Copyright Act - Statutory Damages - Constitutional Law - Seventh Amendment - Equitable/Legal Remedies

The United States Supreme Court held that where statutory remedies are more analogous to those historically awarded in courts of law rather than courts of equity, the Seventh Amendment, and not the provisions of the Copyright Act, provides for the right to a jury trial. Feltner v. Columbia Pictures Television, Inc., 118 S. Ct. 1279 (1998)

Joint Impact Assessment of CTA's Support to SPC (2004-2014)

CTA and SPC have a long working relationship spanning over 15 years. In 2012, CTA commenced an evaluation of the work it had undertaken with several partners such as SPC in the ACP region. This Report documents the findings of an Impact Evaluation of capacity development activities provided by CTA for the Pacific region over the last 10 years through SPC, namely its Land Resources Division (LRD)

Students managing work and study role boundaries: a person-centred approach

To cope with demands of working while studying, students must structure the boundaries between these roles (e.g., integrate or segment them) to suit their preferences and circumstances. However, students differ on how well they do this, and we do not yet understand the factors that contribute to managing work and study well. We sought to determine if different student groups existed and if the groups reported different work, study, and wellbeing outcomes. Using latent profile analysis and assessing work-study boundary congruence and flexibility (N = 808; 76% female; MAge 19.6 years), we identified four groups of (a) “balanced” (65.4%; with moderate boundary congruence and flexibility); (b) “high work congruence and flexibility” (17.5%; working arrangements supportive of study role); (c) “low work congruence and flexibility” (9.7%; unsupportive workplace arrangements); and (d) “low study congruence” (7.3%; study arrangements unsupportive of work role). These groups reported different work/study demands, role conflict, study burnout, and perceived employability, with “balanced” and “high work congruence and flexibility” groups scoring more positively and “low work congruence and flexibility” and “low study congruence” groups scoring more negatively. Results supported that different student groups existed, and these will need different supports to manage their multiple role responsibilities

Laws of crack motion and phase-field models of fracture

Recently proposed phase-field models offer self-consistent descriptions of brittle fracture. Here, we analyze these theories in the quasistatic regime of crack propagation. We show how to derive the laws of crack motion either by using solvability conditions in a perturbative treatment for slight departure from the Griffith threshold, or by generalizing the Eshelby tensor to phase-field models. The analysis provides a simple physical interpretation of the second component of the classic Eshelby integral in the limit of vanishing crack propagation velocity: it gives the elastic torque on the crack tip that is needed to balance the Herring torque arising from the anisotropic interface energy. This force balance condition reduces in this limit to the principle of local symmetry in isotropic media and to the principle of maximum energy release rate for smooth curvilinear cracks in anisotropic media. It can also be interpreted physically in this limit based on energetic considerations in the traditional framework of continuum fracture mechanics, in support of its general validity for real systems beyond the scope of phase-field models. Analytical predictions of crack paths in anisotropic media are validated by numerical simulations. Simulations also show that these predictions hold even if the phase-field dynamics is modified to make the failure process irreversible. In addition, the role of dissipative forces on the process zone scale as well as the extension of the results to motion of planar cracks under pure antiplane shear are discussed

In search of solutions regarding the sex education of people with intellectual disabilities in Poland - participatory action research

Full and equal access to sex education for all citizens is ensured by international legal acts. Research shows, however, that people with intellectual disabilities (ID) receive neither support in understanding their sexual rights, nor access to sex education tailored to their needs. Sex education classes at a special school in Poland are not compulsory for students with ID, therefore they can be omitted from the curriculum. The research aims to learn the state of knowledge about human sexuality and to analyse the needs, barriers, and expectations of adult students with ID as regards their sex education. The methodology used included a qualitative approach (Participatory Action Research) using group interviews (FGI) with 24 ID students ages 18–24. The results of the study indicate that students taking part in the study possess fragmentary and incomplete knowledge about sexuality. They listed TV, the Internet, and friends as sources of information, leaving out school (teachers) and parents. However, their interest and willingness to talk was very high. A didactic tool for sex education was designed together with the student and is being used in schools