Mediation as a method of alternative dispute resolution The purpose of this thesis is to introduce mediation as a method of alternative dispute resolution and point out its potential. The thesis is divided into five chapters. The first chapter presents various methods of ADR including so-called hybrid forms. There is also a summary of advantages and disadvantages that are associated with these forms of dispute resolution. The second chapter starts with the historical development of the institute of mediation and continues with the presentation of various forms of mediation. This chapter also discusses a mediator, his role and aspects that should be taken into account when parties want to choose a suitable person. Then particular phases of the mediation process are analysed. The third chapter is concerned with the international regulation of mediation. It is divided into two parts. The first part focuses on mediation regulation contained in the mediation rules of particular international institutions. To ensure better clarity and mutual comparison the most important information are presented in tables attached to this thesis. The second part relates to the European regulation of mediation. It mentions the most important documents adopted by the EU in order to develop this amicable dispute...

The submitted thesis describes mediation in civil matters - settlement solution carried out of court - under legislation newly enacted in Czech Republic. After years without concrete legal regulation the lawmakers were forced by the European Union legislation represented by the Directive 2008/52/EC on mediation to respond with special national legislation. Adoption of the Act no. 202/2012 Coll. (Mediation Act) brought a substantial development in this area of Czech legal environment. The author focuses on analysis of the process of mediation and how the legislation is reflected in its individual elements. The work consists of four related chapters. The first chapter describes mediation as one of out-of-court settlement methods, principles of which have been applied thorough history but which has been going through its renaissance in the last decades. The second chapter contains analysis of mediation process, its types and suitability of their use. Here the author describes psychological elements which affect the course of the mediation and their impact on the whole process. The subsequent chapters are crucial for the aim of the work. The third one analyses the former and mainly the recent regulation relating to mediation in civil matters and certain essential institutes that are affected by the new...

The aim of this diploma thesis is to explore the term mediation, its principles and its process. Another aim is a comparison of selected mediation rules and last but not least assessing the quality of the implementation of Directive 2008/52/EC of the European Parliament and of the Council of 21 May 2008 on certain aspects of mediation in civil and commercial matters into the legal order of the Czech Republic and the Netherlands. The content of the first chapter is focused on mediation and its place among the alternative dispute resolution methods. The thesis engages in the meaning of this term, its historical grounds, principles, the fundamental classification of mediation approaches, the evaluation of its advantages and disadvantages as well as the analysis of phases of the mediation process. The second chapter deals with the institutionalized mediation. After analyzing this term, the advantages and disadvantages of this approach are explained. The main part of this chapter is the examination and the comparison of the most important provisions of mediation rules of prestigious, Europe-based international institutions such as ICC, VIAC and WIPO as well as the UNCITRAL Conciliation Rules, which are applicable for ad hoc mediation. The third chapter is dedicated to the legal framework of mediation at...

Made available in DSpace on 2014-12-17T14:36:03Z (GMT). No. of bitstreams: 1 FlaviaZ.pdf: 487066 bytes, checksum: d10143556fce909962c6071ea152fda0 (MD5) Previous issue date: 2005-03-03 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / Esta tesis de maestr?a es el resultado de una investigaci?n de car?cter cualitativo y etnometodol?gico, realizada entre agosto de 2003 y junio de 2004, en una escuela primaria estatal, ubicada en Natal RN (Brasil). Su objetivo fue investigar la recepci?n de la lectura de literatura por parte de una maestra a la que, seg?n revel?, no le gustaba leer y no se consideraba lectora de literatura. Se busc? investigar la mediaci?n que le posibilitara llegar a ser lectora, comprender cu?les son los aspectos que influyen en la relaci?n entre el lector en formaci?n y la lectura de literatura, y verificar c?mo repercute ese proceso de formaci?n en la pr?ctica docente de la maestra estudiada. Los procedimientos de investigaci?n fueron aplicados con flexibilidad, tomando en cuenta el proceso de formaci?n lectora de la docente. Los principales instrumentos utilizados fueron dos entrevistas semi-estructuradas, realizadas con la maestra, y notas de campo, que adquirieron el formato de un diario de investigaci?n. En la primera etapa, fueron realizadas treinta sesiones de lectura, para posibilitar el acercamiento de la maestra a diferentes textos literarios. En la segunda etapa, fueron realizados tres encuentros de planificaci?n con la maestra y cinco clases de lectura con sus alumnos. El an?lisis focaliza la recepci?n de la lectura literaria por parte de la maestra, abordando diferentes aspectos: su historia en relaci?n con la lectura; la identificaci?n, el contrato ficcional y la relaci?n texto-vida; las previsiones y sus verificaciones; la mediaci?n y el andamiaje brindados para introducir a la maestra en la cultura de la lectura. Se focaliza tambi?n la relaci?n entre sus roles de lectora y de mediadora de lectores. Los fundamentos te?ricos se basan, principalmente, en Coulon (1995a, 1995b), Vigotsky (1989, 1991, 2003), Graves y Graves (1995), Smith (1991), Jauss (2002), Iser (1996, 1999) y Amarilha (1996, 2001). Como resultados de este trabajo, se destacan el inter?s de la maestra, la manera en que ella se involucr? con las historias le?das mediante procesos de identificaci?n con algunos personajes y la relaci?n que estableci? entre los textos y su historia; esos procesos indican avances significativos en su v?nculo con la lectura de literatura. La mediaci?n ocup? un papel central en la consecuci?n de aquellos avances. Vale destacar que la relaci?n texto-vida fue establecida por la maestra con cierta ingenuidad, lo que le impidi? vivenciar lo ficcional como una actividad l?dica. Se considera necesario un contacto m?s intenso y regular con textos de ficci?n, para que la docente pueda distanciarse de su vida cotidiana y adquirir la autonom?a y la conciencia transformadora que le permitir?n ir y volver de la realidad a la ficci?n, enriqueci?ndose, sin confundirlas. Ese contacto no depende s?lo de una actitud individual y personal de la maestra, sino del contexto institucional y social en el cual est? inmersa. En ese sentido, la segunda etapa del trabajo de campo demostr? que el pasaje de la formaci?n lectora inicial a una acci?n pedag?gica adecuada es complejo; los procesos no son lineales y, todav?a, queda un largo camino por recorrer / Esta disserta??o ? resultante de uma pesquisa de car?ter qualitativo e etnometodol?gico, desenvolvida entre agosto de 2003 e junho de 2004, numa escola estadual, de ensino fundamental, situada em Natal RN (Brasil). O objetivo da pesquisa foi investigar a recep??o da leitura de literatura por parte de uma professora que revelou n?o gostar de ler nem se considerar leitora de literatura. Procurou-se investigar a media??o que possibilitasse a essa professora tornar-se leitora, compreender quais s?o os aspectos que influem na rela??o entre o leitor em forma??o e a leitura de literatura, e verificar como esse processo repercute na pr?tica docente da professora, sujeito da pesquisa. Os procedimentos da pesquisa foram aplicados com flexibilidade, objetivando atender ao processo de forma??o leitora da professora. Os principais instrumentos utilizados foram duas entrevistas semi-estruturadas com a professora e notas de campo, as quais adquiriram o formato de um di?rio de pesquisa. Na primeira etapa, foram realizadas trinta sess?es de leitura, objetivando possibilitar o acercamento da professora a diferentes textos liter?rios. Na segunda etapa da pesquisa, foram realizados tr?s encontros de planejamento com a professora e cinco aulas de leitura com a sua turma. A an?lise focaliza a recep??o da leitura liter?ria por parte da professora, abordando diferentes aspectos: a hist?ria da professora a respeito da sua rela??o com a leitura; a identifica??o, o contrato ficcional e a rela??o texto-vida; as previs?es e suas verifica??es; a media??o e os andaimes oferecidos para inserir a professora na cultura da leitura. Focaliza-se tamb?m a rela??o entre o papel de leitora e o papel de mediadora de leitores, exercidos pela professora. Os fundamentos te?ricos baseiam-se, principalmente, em Coulon (1995a, 1995b), Vigotsky (1989, 1991, 2003), Graves e Graves (1995), Smith (1991), Jauss (2002), Iser (1996, 1999) e Amarilha (1996, 2001). Como resultados desse estudo, destacam-se o interesse da professora pelas hist?rias lidas, o seu engajamento mediante os processos de identifica??o com alguns personagens e o relacionamento estabelecido entre os textos e sua hist?ria de vida, processos esses que denotam avan?os significativos na sua rela??o com a leitura de literatura. A media??o teve um papel central na consecu??o daqueles avan?os. Vale ressalvar que a rela??o texto-vida foi estabelecida pela professora ainda com certa ingenuidade, o que a impediu de vivenciar o ficcional como uma atividade l?dica. Considera-se necess?rio um contato mais prof?cuo e regular da professora com textos de fic??o, para que consiga se distanciar do cotidiano e adquirir autonomia e consci?ncia transformadora que lhe permitir?o ir e voltar da realidade para a fic??o, enriquecendo-se, sem confundi-las. A consecu??o desse contato prof?cuo e regular com textos de fic??o n?o depende apenas de uma atitude individual e pessoal da professora, mas sim do contexto institucional e social em que ela est? inserida. Assim sendo, a segunda etapa do trabalho de campo demonstrou que a passagem da forma??o leitora inicial para a a??o pedag?gica adequada ? complexa; os processos n?o s?o lineares e, ainda, h? um longo caminho para ser percorrido

Gypsy mentors deals with lay gypsy persons trained to support and assist gypsy families in their attempts at acquiring social skills needed to tackle difficult situations in life that threaten the proper development of gypsy children and youth. The mentors are members of the gypsy community like their clients and share with them their language and culture. The paper provides a summary of both historical and current aspects of gypsy existence in the Czech Republic, their tribal structure and family lifestyle. Special attention is paid to the issues of social exclusion. A brief account is given of history, mission, objectives, activities and some selected projects of the civic Association for Probation & Mediation in Justice. Moreover, the paper offers a list of principles and areas of activities pursued by the Czech Republic Probation & Mediation Service and by the Department for Social & Legal Protection of Children. The paper aims to explore the issues of field work done by the gypsy mentors (i) in helping the challenged gypsy families threatened with having their children or youngsters taken away to be brought up at care institutions and (ii) in assisting young gypsies put under administrative orders. The practical part of the paper employed the method of a qualitative survey of a case study. The required data were obtained through detailed semi-structured interviews with the mentors followed by the secondary data analyses.

The submitted thesis deals with Alternative Dispute Resolution (ADR), particularly mediation activities. The aim of this thesis is to introduce mediation as an alternative method of conflict resolution, that is still relatively neglected in the Czech Republic, through a summary of theoretical knowledge in terms of its practical operation. Particular attention is paid to the recent regulation relating to mediation in civil matters and certain essential institutes that are affected by the new Mediation Act. The work is divided into five chapters. The first chapter defines the general concept of ADR and outlines the different types of ADR. The next part of the thesis presents in detail the mediation, a mediator and requirements for the performance of this function. There is also clearly described the course of mediation process. The third chapter deals with the regulation of mediation in the EU, which is the starting point for each national system. The fourth chapter is devoted to the regulation of mediation in the Czech Republic. It describes the situation that prevailed during the period without comprehensive regulation of mediation in civil matters, the legislative process of preparation and adoption of the Mediation Act, newly enshrined institutes and there is also a definition of the obstacles that could hinder penetration of mediation into wider practice. Finally, there is a comparison of the situation in the Czech Republic with the application of mediation activities in the USA and in some EU countries.

The theoretical part describes mediation, especially its specifics, the mediator and their education. Furthermore, I focus on the family and the child in context of family conflict, social work, law related to mediation and awareness do mediation as an alternative way of solving problems. The empirical part is a quantitative research on awareness of the family mediation among students of social work and law. Firstly, I compared the educational plans of particular programs. Secondly, I created online questionnaires and examined their results. As the additional method I used a structured interview with chief executive officer of Český mediátor company. The survey obtained 100 respondents, 47 student of law, 53 students of social work and one important for the interview. It was found that both students of social work and law have no mandatory subjects on mediation. They can only have it optionally. Based on the questionary survey it was proven that students of social work knew family mediation in terms of its process better than students of law. Surprisingly, students of social work are often interested in family mediation in their future profession. When it comes to the overview of frequency of the usage of the family mediation the results are almost identical for both groups. Both students knew that...

Procedural aspects of mediation in EC law Eva Rivera, 2011 1 Abstract The objective of this dissertation is the determination of the significance of procedural aspects of mediation and the answer to the question to what extent it has been considered within European Union law. The research is based on the assumption that the acknowledgment of a procedural relevance of mediation is crucial for its overall effectiveness. Mediation is besides its feature as a communication technique becoming ever more important as a dispute resolution procedure for civil and commercial conflicts in Europe. In this context the role of mediation within and in relation to other procedures for the resolution of disputes has to be considered. While on one hand the terminology and the differences between mediation and other forms of Alternative Dispute Resolution (ADR) as well as certain judicial attempts of settling disputes may not always be easily determined, on the other hand, it can be stated that the ADR form of mediation is beyond its early stages and clearly shows its own procedural relevance. The comparison of European national jurisdictions in the field of mediation leads to a core definition of mediation as a voluntary process where a third person without the authority to pass a binding decision over the dispute between...

Made available in DSpace on 2014-12-17T14:36:05Z (GMT). No. of bitstreams: 1 EdineideCB.pdf: 2542079 bytes, checksum: 11c62cf74d5a5afc868a85756492e279 (MD5) Previous issue date: 2010-03-15 / Este trabajo tiene su origen en nuestra historia profesional, en la que destacamos el rol mediador de coordinaci?n pedag?gica en la (re)construcci?n de nuestra actuaci?n docente. En este contexto de vida profesional, nace la tesis que discute la problem?tica de la alfabetizaci?n y el rol de la escuela y de sus profesores, mediados por la acci?n de la coordinaci?n pedag?gica, en la construcci?n de una pr?ctica alfabetizadora de j?venes y adultos. Investigar qu? saberes de la acci?n pedag?gica son requeridos del coordinador pedag?gico, en la mediaci?n/ orientaci?n de profesores alfabetizadores de j?venes y adultos fue el objetivo de este trabajo. Para tejer la investigaci?n fue escogido el abordaje caritativo de la encuesta; como metodolog?a, el estudio de caso y como procedimiento el levantamiento de datos, la observaci?n, el cuestionario, la entrevista y el an?lisis documental. Aprehendimos de la investigaci?n que, en el desarrollo de su pr?ctica, el coordinador pedag?gico moviliza Saberes Espec?ficos y Saberes Transversales de su acci?n pedag?gica. En los saberes espec?ficos, encontramos: Joven y Adulto como sujeto del conocimiento y del aprendizaje; Alfabetizaci?n del joven y del adulto: Psicog?nesis de la lengua escrita; Ciclo de la acci?n did?ctico-pedag?gica. En los saberes transversales, fueron aprendidos: Respetar y se hacerse respetar por profesores y alumnos; Priorizar la dimensi?n pedag?gica en el cotidiano escolar; Mediar la acci?n docente en las distintas etapas: planeamiento; ejecuci?n y evaluaci?n. La investigaci?n ratifica que el trabajo pedag?gico en la escuela debe ser construido en una relaci?n entre profesores y coordinadores. Como resultados, evidenciamos, tambi?n, que los coordinadores pedag?gicos se encuentran, todav?a, sin una identidad profesional, inmersos en muchos quehaceres, sin darse cuenta de lo m?s importante: la mediaci?n del trabajo docente. El coordinador pedag?gico es un profesional que se va construyendo en las pr?cticas escolares y su identidad profesional a?n no est? definida como en el campo real de actuaci?n. Basado en los estudios hechos, defendemos la tesis de que, la pr?ctica del coordinador pedag?gico en la escuela demanda saberes y quehaceres de acci?n pedag?gica; estos adquieren especificidades en ejercicio de la mediaci?n /orientaci?n de la pr?ctica pedag?gica de profesores alfabetizadores de j?venes y adultos. Aprehendemos como recomendaci?n a los cursos de formaci?n de coordinadores pedag?gicos que estos deben proporcionar: Embasamiento te?ricometodol?gico consistente sobre las Ciencias de la Educaci?n; Pr?cticas Supervisadas de larga duraci?n en la Coordinaci?n Pedag?gica de instituciones escolares y no escolares; Experiencia como profesor en sala de clase, de manera preferencial, en el nivel en que el que concluye el curso desea actuar. Fue destacada la importancia del lado humano en el ejercicio de la acci?n coordinadora, como forma de establecer y alimentar la comunicaci?n con el profesor y, de este modo, coordinadores y profesores comparten la apasionante, pero dif?cil tarea de educar. Esperamos que el estudio, que destaca saberes necesarios para la pr?ctica del coordinador pedag?gico, pueda contribuir para ampliar la discusi?n del rol de este profesional en la escuela que deseamos p?blica, democr?tica y con calidad social. / Este trabalho tem sua origem na nossa hist?ria de vida profissional, onde destacamos o papel mediador da coordena??o pedag?gica na (re)constru??o da nossa atua??o docente. Nesse contexto de vida profissional, nasce a tese que discute a problem?tica da alfabetiza??o e o papel da escola e de seus professores, mediados pela a??o da coordena??o pedag?gica, na constru??o de uma pr?tica alfabetizadora de jovens e adultos. Investigar que saberes da a??o pedag?gica s?o requeridos do coordenador pedag?gico, na media??o/orienta??o de professores alfabetizadores de jovens e adultos foi o objetivo deste trabalho. Para tecer a investiga??o, foi escolhida a abordagem qualitativa de pesquisa; como metodologia, o estudo de caso e como procedimentos de recolha de dados, a observa??o, o question?rio, a entrevista e a an?lise documental. O corpus da pesquisa, captado pelos instrumentos destacados, foi interpretado e trabalhado atrav?s da an?lise de conte?do, que atende ?s expectativas de uma abordagem interpretativa. Apreendemos da pesquisa que, no desenvolvimento de sua pr?tica, o coordenador pedag?gico mobiliza Saberes Espec?ficos e Saberes Transversais a sua a??o pedag?gica. Nos saberes espec?ficos, encontramos: Jovem e Adulto como sujeito do conhecimento e da aprendizagem; Alfabetiza??o do jovem e do adulto: Psicog?nese da l?ngua escrita; Ciclo da a??o did?tico-pedag?gica. Nos saberes transversais, foram apreendidos: Respeitar e se fazer respeitar por professores e alunos; Priorizar a dimens?o pedag?gica no cotidiano escolar; Mediar a a??o docente nas diversas etapas: planejamento; execu??o e avalia??o. A pesquisa ratifica que o trabalho pedag?gico na escola deve ser constru?do numa parceria entre professores e coordenadores. Como resultados, evidenciamos, tamb?m, que os coordenadores pedag?gicos encontram-se, ainda, sem uma identidade profissional, imersos em muitos fazeres, sem se darem conta do mais importante: a media??o do trabalho docente. O coordenador pedag?gico ? um profissional que vai se constituindo nas pr?ticas escolares e sua identidade profissional ainda n?o est? definida quanto ao campo real de atua??o. Com base nos estudos feitos, defendemos a tese de que, a pr?tica do coordenador pedag?gico na escola demanda saberes e fazeres da a??o pedag?gica; estes adquirem especificidades no exerc?cio da media??o/orienta??o da pr?tica pedag?gica de professores alfabetizadores de jovens e adultos. Apreendemos como recomenda??es aos cursos de forma??o de coordenadores pedag?gicos que estes devem proporcionar: Embasamento te?rico-metodol?gico consistente sobre as Ci?ncias da Educa??o; Est?gio Supervisionado duradouro na Coordena??o Pedag?gica de institui??es escolares e n?o-escolares; Experi?ncia como professor em sala de aula, preferencialmente, no n?vel em que o formando pretende atuar. Foi destacada a import?ncia do lado humano no exerc?cio da a??o coordenadora, como forma de estabelecer e alimentar o canal de comunica??o com o professor e, desse modo, coordenadores e professores (com)partilharem a apaixonante, mas dif?cil tarefa de educar. Esperamos que o estudo, que evidencia saberes necess?rios ? pr?tica do coordenador pedag?gico, possa contribuir para ampliar a discuss?o do papel desse profissional na escola, que desejamos p?blica, democr?tica e com qualidade social.

(in English): This diploma thesis deals with the issue of alternative dispute resolution, mediation in non- criminal matters. The mediation is estabilished in the Act on Mediation and amending certain other acts (the Act on Mediation) No. 202/2012 Coll. in the Legal Order of the Czech Republic, that is the main the aspect in this thesis. This actual topic, (the issue is that it is relatively a new law, which came into effect in September 2012), deals with the personality and educational attainment of registered mediators, particulary prerequisite for the performance of the profession of a registered mediator due to the mentioned law and it examines and compares effeciency in the mediators' exams in the Czech Bar Association and the Ministry of Justice of the Czech Republic according to the Ordinance No. 277/2012 Coll., about the trials and rewards of mediator. The main goal of this diploma thesis is to find out by means of quantitative research if there is a difference between registered mediators with different previous university education and how it shows in mediation process. The teoretical part of the diploma thesis is devoted to description of the mediation as an alternative dispute resolution, defining the role and duties of mediators and the system of education of mediators.