Maritime Delimitation in the Black Sea (Romania v. Ukraine)

The complex relationship between psychic structures, social norms, and aesthetic representations is a challenge for every analysis of the historical manifestations of human desire. This book provides an understanding of this relation by an assessment of the linguistic and artistic configurations of desire in European literature over the year

Sovereignty Over Pedra Branca/Pulau Batu Puteh, Middle Rocks and South Ledge (Malaysia/Singapore)

Report on Malaysia/Singapore, decided May 23, 2008 before the International Court of Justic

Territorial and Maritime Dispute Between Nicaragua and Honduras in the Caribbean Sea (Nicaragua v. Honduras)

Report on Nicaragua v. Honduras, decided October 8, 2007 before the International Court of Justice

The Vicarious Liability of a Physician for the Negligence of Other Medical Professionals - North Carolina Charts a Middle Course - The Effect of \u3cem\u3eHarris v. Miller\u3c/em\u3e

This Note examines the North Carolina Supreme Court\u27s decision in Harris v. Miller. First, the Note addresses the facts of the case. Second, it discusses the rules courts traditionally have used to impose vicarious liability under respondeat superior, the borrowed servant rule, and tests courts have established to determine whether the borrowed servant rule even applies. Next, the Note analyzes the Harris court\u27s rejection of the captain-of-the- ship doctrine, the professionals approach, and the application of the right to control test. Finally, the Note concludes that North Carolina has charted a middle course; a course which recognizes that reality is at odds with the assumption that a surgeon has the complete right of control over all other personnel in the operating room, but a course that refuses to treat specialists as independent contractors under the professionals approach

Second chance learning and the contexts of teaching: a study of the learning experiences of further education students with few qualifications

This thesis examines the learning experience of a group of students in a further education college. This group, mainly adult returners, (there was a small cohort of school leavers) with few academic qualifications, succeeded in gaining Higher National awards and some went on to complete a degree. Students from 1995-2002 on one course in a college of further education were surveyed and interviewed. Findings from 95 questionnaires and 60 interviews on what factors they considered important to their success, how they learned best, and what elements of the learning experience were important to them, were all used to examine the learning of this group of students, both with Highers and without Highers, adult returners and school leavers, with a view to designing a teaching model for both sets of students. The initial hypothesis that those without Higher qualifications required something radically different from those with Highers, was disproved. Three case studies were used to give a more chronological and holistic picture of the student experience. The study shows that discussion, group communal learning and the trust and reciprocity exhibited within the dynamics of this particular FE classroom contributed to the efficacy of the learning experiences. Concepts of learner identity, discourse, student and teacher identities and pedagogical traditions were explored in the light of the data. Social capital was used as a heuristic device to examine the mechanics of classroom activity, the bonding of the group and how the small world of an FE classroom related to the larger networks of the workplace, the community and higher education. The final outcome, the model, was presented as a broad set of principles based on the students’ comments, the teacher/researcher’s experience and education theories. It was to be “learning focused” rather than “training focused” (Eraut et al. 2000: 240). Relationships between staff and students, students and students, modes of thinking linked to critical discourse and collaborative activity were the key factors in their successful achievement. The workplace context and the use of the practical setting were seen as important in making the learning link to “real life” but were not seen as the pivotal force. This combination of social and cognitive forces was translated into a model. The principles contained in the model were an expression of the way the students changed in their thinking, and in themselves, and what classroom dynamics brought these changes about