of Portuguese and Literature teachers, working in public high schools in the state of São Paulo, situated in São Paulo City. The dominance of some forms of mediation has an influence on the presence or absence of adaptations in the classroom. They are the ones that have to do directly with the educational practice, or those marked by aspects of individuality, or those related to verbal and non-verbal languages. The dynamic which occurs inside the mediation - responsible for the pedagogical choices - is determined by the tension in the game of mediation.

A diversidade de linguagens, em consonância com os recursos tecnológicos disponíveis atualmente, marca a primeira década do século XXI. Em decorrência deste processo, houve mudanças nos modos de emissão e recepção de mensagens, que foram para além da Comunicação e adentraram a Educação. Sendo assim, no cenário contemporâneo a escola é o local que reflete as idiossincrasias sociais quanto à utilização dos aparatos midiáticos. A incorporação das linguagens comunicacionais no referido contexto torna-se, cada vez mais, um processo naturalizado, no qual o docente tem uma importante função, sobretudo o especialista em Língua Portuguesa. Afinal, cabe a este profissional a execução de ações pedagógicas voltadas à aquisição das habilidades de leitura e escrita e, consequentemente, das capacidades de argumentar e interpretar, competências imprescindíveis para os alunos como forma de garantir a autonomia destes cidadãos em todos os aspectos da vida profissional e pessoal. O papel de mediação que os meios de comunicação, os dispositivos e, principalmente, os educadores adquirem neste processo é fundamental para a orientação dos jovens incorporados ao mundo digital. Por admitir a relevância destes profissionais, determinamos como foco da investigação a opinião do educador especialista de Língua Portuguesa sobre o entendimento quanto à utilização de instâncias midiáticas no ambiente escolar. Com este fundamento, verificamos como os professores de Língua Portuguesa do município de Barueri, região metropolitana de São Paulo, utilizam as linguagens do jornalismo e da publicidade, como compreendem a inter-relação comunicação e educação perante as exigências do atendimento do aluno adolescente dos anos finais (8º e 9º anos) do Ensino Fundamental. Diante de tais questionamentos, a pesquisa examina o seguinte problema: como as linguagens da comunicação das esferas jornalística e publicitária são legitimadas na prática dos docentes de Língua Portuguesa de Barueri nos anos finais do Ensino Fundamental? As reflexões teóricas fundamentadas na perspectiva dos Estudos Culturais perpassam aspectos conceituais que, em diálogos com o objeto empírico, consideram o processo da interface entre Comunicação e Educação. O modelo metodológico adotado é o proposto por Maria Immacolata Vassallo de Lopes, com base na reflexão, por meio das seguintes técnicas: observação indireta, questionários e entrevistas. / The diversity of languages, in line with the technological resources available today, marks the first decade of this century. As a result of this process, there were changes in the modes of transmission and reception of messages, which were beyond entered the Communication and Education. Thus, in the contemporary scene is the local school, which reflects the idiosyncrasies in the use of social media apparatuses. The incorporation of language communication in that context becomes, increasingly, a natural process in which the teacher has an important function, especially the specialist in Portuguese. After all, it\'s up to the execution of this professional pedagogical actions aimed at acquiring the skills of reading and writing and, consequently, the ability of interpretation and argumentation skills essential for students in order to guarantee the autonomy of citizens in all aspects of life professional and personal. The important role of mediation that the media, devices, and especially educators acquire in this process is critical to guiding young people incorporated into the digital world. By admitting the relevance of these professionals, we determined the focus of investigation to understand the educator expert in the area into consideration and use of media bodies in the school environment. With this foundation, we examine how teachers of Portuguese in the city of Barueri, metropolitan region of São Paulo, using the language of journalism and advertising, as they understand the interrelationship communication and education to the demands of the student\'s attendance of teen final cycles (8 and 9 years) Elementary School. Given these questions, the research examines the following problem: how languages of communication in journalism and advertising spheres are legitimized the practice of teachers of Portuguese Barueri in the final years of elementary school? The theoretical reflections based on the perspective of cultural studies conceptual issues that underlie, in dialogue with the empirical object, consider the process of interface between communication and education. The methodological model adopted is that proposed by Maria Immacolata Vassallo de Lopes, based on reflection, through the following techniques: indirect observation, questionnaires and interviews.