The attempt of this diploma thesis is to give a comprehensive analysis of all of the components of civil procedure. Civil procedure represents the united process on the outside, but is differentiated inside. We can distinguish five types of civil procedure and within the finding procedure two other types - controversial and uncontroversial. All of these types are constructed on the same basis which is right to a lawful trial. This is the basic principle of justice in general. Considering the scope of this area the diploma thesis focuses on the determination of the elements that are common to some types, and within the frame of the particular types mainly on answering the present questions connected with them. By the characteristics of the finding procedure the attempt is to determinate the principal differences between controversial and uncontroversial procedure and, in connection with that, also to outline the future course in this area. In the chapters concerned with execution and insolvency procedure, the thesis is concentrating primarily on the determination of requirements which must be met to carry out these procedures. In connection with execution procedure there is also outlined this year's amendment, which means some kind of transfer of the judicial execution on the executors. Within the frame of...

This thesis deals with types of civil procedure and it is divided into six parts. The first part generally focuses on civil procedure, definition of its subject and its relation to substantive law. There is also described its development since era of ancient Rome till presence. The second chapter focuses on the most important type of civil procedure, which is civil trial proceedings, that is divided into contentious and non- contentious proceedings. At first there is described contentious procedure aiming on its basic principles, goal, rights and obligations of participants and its procedure. The part devoted to non-contentious procedure contains common and different characteristics with contentious procedure, basic principles, specification of participants, general procedure and description of chosen types of non-contentious procedure. Based on its continuity the third chapter is dedicated to enforcement procedure. The chapter is subdivided to parts focused on writ of execution, general procedure and possible ways of its end. Next chapter's subjects are conciliation procedure, preliminary injunction and securing of evidence. The fifth chapter is devoted to bankruptcy proceedings, which deals with bankruptcy of debtors in various ways. There are specified its entities, term bankruptcy, its...

Sovereign wealth funds and their regulation The aim of this work is to provide a comprehensive explanation of the current issue of the role and activities of sovereign wealth funds in financial markets and to try to summarize current international regulatory framework, as well as to outline possible changes in this system. This question comes from description and interpretation of the most important international "soft-law" rules on sovereign wealth funds - the so- called Santiago Principles (Generally Accepted Principles and Practices) and the OECD's related legislation. The reason for selection of this topic is a fact that issues related to existence of sovereign wealth funds and their legal regulation have not been discussed sufficiently in Czech scientific circles. This work is divided into four chapters. The first chapter is an introduction to the aforementioned issues. In the second chapter, which consists of two sections, the work is concentrated on general characteristics of existence of sovereign wealth funds. The first section is focused on definition of the term "sovereign wealth fund", categorization of such funds on the basis of their characteristic features and analysis of legal nature of these funds. The second section is devoted to influence of sovereign wealth funds on financial...

Orientador: Bruto Max Pimentel Escobar / Co-orientador: / Banca:Andrey Yuryevich Mikhaylov / Banca: Edmundo Capelas de Oliveira / Resumo: A teoria de Hamilton-Jacobi geralmente é apresentada como uma extensão da teoria de Hamilton através das transformações canônicas. No entanto, o matemático Constantin Carathéodory mostrou que essa teoria, sua existência e validade, independem do formalismo hamiltoniano. Neste trabalho, apresentaremos a abordagem de Carathéodory para a teoria de Hamilton-Jacobi. Partindo desse procedimento, construiremos uma teoria de vínculos para que se possa resolver problemas com vínculos involutivos e não-involutivos. Para isso, analisaremos a integrabilidade das equações e introduziremos a operação dos parênteses generalizados que, no lugar do parênteses de Poisson, passará a descrever a dinâmica de sistemas vinculados. Mostraremos uma aplicação dessa teoria de vínculos no modelo BF da teoria de campos. Para finalizar, trataremos da Termodinâmica Axiomática de Carathéodory e também da teoria de Hamilton-Jacobi na Termodinâmica, o que é válido para ilustrar a grande abrangência desse formalismo / Abstract: The Hamilton-Jacobi theory is usually presented as an extension of the Hamilton's theory through the canonical transformations. However, the mathematician Constantin Carathéodory showed this theory, its existence and validity, is independent of the Hamiltonian formalism. In this work, we present the Caratheodory's approach to the Hamilton-Jacobi theory. From this procedure, we build a theory of constraints which can solve problems with involutive and non-involutive constraints. For this, we analyze the integrability of the equations and introduce the operation of the generalized brackets that, instead of Poisson brackets, will describe the dynamics of constrained systems. We show an application of this theory in BF model of the field theory. Finally, we will discuss the Carathéodory's Axiomatic Thermodynamics and also show the Hamilton-Jacobi theory in Thermodynamics, which is valid to illustrate the wide coverage of this formalism / Mestre

Estudos já apontaram para o crescente desaparecimento do pronome clítico dativo de terceira pessoa e para a substituição da preposição a pela preposição para na introdução de objeto indireto (OI) lexical no português brasileiro (PB). Tal fenômeno é identificado a partir de dados do século XIX e esses estudos, em sua maioria, partem de dados da linguagem adulta, sendo que poucos tratam deste fenômeno no âmbito escolar. Esta dissertação discute as estratégias de preenchimento do dativo no português brasileiro (PB), caracterizado pela gramática tradicional de objeto indireto, com o uso das preposições a e para, sob a forma nula e de pronome (lhe/lhes) em redações de alunos de 6º. ao 9º. ano de um colégio público e um colégio particular, da cidade de Santos. Nosso objetivo é verificar o papel da escola na recuperação das formas de prestígio e confrontar os dados encontrados com os trabalhos de Torres Morais e Berlinck (2006), Freire (2011) e Dutra (2003), os quais apontam três estratégias inovadoras: a substituição da preposição a por para, a perda progressiva dos clíticos de 3ª pessoa (lhe/lhes), que são substituídos pela forma preposicionada (a ele/eles, a ela/elas), e o aumento das formas nulas. Acima disso, espera-se, no confronto entre as produções textuais produzidas pelos alunos da escola pública e particular, indagar se há diferença na gramática internalizada de alunos que receberam diferentes estímulos linguísticos. / Several studies have pointed at the increasing disappearance of the pronoun dative clitic third person and for the replacement of the preposition a for para for the introduction of indirect object (OI) lexical in Brazilian Portuguese (PB). This phenomenon is identified from data of the nineteenth century and these studies, mostly originated from data of adult language, and few deal with this phenomenon in the school environment. This essay discusses strategies for fulfilling the dative complement in Brazilian Portuguese (BP), characterized by traditional grammar as indirect object, with the usage of the prepositions a and para and its usage as a null form and a pronoun (lhe/lhes) in 6th to 9th grade students\' compositions within a public and a private school, in Santos. Our aim is to verify the school\'s role in the rescuing of the forms of prestige and comparing the data found in the works of Torres Morais and Berlinck (2006), Freire (2011), and Dutra (2003), which point at three innovative strategies: the replacement of the preposition a for para, the progressive loss of 3rd person clitics (lhe/lhes), which are replaced for the prepositional form (a ele/eles, a ela/elas), and the increasing of null forms. Moreover, it is attempted to question if there is a difference, in the grammar internalized by students from public and private school who received different linguistic stimuli.

Educational researchers, practitioners and policymakers agree that quality of leadership and learning influence the quality of education. In the context of Ghanaian basic schools, previous research has shown that the Leadership for Learning (LfL) framework, an educational theory and practice, has improved the leadership capacities of education stakeholders as well as the quality of teaching and learning. However, the processes which lead to such improvements have not yet been studied. This study aimed to contribute to research on LfL by analysing the processes that accounted for the successful incorporation of the LfL principles. This in-depth case study was conducted in two successful LfL schools in the Central Region of Ghana. It engaged multiple stakeholders and gathered data through semi-structured interviews, focus group discussions, observations, and document analysis. Intra- and inter-case analyses were conducted to understand each case in its own terms as well as to identify areas of convergence and divergence between them. The findings reveal that despite the ubiquity of household poverty, youth unemployment, and paucity of infrastructure, stakeholders recreated structures, reoriented attitudes, developed self-efficacy, and deployed creativity. It has been found that stakeholders were able to come to a shared and contextualised understanding of the LfL principles. This engendered collaboration, co-ownership of the leading, teaching and learning activities, and their successful institutional absorption. Put differently, the successful incorporation of the LfL principles was driven by four practices: the stakeholders understood the principles based on their contextual realities; believed in their understanding; taught what they believed in; and practised what they taught. These findings are of practical relevance for policymakers and practitioners. Policymakers need to appreciate the importance of context in understanding and incorporating policy initiatives. Practitioners need to reorient their attitudes and practice, collaborate, form communal beliefs, and recognise, appreciate and harness their internal human capital to succeed. Further research is needed to understand the impact of communication technology - television soap operas, mobile phones and social media on leading, teaching and learning.

De acordo com a primeira edição da Dedução Transcendental de 1781, a faculdade da imaginação é a faculdade fundamental que une de um lado a intuição e, de outro, o entendimento. Essa união só pode ser possível, entretanto, se a imaginação possuir um caráter não apenas sensível pois ela é uma faculdade que pertence à sensibilidade mas também intelectual. Mostrar, neste sentido, que ela é essa faculdade fundamental sensível e intelectual torna possível uma «doutrina da imaginação», a partir da qual se estabelece uma determinada leitura da Crítica da Razão Pura de Kant. Para isso é necessária uma compreensão do tempo (na Estética Transcendental) e de como o pensamento categorial se constitui em relação a ele através dessa «doutrina da imaginação», ou seja, através de uma explicação das relações entre a imaginação e o tempo e dela com as categorias do pensamento. / According to the first edition (1781) of the Transcendental Deduction, the faculty of imagination is the fundamental faculty which binds, on the one hand, the intuition, and on the other hand, the understanding.This union can only be possible, however, if the imagination has not only a sensible character - for it is a faculty that belongs to the sensibility - but also an intelectual character. To show, in this sense, that imagination is that fundamental faculty - both sensible and intelectual - makes possible a \"doctrine of imagination\", from which is founded a certain reading of Kant\'s Critique of Pure Reason. For this, is necessary an understanding of time ( in the Transcendental Aesthetic) and of how the categorial thought is constituted in relation to it through a \"doctrine of imagination\", that is, through an explanation of the existing relations between imagination and time and also between imagination and the categories of thought.

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The objective of this research is to participate in improving the quality of education in the Kingdom of Saudi Arabia (KSA) by developing the skills of Saudi female science teachers in writing higher cognitive demand (HCD) questions of exemplary quality. It is an evaluative study that follows the descriptive method of research design by depending on a combination of both quantitative and qualitative inquiry. Therefore, various instruments for collecting data were employed. The sample size of 409 represents all of the female science teachers who work in the girls' schools in the urban area of Al Ahsa, a city in KSA. A suggested program called HCD/CAIAT is introduced and the main objective of the present evaluative research is to examine this project's functional potential to improve the researched sample related practices. The project includes an innovative software package, the Computer Aided Item Analysis Technique (CAIAT) designed purposely for this research in the Arabic language to provide the sample teachers with the two parameters of classical item analysis that indicate the strengths or weaknesses of a test question (difficulty and discrimination). This package is introduced through a training course that also trains the teachers in skills of question construction and teaching on HCD level. The CAIAT is intended to stimulate the teachers' professional development (PD) by raising their awareness of the validity of their HCD test items and encouraging/assisting them to improve their HCD questions over time which is anticipated to help improve their instruction. This concept of utilising CAIAT for improving teachers' practices is breaking new ground and establishing a basis for further development in the field of study. The main purpose of the research is to answer the following two major questions. The first is to what extent can the HCD/CAIAT project assist female science teachers in Saudi schools to improve their ability to analyse their test questions, so as to write exemplary HCD test items and to teach at HCD level (Effectiveness dimension)? And the second is, to what extent could this be reflected in their on-going practice both for the test construction and for teaching (Adoption dimension)? The findings have indicated that the sample teachers' prior background in the researched concepts and skills (HCD and IAT) are limited. However, the effectiveness dimension findings showed that the teachers have successfully acquired all of the project's abilities/skills: knowledge of HCD concepts, skills of writing HCD instructional objectives and HCD questions, and using/utilising CAIAT successfully for assessing their test items. For the adoption dimension, the HCD/CAIAT package was successful in encouraging the teachers to adopt HCD and IAT which was a result of the successful role of the CAIAT software in stimulating the teachers' PD for learning (on their own) how to improve their assessment skills for HCD levels. Furthermore, the research has identified ten study variables, which are the teachers' background characteristics, in order to test the statistical significance of their role in the reported differences amongst the results found for the various aspects measured by the research data collection instruments. These teachers' characteristics are: educational qualification, prior training on test construction skills, prior training on IAT, key stage (intermediate/secondary), level of graduation (GPA/equivalent), years of experience in teaching, specialisation subject, prior experience in using computers, possess of a PC at home and ability to use some mainstream software packages. Statistically, the impact of these variables on the teachers' acquisition or adoption of the project's concept and skills was found very limited; which supports generalizability of the research findings. It is recommended that the Ministry of Education (MoE) at KSA adopt the HCD/CAIAT package in order to encourage all KSA female science teachers to tackle HCD levels in their instruction and assessment, which is very likely to have a positive impact on their efforts in teaching thinking and inducing creativity. Ten other recommendations were also suggested.

by Sin Yu Tsang. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1997. / Includes bibliographical references (leaves 40-42). / Chapter Chapter 1. --- Introduction --- p.1 / Chapter Chapter 2. --- Two-level structural equation model --- p.5 / Chapter Chapter 3. --- Estimation of the model under general constraints --- p.11 / Chapter Chapter 4. --- Estimation of the model under linear constraints --- p.22 / Chapter Chapter 5. --- Simulation results --- p.27 / Chapter 5.1 --- "Artificial examples for ""modified"" EM algorithm" --- p.27 / Chapter 5.2 --- "Artificial examples for ""restricted"" EM algorithm" --- p.34 / Chapter Chapter 6. --- Discussion and conclusion --- p.38 / References --- p.40 / Tables --- p.43