This study investigates the effect of the application of Sharia law in Saudi Arabia on the finality of arbitral awards on the basis of questions of law and public policy. International arbitration laws tend to circumvent the two issues by limiting the scope of their applicability. Based on the need to retain a degree of authority over enforcement of arbitral awards and other internationally issued legal determinations, this study finds that the Saudi Arbitration Law 2012 Act has some positive features and moves closer to international law in comparison to the Old Saudi Law, specifically on the issue of finality. The study finds that although not on a par with international law, it is a step in the right direction for Saudi Law to work more flexibly in the international sphere with issues involving finality. Where in the past, issues would not have been resolved due to the refusal to enforce arbitral awards, a more facilitating scenario comes about and the scope of enforcement of finality is set to rise due to the New Saudi Law. In addition, this study finds that the Saudi 2012 Act demonstrates the willingness of the Kingdom to cooperate with international laws. Although this is a breakthrough in dealing with finality, a fundamental principle of Saudi law is that the new Saudi law Act conforms to Sharia and the Kingdom’s public policy. However, with a lack of empirical cases specifically involving the New Saudi Law, it is yet to be established that it has achieved the positive impact intended. This study supports continued efforts and ultimately recommends the decision to work towards the amendment of Saudi law to better aid the achievement of finality without undue subjection to unnecessary scrutiny based on public policy requirements and also to realign Saudi public policy with international standards while maintaining fidelity to the values and principles of Sharia law.

La réception de l’œuvre de Ronald Dworkin en France constitue un objet énigmatique à plusieurs égards. Son étude suppose non seulement de dépasser les contraintes générales inhérentes à la réception transnationale d’une pensée, que les contraintes spécifiques, emportées par l’œuvre dworkinienne elle-même. Nous nous proposons de surmonter ces contraintes à l’aide d’une enquête méthodologique permettant de mettre en évidence le caractère relatif des concepts juridiques, et plus particulièrement des concepts d’œuvre et de réception. Ce préalable nous conduira à analyser pragmatiquement les phénomènes de réception de l’œuvre de Ronald Dworkin afin de montrer en quoi l’œuvre et la réception s’influencent réciproquement. Une telle analyse, entendue statiquement, permettra de classer la réception, suivant ses formes ou son contenu ; alors que, comprise dynamiquement, elle mettra en lumière les effets des discours de réception, sur l’œuvre dworkinienne elle-même, mais également sur son auditoire. / The reception of Ronald Dworkin’s work in France is a complex issue. Several methodological questions arise before conducting its study. First, I point out the challenge offered by the difference between two intellectual and legal cultures. Then, I emphasize the particular concerns involved by Dworkin’s own theory. These preliminaries lead us to a pragmatic analysis of the reception of Dworkin’s work, eager to show the deep encroachments between the author’s work and its reception. On one side, such a method will enable to classify the reception, in accordance with, respectively, its form and its content. On the other side, it will bring to light the impacts of the reception on Ronald Dworkin’s work as well as on its audience.

In order to enhance teaching it is important to understand how students learn. The aim of this study was to discover the interventions needed to enhance the support offered by teachers and tutors in a Business Accounting programme to develop in students an intrinsic motivation and deep learning strategy which could be used later in life in other areas of study. The data came from a number of sources, including the Biggs’ revised two-factor Study Process Questionnaire: R-SPQ-2F, administered to students. The second source was tutors’ responses to a set of questions, and the third source was an interview held with an experienced tutor. In the main, the data was analysed using phenomenographic methodology. The study yielded valuable insights into the tutorial context and tutors’ perceptions of the factors that hinder or enhance student learning.

As bolsas de Produtividade em Pesquisa (PQ) do Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) são destinadas aos pesquisadores que se destaquem entre seus pares, valorizando sua produção científica. O perfil desses bolsistas tem sido objeto de análise frequente em diversos estudos, majoritariamente com foco específico em determinadas áreas do conhecimento. O presente estudo busca caracterizar toda a população de bolsistas PQ do CNPq, oferecendo uma visão mais ampla e contribuindo com o desenvolvimento de políticas de aperfeiçoamento e valorização da Ciência, Tecnologia e Inovação em todas as áreas. Nesse sentido, o trabalho apresenta e discute dados referentes aos bolsistas e sobre sua produção científica e tecnológica, extraídos dos currículos cadastrados na Plataforma Lattes. As informações referentes aos bolsistas foram divididas em dados gerais sobre os pesquisadores, sobre sua formação em nível de doutorado e sobre a bolsa PQ que possuem atualmente. As informações referentes à produção foram divididas em dados gerais de produção, orientações concluídas, produção bibliográfica, artigos por faixa de JCR e índice H. Os resultados apontaram que há predominância de diversas características dos bolsistas, tais como no sexo, distribuição geográfica, áreas do conhecimento e local de realização do doutorado. Quanto à produção dos pesquisadores, foi possível perceber que há características diferentes entre as áreas do conhecimento, em especial quanto a relevância dos indicadores de produtividade relacionados a artigos publicados para cada área. Observou-se, ainda, que o tempo de formação e o tempo de experiência científica estão diretamente relacionados à classificação dos pesquisadores nos diferentes níveis de bolsa, onde a produtividade e impacto dos bolsistas dos níveis mais altos são efetivamente maiores que os dos bolsistas que ocupam os níveis inferiores. / Research Productivity grants (PQ) of the National Council for Scientific and Technological Development (CNPq) are intended for researchers who stand out among their peers, valuing their scientific production. The profile of these scholarship holders has been the object of frequent analysis in several studies, mostly with specific focus in certain areas of knowledge. The present study aims to characterize the entire population of CNPq PQ fellows, offering a broader view and contributing to the development of policies for the improvement and valorization of Science, Technology and Innovation in all areas. In this way, the study presents and discusses data about the scholarship holders and their scientific and technological production, extracted from the curricula registered in the Lattes Platform. The information about the scholarship holders was divided into general information about the researchers, about their doctoral training and about the PQ scholarship they currently have. Production information was divided into general production data, concluded academic advisory, bibliographic production, articles by JCR and H index. The results showed that there are predominant characteristics of the scholarship holders, such as gender, geographical distribution, areas of knowledge and location of the doctorate. Regarding the production of the researchers, it was possible to perceive that there are different characteristics between the areas of knowledge, especially as the relevance of the productivity indicators related to articles published for each area. It was also observed that the time of formation and the time of scientific experience are directly related to the classification of the researchers in the different levels of scholarship, where the productivity and impact of the scholars of the highest levels are actually greater than the scholarship holders of the lower levels.

Submitted by admin tede (tede@pucgoias.edu.br) on 2018-12-05T17:39:39Z No. of bitstreams: 1 JULDISANDRA AMÉLIA CANÊDO.pdf: 2639422 bytes, checksum: d32c2bbc726b7538752775b4c6f475db (MD5) / Made available in DSpace on 2018-12-05T17:39:39Z (GMT). No. of bitstreams: 1 JULDISANDRA AMÉLIA CANÊDO.pdf: 2639422 bytes, checksum: d32c2bbc726b7538752775b4c6f475db (MD5) Previous issue date: 2018-08-27 / The present research under the title, School Trajectories and Strategies of Permanence of Scholarship student of Public Schools in Private School, is inserted in the line of research Education, Society and Culture. The general objective was to investigate the school trajectories of scholarship students from public schools and their strategies of permanence in a private school in the municipality of Goiatuba, Goiás and as specific objectives, to analyze the school trajectory of Scholarship students of popular layers to understand how they constitute and are constituted in their schooling process; Understand how families relate to the social and cultural capital of the school and understand the influence of social and cultural capital on the trajectory of scholarship students in private schools. Scholarship students are still poorly studied as research subjects by academic means, lacking an understanding, because they are a very expressive category in society, both from a quantitative and social point of view, hence their importance within the sociology of Youth and other sciences. In this context, the guiding question of the work was: what the strategy (ies) the scholarship students use to stay in a school field other than their primary habitus? In this research, the methodology was characterized as an empirical of qualitative nature. The object of study was constructed from the reflexive sociology of Pierre Bourdieu (2007), which is to apprehend the research as a rational activity and not as a kind of mystical search. It was also conducted bibliographic research on youth and Field research, as a sociological category. The theoretical contributions used to substantiate the research were: Abramo (1997), Bourdieu (1998; 1999; 2003; 2004; 2007), Cavalcante (2010), Carrano (2002), Dayrell (2003), Nogueira (2002), Pais (1990), Setton (2002), Spósito (2003), among others. It can be seen that, in general, the interviews analyzed pointed to factors that should be considered in the analysis of school trajectories and that allow explaining the success or failure of school, but that should not be considered separately as related issues. Among them prevail the family heritage as cultural, economic and social capital, as well as the incorporation of legacy capitals by youngers. / A presente pesquisa sob o título, Trajetórias Escolares e Estratégias de Permanência de Jovens Bolsistas de Escolas Públicas em Escola Privada, está inserida na Linha de Pesquisa Educação, Sociedade e Cultura. Teve como objetivo geral, investigar as trajetórias escolares de jovens bolsistas de escolas públicas e suas estratégias de permanência em uma escola privada no município de Goiatuba, Goiás e como objetivos específicos, analisar a trajetória escolar de jovens bolsistas de camadas populares para entender como se constituem e são constituídos em seu processo de escolarização; entender como as famílias se relacionam frente ao capital social e cultural da escola e compreender a influência do capital social e cultural na trajetória de jovens bolsistas na escola privada. Os jovens ainda são pouco estudados como sujeitos de pesquisa pelos meios acadêmicos, carecendo de uma compreensão, pois são uma categoria muito expressiva na sociedade, tanto do ponto de vista quantitativo como social, daí sua importância dentro da sociologia da juventude e de outras ciências. Nesse contexto, a questão norteadora do trabalho foi: qual (ais) a(s) estratégia(s) os jovens bolsistas utilizam para permanecer em um campo escolar diferente do seu habitus primário? Nesta pesquisa, a metodologia caracterizou-se como empírica de cunho qualitativo. O objeto de estudo foi construído a partir da sociologia reflexiva de Pierre Bourdieu (2007), que é a de apreender a pesquisa como uma atividade racional e não como uma espécie de busca mística. Foi realizada também pesquisa bibliográfica sobre juventude e pesquisa de campo, como categoria sociológica. Os aportes teóricos utilizados para fundamentar a pesquisa foram: Abramo (1997), Bourdieu (1998; 1999; 2003; 2004; 2007), Cavalcante (2010), Carrano (2002), Dayrell (2003), Nogueira (2002), Pais (1990), Setton (2002), Spósito (2003), dentre outros. Pode constatar que, de modo geral, as entrevistas analisadas apontaram para fatores que devem ser considerados nas análises das trajetórias escolares e que permitem explicar o sucesso ou o fracasso escolar, mas que não devem ser considerados isoladamente como questões relacionadas. Entre eles prevalecem o patrimônio da família como capital cultural, econômico e social, bem como a incorporação dos capitais herdados por parte dos jovens.

Every year thousands of students graduate from high school and move on to higher education, but many of them are not yet prepared for college level courses. The Tennessee Board of Regents does not currently allow 4-year institutions to teach courses that are below college level, so many institutions are using programs such as learning support courses to assist a growing population of underprepared students. The purpose of this study was to determine if the 1-term and 2-term retention rates for students with the same ACT mathematics subsection scores were different between students who took a regular section of Probability and Statistics and students who took a learning support section of the course. The subjects of this study were students who enrolled in a Probability and Statistics class (either regular sections or learning support sections) at a 4-year institution from the 2013 summer semester through the 2014 fall semester. The criteria used for selecting subjects included: (1) enrolled in a section of Probability and Statistics, (2) had a valid ACT mathematics subsection score on file with the institution, and (3) recorded a final grade in the course. Students were then grouped by ACT mathematics subsection score and type of course (learning support or regular). When students were grouped by matching ACT mathematics subscores there were no real significant differences in 1-term retention, 2-term retention, or final course grade between students who took a 4-hour learning support section of probability and statistics and students who opted to take a regular 3-hour version of the same course, with one exception. Of students who scored a 17 on the ACT mathematics subsection, the students enrolled in a regular course had a 1-term retention rate that was significantly higher than the learning support course.

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Objectives: To determine if there is a relationship between the number of self-testing attempts and subsequent exam grade in a pharmacy course. Method: A total of 1,342 multiple choice questions were developed for pharmacy students to self-test for a pathophysiology course. Prior to each examination, students were allowed to take online quizzes which were randomly generated and related to the exam content. Quizzes were scored immediately, and students were shown the incorrect questions along with all answer choices. A matrix of intercorrelations and repeated measures ANOVA, with post hoc tests, was generated using PASW Statistics Version 19 (IBM, Armonk, NY) to evaluate all variables. Results: 77 of 79 students (97.5%) participated, resulting in a total of 7,042 attempts. Non-participants were assigned a zero. There were variations in both the average practice attempts (18 – 30) and subsequent exam grade (82 – 90) on the 4 exams. However, a significant correlation (p ≤ 0.05) existed between number of attempts and each exam grade (R = 0.478, 0.426, 0.385, and 0.218). For each exam, students were stratified into the upper and lower 50%, according to the number of self-test attempts. On all four exams the lower 50%, based solely on attempts, scored significantly lower (p ≤ 0.05) on the subsequent exam based on a two group T-test. Implications: Although self-testing strategies increase recall ability, this strategy is uncommon in pharmacy education. These results suggest that the number of self-testing attempts improves subsequent exam grade, regardless of the score for the self tests. Read More: http://www.ajpe.org/doi/full/10.5688/ajpe76599

Objectives: To determine if a flipped classroom improved student end of module exam performance in a pharmacotherapy oncology module. Method: Third year pharmacy students in the Class of 2013experienced the Pharmacotherapy Oncology Module (15 contact hours) as traditional lectures with optional case studies as supplemental homework (ungraded). The Class of 2014 experienced the same module content with a flipped classroom approach. The middle 10 contact hours were flipped as follows: 10 Vodcasts (8 hours total time) and 6 hours of in-class case studies in place of optional case studies. Students were instructed to watch Vodcasts before in-class case studies, but were not held accountable (i.e. quizzed) for pre-class preparation. The exam questions were identical in both cohorts. Performance on exam questions covered with the flipped approach was compared between the two cohorts using ANCOVA with prior academic performance variables (GPA) as covariates. Results: The students experiencing the flipped classroom approach performed poorer on exam questions covering flipped topics than the cohort that received traditional lecture with optional case studies with previous GPA used as a covariate (p , 0.05). Implications: A flipped classroom approach to incorporate active learning does not necessarily improve student performance. Limitations of this flipped classroom experiment include long vodcasts (30 to 50 minutes) and lack of student accountability for watching vodcasts. Further research is needed to determine optimal classroom flipping techniques that result in improved student performance.

Many of our students enrolled in our Master of Science in Technology program have expressed an interest in learning about entrepreneurship and the development and management of a technology driven company. Students interested in entrepreneurship can pursue a 12 credit concentration that includes classes in developing a cohesive marketing and technology strategy, comparing and contrasting technology strategies for companies within the same market niche, developing an entrepreneurial business plan and coursework in either small business management or entrepreneurial finance. One critical component of this concentration is the utilization of the Marketplace™ Venture Capital simulation game to provide students with real world management experience in running a technology driven company. Teams of students playing roles as CEO, Marketing Manager, Manufacturing Manager, Financial Manager and R and D Manager develop the technology and marketing strategies for their companies as they compete against each other in a global environment. After four quarters of operation, students are required to prepare and deliver a 15 minute presentation to venture capitalists detailing their marketing and technology strategies, performance to date and expectations in the market for the remaining two quarters in the game simulation. They are competing against the other teams for the venture capitalist’s money and must not only have a good presentation but also demonstrate conceptual understanding of what the financial and market data means. The roles of the venture capitalists are played by retired professionals in the community that have run businesses with revenues exceeding $50 M/year, have started new technology based ventures or have managed researchers in a commercial environment. We instruct the venture capitalists to play the role as tough managers who require data and not fluff before they part with their precious venture capital financing. VC and Technology business managers must negotiate on the purchase price for shares of their company with lesser performing companies giving up a greater share of their company in the negotiation. Students utilize techniques presented in the first two classes in their curriculum (Investigations in Technology and Strategic Management of Technology and Innovation) to develop their marketing and technology strategies. The students appreciate the fact that they are able to take risks and make mistakes in a simulation environment where financial disasters are made with fake money. After utilizing this simulation program for three years, we have found that non- traditional students who have been working in an engineering field typically perform better than the traditional graduate students who are entering their graduate program immediately after receiving their bachelor’s degree. Our experience is that all engineering technology students (regardless of when they enter the program) are weak in their comfort and understanding of financial data and that this is a weakness that we need to correct in both the undergraduate and graduate programs.