- The concept and types of bill of exchange The topic of this thesis is "The concept and types of bill of exchange". The reason for choosing this topic has been my interest in bill of exchange law, which was awaken by my own experience with a bill of exchange on one hand and by the gripping seminars of subject called "Bills of Exchanges", which is taught at the Faculty of Social Sciences of the Charles University in Prague, on the other hand. The aim of the thesis is to characterize the bill of exchange and promissory note, to define their basic characteristics, to explain, what kind of them exist and to analyze their basic requirements. The thesis is composed of six chapters. The first chapter discusses the history of bill of exchange and promissory note. It is divided into three sections that deal with the origin and both national and international development of bill of exchange law. The second chapter is devoted to the current legislation of bill of exchange law. It introduces the sources of bill of exchange law and relations between them and the most specific characteristics of the bill of exchange law, which is rigor cambialis. The third chapter, which consists of three sections, defines the concept of bill of exchange and promissory note, provides a list of their features and the most...

The subject of this Master's thesis is introducing Chinese interpreting theory with regard to its historical and cultural background, including a description of the Chinese interpreting scene and education of interpreters. Chinese translation theory is also explained briefly in order to serve as a reference to Chinese considerations on interpreting. The thesis introduces the most influential Chinese researchers in this area and strives to provide a general overview as well as show concrete examples and extracts from Chinese theoretical publications with special attention paid to specific features of Chinese interpreting theory.

This study investigated the effects of trust level and note-taking upon the level of self-disclosure among prisoners. Sixty inmates at a federal prison were administered the Rotter Interpersonal Trust Scale. Next, using a median split, participants were divided into two groups of high and low mistrust. Subjects within each of these groups were then randomly assigned to a high, low, or no note-taking condition. Each prisoner then discussed an intimate topic for thirty minutes. Level of self-disclosure was measured by an abbreviated version of the Rotter Incomplete Sentences Blank. No significant differences were found as a function of trust level or note-taking condition. Some implications for further research are suggested.

The increase in certified sickness absence recorded in most European countries during the last decade is of increasing concern to public health agencies. While sickness absence can promote rest and recovery from illness, it may also have negative consequences, including increased risks of inactivity and isolation, poorer quality of life and increased uptake of health services. In the Republic of Ireland (ROI) sickness certification is part of General Practitioners’ (GPs’) contractual service to the Department of Social Protection (DSP). Sickness certificates are also issued to patients as evidence of illness for employment purposes. There is limited research exploring GPs certifying practices in the Republic of Ireland. The aim of the thesis was to explore perspectives on sickness certification in general practice in Ireland. The data collection consisted of three stages. Study 1 consisted of in depth individual interviews with 14 GPs across 11 primary care practices in Ireland. Study 2 was based on an on-line questionnaire survey using a number of vignettes with 62 GPs working in primary healthcare. Finally, study 3 consisted of a focus group conducted with eight GPs in a large urban practice in Ireland. Qualitative analysis was conducted in vivo using content and simple thematic analysis techniques. Quantitative data was analysed by descriptive and inferential statistics using PASW version 18 statistical software. Combined results indicate that GPs can find their role as certifiers’ problematic and a source of conflict during the consultation process with patients. GPs concerns are with breaching patient confidentiality and in particular disclosing illness to employers. They reported feeling inadequate in dealing with some cases requesting sickness leave, including certification for adverse social circumstances and they felt a need for better communication between themselves, employers and relevant government departments. Willingness to issue a sickness cert may be influenced by the nature of the patient’s presenting problem. A psychological problem generated greater belief that patients were unfit for work, and GPs were more sympathetic and showed greater satisfaction with the decision they had made to certify these patient in comparison to patients with a physical problem. Average sickness certification periods were longer in cases of psychological nature (1-2 weeks) in comparison to the physical complaint (4-7days). Overall GPs displayed a negative feeling towards prescribing sickness leave and there was a perception that sickness certificates were being used by employers as a management tool in controlling absenteeism. GPs also mentioned cultural factors in work place absenteeism and lack of rehabilitative pathway as impacting on sickness certification practices in Ireland. Issuing a sickness certificate appears influenced by medical and non-medical factors. Potential exists for improving the system, but requires significant engagement with other stakeholders such as employers and social benefit agencies. Focus should be placed on referral and rehabilitative pathways for patients to ensure appropriate certification and early return to work.

Contrary to interviewing guidelines, a considerable portion of witness interviews are not recorded. Investigators’ memory, their interview notes, and any subsequent interview reports therefore become important pieces of evidence; the accuracy of interviewers’ memory or such reports is therefore of crucial importance when interviewers testify in court regarding witness interviews. A detailed recollection of the actual exchange during such interviews and how information was elicited from the witness will allow for a better assessment of statement veracity in court. Two studies were designed to examine interviewers’ memory for a prior witness interview. Study One varied interviewer note-taking and type of subsequent interview report written by interviewers by including a sample of undergraduates and implementing a two-week delay between interview and recall. Study Two varied levels of interviewing experience in addition to report type and note-taking by comparing experienced police interviewers to a student sample. Participants interviewed a mock witness about a crime, while taking notes or not, and wrote an interview report two weeks later (Study One) or immediately after (Study Two). Interview reports were written either in a summarized format, which asked interviewers for a summary of everything that occurred during the interview, or verbatim format, which asked interviewers to record in transcript format the questions they asked and the witness’s responses. Interviews were videotaped and transcribed. Transcriptions were compared to interview reports to score for accuracy and omission of interview content. Results from both studies indicate that much interview information is lost between interview and report especially after a two-week delay. The majority of information reported by interviewers is accurate, although even interviewers who recalled information immediately after still reported a troubling amount of inaccurate information. Note-taking was found to increase accuracy and completeness of interviewer reports especially after a two week delay. Report type only influenced recall of interviewer questions. Experienced police interviewers were not any better at recalling a prior witness interview than student interviewers. Results emphasize the need to record witness interviews to allow for more accurate and complete interview reconstruction by interviewers, even if interview notes are available.

The graduation thesis deals with bills of exchange/promissory notes with the focus on their present possibilities of use. Thus, the thesis combines the legal point of view with the practical point of view. First part of the thesis provides basic information about bills of exchange/promissory notes and their specific qualities. Furthermore, this part concerns about declarations made on them such as acceptance, aval and endorsement. The second part focuses on economic importance of bills of exchange/promissory notes and reveals different functions bills of exchange/promissory notes can have. At the end there is an overview summing up both parts.

The diploma thesis is devided into four main parts. The first part describes international organizations participating in rail transport, their focus, structure, current issues and goals. The second part analyses new document used in international rail transport - the commnon consignment note CIM/SMGS. In the third and fourth part is explained by way of example of route Mlada Boleslav - Kaluga, how international transport is under way, when this note is used in it.

Testing is the most common way to assess student learning at all ages and grade levels. Testing is traditionally viewed as a measure of knowledge, and not as a way to enhance learning. Nonetheless, a large body of literature demonstrates that testing is actually an effective way to facilitate learning and enhance long-term memory for information. This finding, that retrieval of information from memory leads to better retention than re-studying or re-reading the same information, has been termed the testing effect. The benefit of testing compared to review of material is typically seen after a delay between practice and final test, with review being a better strategy when the test is given immediately or after a short delay. This phenomenon has been shown across a variety of contexts, test formats, retention intervals, and ranges of ages and abilities. However, one domain in which the testing effect has not been shown to work is in the review of student-produced lecture notes. Lecture note-taking is a ubiquitous learning strategy and notes have been shown to be highly correlated with academic outcomes such as test performance and GPA. Note-taking in itself is a cognitively demanding process, and students often struggle to take accurate and complete notes from lecture, thus limiting the benefits of note-taking and review. There is limited research on ways to improve the review function of notes. Thus, this dissertation sought to understand the effect of integrating the testing effect into the context of lecture note-taking on memory for information compared to review of notes and a lecture-only control. A sample of 59 high school students watched a video lecture and took notes on the information. The lecture was divided into three sections with two-minute pauses in between each segment. During each pause, students were asked to either reread their notes from the previous section (review group), recall and write down what they remembered to be the most important ideas from the lecture they were just shown (self-testing group), or complete a distractor word search puzzle for the duration of the pause (lecture-only control group). Participants were given a written recall test of lecture information following a one-day delay. Comparisons were made between lecture groups on test performance and note quantity. Measures of sustained attention and mind-wandering during lecture were examined as covariates. While participants in the self-testing group scored higher on the written recall test, this difference did not reach statistical significance. Self-testing and reviewing notes during lecture pauses were both significantly better than lecture note-taking alone. Results also showed that it was actually the students in the review group who took significantly more notes than those in the lecture-only control. There was a main effect for time, indicating that students in all lecture groups took increasingly more notes as the lecture progressed. Note quantity was found to be a significant predictor of test performance. Examination of attentional variables showed that students who reported lower instances of mind-wandering took significantly more notes and did significantly better on the recall test. Further, students in the self-testing group reported less of an increase in mind-wandering as the lecture progressed compared to those in the control group. Differences between the results of this study and other studies in the testing effect literature are hypothesized to be due several factors, including complexity of lecture information, encoding difficulties, and the presentation of new information at each self-testing time point. Future research should continue to explore the testing effect in conjunction with note taking.

Die ersten gedruckten Notenhefte erscheinen in den ostslawischen Gebieten im 16. Jahrhundert.

I följande studie kommer jag redovisa resultatet ifrån den självstudie som jag har bedrivit i syfte av att utforska huruvida min instuderingsprocess skiljer sig utifrån jazz- och klassisk repertoar på instrumentet kontrabas. Studien redovisar även hur jag erhåller och nyttjar den instuderade tekniken och materialet i de givna jazz- och stråkorkestertillfällena, samt om hur instuderingen skiljer sig i den mån av tidigare erfarenheter kunskaper. Studien tar form utifrån hur jag som erfaren jazzbassist instuderar och spelar i stråkorkester som novis i den miljön, samt hur jag fördjupar mitt instuderande till jazzensemblerna. I syfte att studien har ett stort fokus på instudering och ensemblespel så diskuteras även huruvida de olika ensemblekulterna skiljer sig i mån av styrning, inflytande och uttryck. Arbetet bearbetas genom videodokumentation som sker under instudering- och övningspass, samt ensembletillfällen. Matrealet bearbetas sedan genom transkription och analys där matre- alet kategoriseras efter olika kategorier i syfte att besvara mina frågeställningar. Arbetet utgår utifrån ett sociokulturellt perspektiv och där med har ett fokus på hur jag brukar kunskap och artefakter i olika kulturer och miljöer, samt hur jag lär mig utifrån de olika ensembleformerna. Resultatet i arbetet visar hur notläsningen i stråkorkestern är direkt kopplat till mitt gehör, och genom instudering av notmatrealet så betingas mitt gehör till min psykomotorik. Studien visar även huruvida mina bristande tekniska förutsättningar med redskapet stråken bidrar till att jag flyttar blicken ifrån noten till stråken, vilket får konsekvenser i mån av flöde och koncentrat- ion i spelandet. I mån av det musikaliskt flöde som befinner sig i orkestern så underlättas not- läsningen genom ensemblens harmoniska samspel och tempo. De olika ensembleformerna vi- sar sig skilja sig markant i mån av styrning och inflytande vilket kan kopplas till de ensemb- lernas skillnader i mån av storlek. Studien redovisar även hur brukandet av andra instrument bidrar till en större uppfattning av repertoaren till jazzensemblen, vilket får positiva fördelar i mån av gehör, improvisation och formkänsla. / In the following study I will report the results from the self-study i have conducted in order to explore whether my study process differs based on jazz and classical repertoire on the instru- ment double bass. The study also reports whether I obtain and use the studied technique and the material in the given jazz and string orchestra occasions, and how the study differs to the extent of previous experience knowledge. The study takes the form of how I, as an experienced jazz bassist study and play in string or- chestras as a novice in that environment, and how I deepen my study of the jazz ensembles. In order that the study has a great focus on study and ensemble play, it will also be discussed whether the different ensemble cultures differ in terms of control, influence and expression. The work is processed through video documentation that takes place during study and practice sessions, as well as ensemble occasions for the purpose of follow-up. The video documentation will be processed through transcription and analysis where the material is categorized according to different categories in order to answer lesser questions. The work is based on a socio-cultural perspective and with a focus on how I use knowledge and artifacts in different musical cultures and environments, and how I learn based on the different ensemble forms. The result of the work shows how the note reading in the string orchestra is directly connected to my hearing, and by studying the sheet music, my hearing is conditioned to my psychomotor skills. The study also shows whether less technical deficiencies with the implement strings contribute to moving the gaze from the note to the strings, which has consequences in terms of flow and concentra- tion. As far as the musical flow in the orchestra is concerned, the note reading is facilitated by the ensemble's harmonious interaction and tempo. The different ensemble forms appear to differ markedly in terms of control and influence which can be linked to the differences of the ensem- bles in terms of size. The study also shows how the use of other instruments contributes to a greater perception of the repertoire of the jazz ensemble, which receives positive benefits as far as hearing, improvisation and sense of form are concerned.