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The legality of music sampling is in Sweden unknown. The reason for this is mainly the lack of relevant case law and that the legislation and legislative history has not reach clarity within this subject. There are generally two different routes and perspectives on sample issues. The first main route is that samples should be judged according to the “common” copyright rules where originality, similarity and other factors need to be investigated. The second route is that sampling issues should be judged upon the neighbouring rights, and within these rules no other tests needs to be included. It is simply an infringement if it is proven that someone has in fact sampled a recording. American case law has inherent both views and most often are pending between these views. German case law however made it clear in the Kraftwerk case that the neighbouring rights are used within German law. Through this inconsistency the authors have not found any clear indications which rules a Swedish court would apply. Due to the relationship between Sweden and Germany, and that they are both members of the European Union the authors believe that Sweden will judge accordingly to the neighbouring rights. However, the authors believe that the neighbouring rights were created for the purpose to contradict piracy and not sampling disputes. Furthermore, neither the legislative history nor judicial literature gives any indications that the neighbouring rights should be used when a part of a work has been altered and used in a new work. The author’s personal beliefs are therefore that the neighbouring rights should not be applied on sampling cases. The “common” copyright rules should instead be applied which includes originality and similarity tests.

The nurturing of creative thinking skills is one of the cornerstones of Outcomes-Based Education (OBE). This study investigated to what extent teachers nurture the development of creative thinking through the choice of teaching methods, which include the application of teaching strategies and the utilization of resources, in the Grade 9 Social Sciences classroom. A literature study was undertaken to highlight the importance and nature of the development of creative thinking skills, and to establish which teaching methods, strategies and resources nurture the development of creative thinking in Social Sciences classrooms. The literature review provided the conceptual framework for the study, as well as the framework for designing a questionnaire that was utilized to obtain the perceptions of learners regarding the teaching methods, strategies and resources that their teachers use to nurture the development of creative thinking in the Grade 9 Social Sciences classroom. By means of a sequential explanatory mixed method research design, quantitative data were collected by means of a self-constructed questionnaire that was administrated to a convenient sample of a purposively selected group of Grade 9 Social Sciences learners (n=399) in the D7 district of the Gauteng Department of Education. Following this, a qualitative interview, which was constructed from the findings in the questionnaire, was conducted with purposively selected Grade 9 Social Sciences teachers (n=6) in order to ascertain the reasons behind the quantitative findings. The combination of quantitative and qualitative data revealed differences and similarities in opinion related to the teaching methods, strategies and resources that teachers use for nurturing creative thinking. In essence, the data revealed that teachers are, to some extent, nurturing creative thinking through their choice of teaching methods and strategies as well as the questioning techniques that they choose. However, the responses did not convincingly indicate to the researcher that the nurturing of creative thinking skills takes place on a regular and frequent basis. According to the learner responses, it appeared that teaching and learning methods and strategies that promote indirect, independent, interactive and experiential learning, are under-used by the Grade 9 Social Sciences teachers. In addition, resources that nurture creative elaboration such as political cartoons and photographs appear to be under-utilized. This study is concluded with recommendations to teachers concerning which teaching methods, strategies and resources could be implemented in order to promote the nurturing of creative thinking in the Grade 9 Social Sciences classroom. / Thesis (MEd (Learning and Teaching))--North-West University, Vaal Triangle Campus, 2013

Moral rights in copyright Abstract This thesis, after a brief introduction to the issue of copyright, defines the basic concepts relating to author's moral rights and its nature. It provides an insight into the issue from various different points of view, focusing on the natural nature of moral rights and the natural nature of an author's work, that is reflected in the copyright legislation. The thesis also offers a comparison of two major legal systems of copyright - the authors' right system and the copyright system, which demonstrate the key institutes and characterize both legal cultures through their typical features and differences. The thesis draws attention to the fact that the regulation of copyright and moral rights in particular is far from uniform in the national context and that there are significant differences not only between the different legal systems but also within those legal systems. The thesis also presents copyright and moral rights in valid Czech legislation in terms of the systemic and conceptual definition of the Czech copyright law and then discusses in detail the individual moral rights of authors. An important part of this thesis is the issue of originality as one of the conceptual features of the work. The thesis explains the role of the Court of Justice of the European Union...

Este trabalho analisa a formação do Pensamento Econômico Brasileiro no século XIX. Um de seus objetivos é argumentar a favor da possibilidade da existência de pensamentos econômicos nacionais em detrimento da visão que entende a teoria econômica como universal. Além disso, sustentamos a ideia de que é possível, no caso do Brasil, abordar a questão a partir do século XIX, ao contrário de grande parte dos estudos sobre Pensamento Econômico Brasileiro, que concentram suas abordagens no século XX e na problemática da superação do subdesenvolvimento. Assim, discutimos a formação das ideias, do Brasil e suas interpretações, relacionando-as ao Pensamento Econômico Brasileiro e suas possibilidades de abordagem. Procuramos discutir teórica e metodologicamente a questão da universalidade e da nacionalidade na teoria econômica, negando a primeira e afirmando a segunda, propondo que faz sentido, além de ser fundamental, considerar a teoria econômica e seu pensamento a partir das especificidades de cada nação. Disso deriva o Pensamento Econômico Brasileiro, resultado de análises e, muitas vezes, de adaptações e da difusão de teorias produzidas em outros contextos, a partir de nossas particularidades e condição periférica, o que lhe confere originalidade e importância. A partir disso, argumentamos que ser factível abordar o tema tendo como referência o século XIX. O que nos leva a organizar, articular e sistematizar o que chamamos de Pensamento Econômico Brasileiro no século XIX, tendo como referências as análises e discussões do pensamento de José da Silva Lisboa, o Visconde de Cairu, o Ensino de Economia Política no Brasil durante o século XIX e o debate monetário entre papelistas e metalistas, enfatizando as ideias de Rodrigues Torres, Souza Franco e Mauá. / This work analizes the configuration of the Brazilian Economic Thought in the nineteenth century. One of its aims is to argue that the existence of national economic thoughts is possible, instead of the point of view that comprehends Economic Theory as universal. Besides, we sustain the idea that the Brazilian Economic Thought can be approached considering its history in the nineteenth century, unlike a great amount of published material on the matter. Such material has as focus the approach on the twentieth century and the overwhelming underdevelopment issue. Thus, we discuss the conception of ideas originated in Brazil and their interpretations, linking them to the Brazilian Economic Thought and its possibilities of approach. It is intended, here, to discuss the universality and nationality of the Economic Theory, in a theoretical and methodological way. The aim is to deny the first and affirm the second one, proposing as reasonable and essential to consider Economic Theory and its thought regarding the specifities of every nation. The Brazilian Economic Thought flows from such idea and it is the result of analysis and, for many times, the adjustments and diffusion of theories produced in other contexts, concerning our particularities and peripheral conditions, are the elements that give originality and importance to it. Taking this into consideration, we argue that the approach whose focus is the nineteenth century is achievable. This concept leads us to the organization, articulation and sistematization of what we call Brazilian Economic Though during the nineteenth century, based on references such as exerpts of thoughts and discussions from José da Silva Lisboa, the Viscount of Cairu, Political Economy teachings in Brazil, during the nineteenth century and the currency debate between papelistas and metalistas, emphasizing the ideas by Rodrigues Torres, Souza franco and Mauá.

Previous research has proven that perceived Brand Authenticity functions as a differentiator, which brands can use to stand out in today’s marketplace. However, few studies have investigated whether it is possible for brands to become more profitable by utilizing their authenticity. This thesis therefore investigates the relationship between the two branding concepts Brand Authenticity and Customer-Based Brand Equity (CBBE). An explanatory survey study is made on the Swedish retail clothing industry, which measures the effect of the Brand Authenticity associations Continuity, Originality, Trustworthiness, Genuineness, Heritage, and Symbolism on the CBBE outcomes (1) consumers’ willingness to pay a price premium, (2) recommend a brand, and (3) buy a brand before other brands. The results show that while some Brand Authenticity associations increase the CBBE outcomes, others seem to give no effect and some even to undermine them. If brand managers of authentic brands wish to increase their value sales through price premiums and increase volume sales through increased purchases, they should focus on communicating Symbolism, Originality and Genuineness. If decreased marketing costs through word of mouth is the goal, brand recommendations can be achieved through communicating Trustworthiness as well. However, Continuity and Heritage should be avoided in all brand communication if increased profits is the primarily goal.

The nurturing of creative thinking skills is one of the cornerstones of Outcomes-Based Education (OBE). This study investigated to what extent teachers nurture the development of creative thinking through the choice of teaching methods, which include the application of teaching strategies and the utilization of resources, in the Grade 9 Social Sciences classroom. A literature study was undertaken to highlight the importance and nature of the development of creative thinking skills, and to establish which teaching methods, strategies and resources nurture the development of creative thinking in Social Sciences classrooms. The literature review provided the conceptual framework for the study, as well as the framework for designing a questionnaire that was utilized to obtain the perceptions of learners regarding the teaching methods, strategies and resources that their teachers use to nurture the development of creative thinking in the Grade 9 Social Sciences classroom. By means of a sequential explanatory mixed method research design, quantitative data were collected by means of a self-constructed questionnaire that was administrated to a convenient sample of a purposively selected group of Grade 9 Social Sciences learners (n=399) in the D7 district of the Gauteng Department of Education. Following this, a qualitative interview, which was constructed from the findings in the questionnaire, was conducted with purposively selected Grade 9 Social Sciences teachers (n=6) in order to ascertain the reasons behind the quantitative findings. The combination of quantitative and qualitative data revealed differences and similarities in opinion related to the teaching methods, strategies and resources that teachers use for nurturing creative thinking. In essence, the data revealed that teachers are, to some extent, nurturing creative thinking through their choice of teaching methods and strategies as well as the questioning techniques that they choose. However, the responses did not convincingly indicate to the researcher that the nurturing of creative thinking skills takes place on a regular and frequent basis. According to the learner responses, it appeared that teaching and learning methods and strategies that promote indirect, independent, interactive and experiential learning, are under-used by the Grade 9 Social Sciences teachers. In addition, resources that nurture creative elaboration such as political cartoons and photographs appear to be under-utilized. This study is concluded with recommendations to teachers concerning which teaching methods, strategies and resources could be implemented in order to promote the nurturing of creative thinking in the Grade 9 Social Sciences classroom. / Thesis (MEd (Learning and Teaching))--North-West University, Vaal Triangle Campus, 2013

The aim of this study was to see if a deliberately creative approach in an EFL (English as a Foreign Language) class would have any impact on the students’ EFL learning in terms of more varied vocabulary use, more original written texts, more implementation of story elements (such as a story goal, obstacle, character motive) and increased motivation leading to enhanced activity and attention.      An empirical method was adopted in connection in which two Swedish upper-secondary school classes of a vocational program participated. One class was exposed to a regular teaching method (RTM) while the other class was exposed to a creative study design (CSD). During a four week period the students were assigned to write a short story and received instructions on different story elements (story goal, obstacle and character motivation). The RTM was based on how the class’s ordinary teacher would have taught. The CSD was uniquely created for this study and included several techniques and recommendations from scholars in the field of creativity.      The results showed that the students exposed to the CSD implemented the story elements to a somewhat higher degree, used a slightly more varied vocabulary, wrote more creative stories, and showed more attention and activity than the students exposed to the RTM. However, more extensive studies would be needed to confirm these results and allow generalizations about the possible benefits the CSD has as opposed to the RTM when it comes to EFL learning.

Having the concepts of originality and representativity, proposed by the Uruguayan critic Angel Rama (2001), as its main theoretical framework, this study aims to analyse the novels São Bernardo (1934), by theauthor from Alagoas Graciliano Ramos, and Chuva Braba (1956), by Caboverdian author Manuel Lopes. The referred novels present ruptures in relation to the narrative traditions of their respective systems and, by displaying regional/local elements as their bases, originally represent the realities surrounding them without resorting to caricature or typification, both reductionist in the composition process. Thus, Graciliano Ramos and Manuel Lopes respond to a productive tension by creating works which are landmarks in their literary systems without neglecting a powerful referential basis. / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Propõe-se, neste trabalho, analisar os romances São Bernardo (1934), do escritor alagoano Graciliano Ramos e Chuva Braba (1956), do escritor caboverdiano Manuel Lopes, tendo como principal respaldo teórico os conceitos de originalidade e representatividade propostos pelo uruguaio Angel Rama (2001). Os romances acima referidos rompem com a tradição narrativa de seus respectivos sistemas e, tendo por base elementos regionais/locais, conseguem representar originalmente suas respectivas realidades sem que enveredem pela caricatura ou pela tipificação, ambas redutoras como processo compositivo. Assim, Graciliano Ramos e Manuel Lopes respondem a uma tensão produtiva, criando obras que são destaques para seus sistemas literários sem descartar a forte base referencial.

Este trabalho analisa a formação do Pensamento Econômico Brasileiro no século XIX. Um de seus objetivos é argumentar a favor da possibilidade da existência de pensamentos econômicos nacionais em detrimento da visão que entende a teoria econômica como universal. Além disso, sustentamos a ideia de que é possível, no caso do Brasil, abordar a questão a partir do século XIX, ao contrário de grande parte dos estudos sobre Pensamento Econômico Brasileiro, que concentram suas abordagens no século XX e na problemática da superação do subdesenvolvimento. Assim, discutimos a formação das ideias, do Brasil e suas interpretações, relacionando-as ao Pensamento Econômico Brasileiro e suas possibilidades de abordagem. Procuramos discutir teórica e metodologicamente a questão da universalidade e da nacionalidade na teoria econômica, negando a primeira e afirmando a segunda, propondo que faz sentido, além de ser fundamental, considerar a teoria econômica e seu pensamento a partir das especificidades de cada nação. Disso deriva o Pensamento Econômico Brasileiro, resultado de análises e, muitas vezes, de adaptações e da difusão de teorias produzidas em outros contextos, a partir de nossas particularidades e condição periférica, o que lhe confere originalidade e importância. A partir disso, argumentamos que ser factível abordar o tema tendo como referência o século XIX. O que nos leva a organizar, articular e sistematizar o que chamamos de Pensamento Econômico Brasileiro no século XIX, tendo como referências as análises e discussões do pensamento de José da Silva Lisboa, o Visconde de Cairu, o Ensino de Economia Política no Brasil durante o século XIX e o debate monetário entre papelistas e metalistas, enfatizando as ideias de Rodrigues Torres, Souza Franco e Mauá. / This work analizes the configuration of the Brazilian Economic Thought in the nineteenth century. One of its aims is to argue that the existence of national economic thoughts is possible, instead of the point of view that comprehends Economic Theory as universal. Besides, we sustain the idea that the Brazilian Economic Thought can be approached considering its history in the nineteenth century, unlike a great amount of published material on the matter. Such material has as focus the approach on the twentieth century and the overwhelming underdevelopment issue. Thus, we discuss the conception of ideas originated in Brazil and their interpretations, linking them to the Brazilian Economic Thought and its possibilities of approach. It is intended, here, to discuss the universality and nationality of the Economic Theory, in a theoretical and methodological way. The aim is to deny the first and affirm the second one, proposing as reasonable and essential to consider Economic Theory and its thought regarding the specifities of every nation. The Brazilian Economic Thought flows from such idea and it is the result of analysis and, for many times, the adjustments and diffusion of theories produced in other contexts, concerning our particularities and peripheral conditions, are the elements that give originality and importance to it. Taking this into consideration, we argue that the approach whose focus is the nineteenth century is achievable. This concept leads us to the organization, articulation and sistematization of what we call Brazilian Economic Though during the nineteenth century, based on references such as exerpts of thoughts and discussions from José da Silva Lisboa, the Viscount of Cairu, Political Economy teachings in Brazil, during the nineteenth century and the currency debate between papelistas and metalistas, emphasizing the ideas by Rodrigues Torres, Souza franco and Mauá.