In contrast to as in other jurisdictions, such as the United States or the UK, out-of-court legal services in Germany are strictly regulated by a statute, the Legal Services Act, which came into force nearly a decade ago and superseded the former Legal Counsel Act (Rechtsberatungsgesetz). According to this act, out-of-court legal services must be expressly permitted and are, in principle, reserved to lawyers. Consequently, there are certain legal restrictions for tech providers offering legal services in Germany that must be observed. The following article deals with the scope and limits for offering legal services by legal tech providers in Germany according to the German Legal Services Act. The author explains why some legal tech business solutions offering legal services may be in conflict with this act, which is a significant issue of compliance for both legal tech start-ups and their investors. Entrepreneurs, stakeholders of legal tech start-ups and capital investors should weigh the economic opportunities and legal risks carefully before placing a legal tech start-up on the German market.

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Islamic Jurisprudence comprises of the laws that govern a Muslims daily life. The Prophet Muhammad explained and practically demonstrated these laws. The jurists studied the Quran and the Prophet's life and they adopted a refined methodology which they used to extract legal rulings and verdicts. This methodology is known as the Principles of Jurisprudence. The jurists expanded on this methodology with some differences among them on the usage and the application of some aspects as acceptable forms of evidence. Eventually, the Muslim world was left with four schools of jurisprudence that are present to this day. There are differences between these schools on some issues but these differences never caused conflict, instead it provided us with a wealth of knowledge. We need to study these schools and its principles together with the objectives and intent of the Shariah and utilize this to find solutions to all new issues that arise. / Religious Studies and Arabic / M. A. (Islamic Studies)

Notre thèse étudie comment les réflexions sur l’histoire et l’historiographie, que Montaigne élabore en dialoguant avec les lieux communs antiques et humanistes ainsi qu’avec des nouvelles théories historiques avancées par les historiens juristes français de son époque – à commencer par Jean Bodin, auteur de la Méthode de l’histoire –, débordent leur domaine originel et servent à approfondir ses réflexions sur divers autres thèmes. Après avoir précisé le passage de l’« art d’écrire l’histoire » à l’« art de lire les histoires » qui s’est développé chez les historiens juristes français du XVIe siècle et au sein duquel Montaigne élabore sa propre façon de lire les histoires en soulignant pour sa part la liberté et la spontanéité du lecteur (première partie), nous tentons d’abord de montrer qu’il surmonte l’incertitude épistémologique de l’histoire humaine en distinguant nettement le « croyable » du « possible » et en construisant un système de connaissance fondée uniquement sur la « foi » qu’échangent les témoins, les historiens et leur lecteur (seconde partie) ; ensuite, nous examinons la manière dont il bouleverse la notion et la pratique de l’exemplum historique sur le plan tant discursif que didactique, et revendique les exempla tirés de sa propre vie, tout en reconnaissant leur imperfection (troisième partie) ; enfin, au niveau de l’écriture, nous constatons non seulement qu’il représente son expérience personnelle dans l’histoire en contaminant volontairement le passé avec le présent, mais aussi qu’il s’inspire des historiens – notamment des historiens parlant de leurs propres gestes – pour justifier son écriture de soi-même (quatrième partie). Compte tenu du contexte culturel et intellectuel de la Renaissance, nous mettons ainsi en lumière la sensibilité et les connaissances profondes qu’avait Montaigne des débats contemporains concernant l’histoire et l’historiographie, et montrons que ses réflexions sur l’histoire alimentent celles sur les questions épistémologiques, morales et littéraires dans les Essais. / Our thesis studies how the reflections of Montaigne on the history and the historiography, which he developed in engaging a dialogue with ancient and humanist commonplaces as well as with new historical theories advanced by French jurist historians of his time – such as Jean Bodin, author of the Method of history –, overflow from their original domain and help to deepen his reflections on various themes in the Essays. After having specified the shift from the "art to write a history" to the "art to read histories" that took place among the French jurist historians of the 16th century, and following which Montaigne elaborates his own way of reading histories on emphasizing, for his part, the reader’s liberty and spontaneity (the First Part), we first try to show that he surmounts the epistemological uncertainty of the human history by distinguishing clearly "unbelievable" from "possible" and by building a knowledge system based solely on the "faith" exchanged by witnesses, historians and their readers (the Second Part); then, we examine how he disrupts the notion and the practice of historical exemplum both in a discursive way and in a didactic way, reevaluate the exempla drawn from his own life in spite of recognizing their imperfection (the Third Part); finally, to the level of the writing, we not only see that Montaigne represents his personal experience within history on voluntarily contaminating the past with the present, but also that he is inspired by some historians – especially the historians talking about their own actions – for justifying his writing about himself (the Fourth Part). Considering the cultural and intellectual context of the Renaissance, we bring thus to light the sensitivity and the deep knowledge of Montaigne concerning the contemporary debates about the history and the historiography, and show that his reflections on history nourish the epistemological, moral and literary questions in the Essays.

Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2018-08-16T14:03:51Z No. of bitstreams: 1 Danilo Pereira Lima_.pdf: 2474027 bytes, checksum: 51fa42e8f66a7a8b6a781cf624bd3054 (MD5) / Made available in DSpace on 2018-08-16T14:03:51Z (GMT). No. of bitstreams: 1 Danilo Pereira Lima_.pdf: 2474027 bytes, checksum: 51fa42e8f66a7a8b6a781cf624bd3054 (MD5) Previous issue date: 2018-02-21 / Nenhuma / Nenhum regime político autoritário sobrevive sem instrumentos jurídicos que organizem a aplicação de seus atos de exceção. Apesar dos governos militares terem se constituído por meio de um golpe civil-militar que destituiu o presidente João Goulart, durante os vinte e um anos de ditadura os generais que ocuparam a presidência da República jamais abandonaram a necessidade de dar aparência de Estado de Direito ao regime autoritário, sempre contando com o prestimoso verniz jurídico oferecido por seus juristas mais fiéis. Essa experiência autoritária exige uma análise sobre o papel desempenhado pelos juristas na construção de instrumentos normativos legitimadores da violência e da intolerância. Os juristas da ditadura assumiram a tarefa de organizar uma racionalidade jurídica destituída dos princípios que orientam o funcionamento do Estado de Direito, como a limitação do poder e a proteção das liberdades civis, políticas e sociais. No lugar de uma Constituição comprometida com o constitucionalismo, ajudaram a implantar uma engenharia constitucional fundamentada na doutrina de segurança nacional. Para realizar uma leitura crítica sobre a relação dos juristas com a ditadura militar, esta tese definiu sua análise em quatro momentos diferentes da atuação da comunidade jurídica, destacando a atividade “legislativa” daqueles que ajudaram a formular as leis e os atos de exceção; o trabalho teórico dos professores; a atividade judicial no âmbito do STF; e as ambiguidades dos advogados em relação ao Estado de exceção. O objetivo da tese é demonstrar que existiu uma cultura jurídica autoritária que influenciou a maior parte dos juristas durante a ditadura militar, sendo que essa postura se apoiou numa concepção instrumentalista do direito, que primeiramente autorizou o rompimento com a Constituição de 1946, para logo depois ajudar a definir uma engenharia constitucional autoritária que durante toda a ditadura militar serviu para dar uma certa aparência de Estado de Direito para os atos de exceção praticados pelos donos do poder. É claro que esse movimento não ocorreu sem rachaduras e, por isso mesmo, ao longo de toda a pesquisa também se destaca a atuação de juristas que romperam com a ditadura e passaram a condenar publicamente os atos de exceção. Contudo, apesar dos importantes casos de resistência no âmbito da comunidade jurídica, ainda assim é possível sustentar que uma cultura jurídica autoritária favoreceu uma maior conivência dos juristas com a exceção, contribuindo, assim, para o esfacelamento do Estado de Direito durante os anos de ditadura militar. Toda a análise crítica sobre essa relação dos juristas com a ditadura foi desenvolvida sob o marco teórico da Crítica Hermenêutica do Direito, de Lenio Streck. / No authoritarian regime survives without legal instruments that are capable of organising the application of their acts of exception. Even though the military regime in Brazil was constituted through a civil-military coup d’état that overthrew the President João Goulart, the generals that took office never abandoned the idea of making the authoritarian regime look like a state under the rule of law during the twenty-one years of dictatorship. Its most loyal jurists always provided this very specific kind of “legal mask”. Such an authoritarian experience calls for an analysis of the role of the legal scholars in the construction of normative instruments that legitimate violence and intolerance. The dictatorship jurists took over the role of organising a new form of legal theory, free of many principles that conduct a state under the rule of law, such as the limitations of power and the protection of civil, political and social liberties. Instead of a Constitution committed to the very idea of constitutionalism, they helped implementing a Constitution under the doctrine of national security. In order to analyse the relation of Brazilian jurists with the military regime, this thesis defined its focus in four different moments of the legal community. These are the “legislative” roles of those who helped in law making and the acts of exception; the theoretical work of the professors; the judicial activity in the Brazilian Supreme Court; and the ambiguities of the lawyers regarding the State of Exception. This work seeks to demonstrate that during the military regime an authoritarian legal culture influenced most of the Brazilian jurists. It was an instrumentalist view of law, influenced by this authoritarian legal culture, that first authorised the rupture with the 1946 Constitution and inaugurated a new authoritarian-constitutional logic, making it look like the acts of exception of those in power were all under the rule of law. This work also aims to highlight the jurists that actually did not support the dictatorship and publicly condemned the acts of exception. However, despite all the important episodes of resistance within the legal community, it is still possible to affirm that an authoritarian legal culture favoured the connivance of many jurists, contributing to the weakening of the rule of law during the years of military dictatorship. All of the critical analysis in the thesis was developed under the approach of Lenio Streck’s Hermeneutical Critique of Law.

Made available in DSpace on 2016-04-25T20:20:55Z (GMT). No. of bitstreams: 1 Daniella Basso Batista Pinto.pdf: 17602102 bytes, checksum: 42f10f823badad0c6afe998989408b71 (MD5) Previous issue date: 2013-01-30 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This research aims to investigate how the formation of future professional law at the University for entry into the labor market, the professionalization process, the role of teachers teaching in the classroom. Therefore, we sought to examine how learning is accomplished legal practitioners, the trajectory of Legal Education in Brazil, which contents are being worked on curriculum subjects and whether they provide knowledge of humanistic slant to the development of meaningful learning, so that students, in their profession, act in society that has undergone significant transformations and changes with regard to social, economic, political, cultural and technological. It was intended to finally prove the importance of integration of the areas of academic knowledge, interdisciplinarity, since it does require a learning focused on social reality in which they live future jurists in order to gain an understanding not only dogmatic and technicist, but an understanding of historical, sociological, psychological, anthropological and philosophical, humanistic training - critical education, liberating education, innovative curriculum, individual, university culture, cultural diversity, pillars of education, interdisciplinarity. In this sense, the research problem was to determine: "How is the Humanistic Education in undergraduate courses in law that arise and identify with innovative curricula in contemporary society?". Regarding methodology, we conducted a literature search based on books and journals with regard to the themes of the research. Moreover, there was also a documentary research and a case study with a qualitative approach and a descriptive and analytical, and, as a methodological procedure, interviews with teachers, lawyers, Pontifical Catholic University of São Paulo - PUC -SP in order to discuss about the tradition, the history and prospects of law school for the Brazilian Legal Education in order to verify the proposed innovative in their curriculum / A presente pesquisa tem como objetivo investigar como se dá a formação do futuro profissional do Direito na Universidade para o ingresso no mercado de trabalho, o processo de profissionalização, a atuação pedagógica dos professores em sala de aula. Para tanto, pretendeu-se verificar como é realizada a aprendizagem das profissões jurídicas, a trajetória do Ensino Jurídico no Brasil, quais conteúdos estão sendo trabalhados nas disciplinas do currículo e se os mesmos proporcionam conhecimentos de cunho humanístico para o desenvolvimento de uma aprendizagem significativa, fazendo com que os alunos, em sua profissão, atuem na sociedade que tem passado por relevantes transformações e mudanças no que diz respeito aos aspectos sociais, econômicos, políticos, culturais e tecnológicos. Pretendeu-se, enfim, comprovar a importância da integração das áreas do conhecimento acadêmico, da interdisciplinaridade, uma vez que se faz necessária uma aprendizagem voltada à realidade social em que estão inseridos os futuros juristas, a fim de adquirirem uma compreensão não somente dogmática e tecnicista, mas uma compreensão histórica, sociológica, psicológica, antropológica e filosófica, de formação humanística educação crítica, educação libertadora, currículo inovador, pessoa humana, cultura universitária, diversidade cultural, pilares da educação, interdisciplinaridade. Nesse sentido, o problema da pesquisa foi o de verificar: Como se dá a Formação Humanística nos cursos de graduação em Direito que se apresentam e se identificam com currículos inovadores na sociedade contemporânea? . Quanto à metodologia, foi realizada uma pesquisa bibliográfica com base em livros e periódicos científicos no que diz respeito às categorias temáticas da pesquisa. Além disso, realizou-se, também, a pesquisa documental e um estudo de caso, de abordagem qualitativa e de cunho descritivo e analítico, tendo, como procedimento metodológico, as entrevistas com os professores-juristas da Pontifícia Universidade Católica de São Paulo PUC-SP, a fim de discutir acerca da tradição, da história e das perspectivas da faculdade de Direito para o Ensino Jurídico Brasileiro, a fim de verificar as propostas inovadoras em seu currículo

Made available in DSpace on 2016-04-26T14:54:03Z (GMT). No. of bitstreams: 1 Daniella Basso Batista Pinto.pdf: 17602102 bytes, checksum: 42f10f823badad0c6afe998989408b71 (MD5) Previous issue date: 2013-01-30 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This research aims to investigate how the formation of future professional law at the University for entry into the labor market, the professionalization process, the role of teachers teaching in the classroom. Therefore, we sought to examine how learning is accomplished legal practitioners, the trajectory of Legal Education in Brazil, which contents are being worked on curriculum subjects and whether they provide knowledge of humanistic slant to the development of meaningful learning, so that students, in their profession, act in society that has undergone significant transformations and changes with regard to social, economic, political, cultural and technological. It was intended to finally prove the importance of integration of the areas of academic knowledge, interdisciplinarity, since it does require a learning focused on social reality in which they live future jurists in order to gain an understanding not only dogmatic and technicist, but an understanding of historical, sociological, psychological, anthropological and philosophical, humanistic training - critical education, liberating education, innovative curriculum, individual, university culture, cultural diversity, pillars of education, interdisciplinarity. In this sense, the research problem was to determine: "How is the Humanistic Education in undergraduate courses in law that arise and identify with innovative curricula in contemporary society?". Regarding methodology, we conducted a literature search based on books and journals with regard to the themes of the research. Moreover, there was also a documentary research and a case study with a qualitative approach and a descriptive and analytical, and, as a methodological procedure, interviews with teachers, lawyers, Pontifical Catholic University of São Paulo - PUC -SP in order to discuss about the tradition, the history and prospects of law school for the Brazilian Legal Education in order to verify the proposed innovative in their curriculum / A presente pesquisa tem como objetivo investigar como se dá a formação do futuro profissional do Direito na Universidade para o ingresso no mercado de trabalho, o processo de profissionalização, a atuação pedagógica dos professores em sala de aula. Para tanto, pretendeu-se verificar como é realizada a aprendizagem das profissões jurídicas, a trajetória do Ensino Jurídico no Brasil, quais conteúdos estão sendo trabalhados nas disciplinas do currículo e se os mesmos proporcionam conhecimentos de cunho humanístico para o desenvolvimento de uma aprendizagem significativa, fazendo com que os alunos, em sua profissão, atuem na sociedade que tem passado por relevantes transformações e mudanças no que diz respeito aos aspectos sociais, econômicos, políticos, culturais e tecnológicos. Pretendeu-se, enfim, comprovar a importância da integração das áreas do conhecimento acadêmico, da interdisciplinaridade, uma vez que se faz necessária uma aprendizagem voltada à realidade social em que estão inseridos os futuros juristas, a fim de adquirirem uma compreensão não somente dogmática e tecnicista, mas uma compreensão histórica, sociológica, psicológica, antropológica e filosófica, de formação humanística educação crítica, educação libertadora, currículo inovador, pessoa humana, cultura universitária, diversidade cultural, pilares da educação, interdisciplinaridade. Nesse sentido, o problema da pesquisa foi o de verificar: Como se dá a Formação Humanística nos cursos de graduação em Direito que se apresentam e se identificam com currículos inovadores na sociedade contemporânea? . Quanto à metodologia, foi realizada uma pesquisa bibliográfica com base em livros e periódicos científicos no que diz respeito às categorias temáticas da pesquisa. Além disso, realizou-se, também, a pesquisa documental e um estudo de caso, de abordagem qualitativa e de cunho descritivo e analítico, tendo, como procedimento metodológico, as entrevistas com os professores-juristas da Pontifícia Universidade Católica de São Paulo PUC-SP, a fim de discutir acerca da tradição, da história e das perspectivas da faculdade de Direito para o Ensino Jurídico Brasileiro, a fim de verificar as propostas inovadoras em seu currículo

Zugelich: Diss. Frankfurt (Oder), 2008. / Literaturverz.

Islamic Jurisprudence comprises of the laws that govern a Muslims daily life. The Prophet Muhammad explained and practically demonstrated these laws. The jurists studied the Quran and the Prophet's life and they adopted a refined methodology which they used to extract legal rulings and verdicts. This methodology is known as the Principles of Jurisprudence. The jurists expanded on this methodology with some differences among them on the usage and the application of some aspects as acceptable forms of evidence. Eventually, the Muslim world was left with four schools of jurisprudence that are present to this day. There are differences between these schools on some issues but these differences never caused conflict, instead it provided us with a wealth of knowledge. We need to study these schools and its principles together with the objectives and intent of the Shariah and utilize this to find solutions to all new issues that arise. / Religious Studies and Arabic / M. A. (Islamic Studies)

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