Faut-il condamner la propriété des biens incorporels ? Réflexions autour de la propriété des créances

Cet article vise à établir la possibilité d’une reconnaissance de la propriété des biens incorporels et, notamment, des créances au sein des systèmes juridiques romano-germaniques. En dépit des réticences théoriques traditionnelles à la propriété des biens immatériels, en particulier des créances, le droit positif semble de plus en plus enclin à reconnaître la créance en tant que bien, objet de propriété. Non seulement l’analyse matérialiste de la propriété n’est pas la seule possible, mais elle paraît désormais dépassée au regard des récents développements du droit. La distinction des droits réels et des droits personnels, souvent invoquée pour refuser droit de cité à la notion de propriété des créances, comporte depuis longtemps de nombreuses limites. Surtout, il s’avère qu’il est possible de mettre en évidence la propriété dans la notion de titularité des créances, classiquement utilisée. La reconnaissance d’une telle propriété ne laisse pas d’avoir des conséquences techniques, en fait de régime juridique. Ainsi y a-t-il, dans la propriété incorporelle des biens-créances, l’essentiel du régime de la propriété matérielle. Dès lors, s’il est permis de douter du fait que la propriété des créances comme type de propriété immatérielle soit une antinomie totalement dépassée, une partie de la doctrine y étant toujours réfractaire, à tout le moins paraît-elle dépassable, à travers la reconnaissance d’une propriété ayant pour objet les biens incorporels que sont les créances.This article aims at establishing the possibility of recognizing the ownership of incorporeal property and especially of claims in Romano-Germanic legal systems. Despite the traditional theoretical reluctance towards ownership of incorporeal property and especially towards the ownership of claims, positive law seems more and more disposed to recognize a claim as property, as an object upon which ownership bears. Not only are analyses other than the materialistic analysis of ownership possible, but the latter seems more and more at odds with recent developments in law. The distinction between real and personal rights, often invoked to refute the notion of the ownership of claims has long reached a number of limits. Above all, one can note than it is possible to fnd ownership in the notion of the titularity of claims, which is classically used. The recognition of such ownership also has technical consequences, in terms of a juridical regime. One can fnd in the ownership of property claims a large part of that which constitutes the juridical regime of material ownership. Thus even if one doubts, as do certain scholars, the fact that the ownership of a claim as a type of immaterial ownership is an antinomy totally out-of-date, it nevertheless seems possible to bring it up-to-date, with the recognition of an authentic incorporeal ownership, bearing on the incorporeal property that claims are

Pediatric Hospice Care: A Literature Review of Hospice Care Its Role in Pediatrics and Resources in Maine

Hospice care allows individuals to die in the most comfortable way possible, with the most support possible. These services are meant for anyone of any age, including children, who are predicted to die within a few months. Although these services are meant to be utilized by any age group, Maine unfortunately does not have any sort of strictly pediatric-specific hospice resources available. I conducted a literature review to distinguish the differences of pediatric hospice services versus adult hospice services in order to support the reason for a pediatric-specific hospice care service in Maine. I also spoke with pediatric nurses who have worked with terminally ill children to get their perspectives of hospice care for children, as well as found an exemplar program that could be utilized in Main

Grown-Ups

Winner of the 2015 Manuscripts Prose Contest with Lois Lowr

Designing women's snowboarding clothing: application and expansion of the FEA consumer needs model

2011 Summer.Includes bibliographical references.This mixed-methods research study examined women's snowboarding clothing preferences in relation to Lamb and Kallal's (1992) FEA Consumer Needs Model. A fourth element, environmental, was proposed as an addition to the model but its inclusion was not supported. The model was used to guide the study and garment design. Fifteen women snowboarders participated in an interview and survey about their snowboarding clothing desires and preferences. The data from the initial interview and survey was used to create two prototype snowboarding jackets and two prototype snowboarding pants. Photos and fabric swatches of the garments were analyzed by the original participants to complete the prototype evaluation survey feedback. Fourteen participants participated in the prototype evaluation survey. Results showed the participants rated functional garment elements as the most important consideration followed by the aesthetic elements, expressive elements, and finally environmental elements. Although color was an extremely important garment element, prototype evaluations showed the participants preferred the monotone black, feminine fitted jacket and the gray pinstripe, sleek fitting pant. Participants were not willing to spend more than 50 dollars more than their original budget nor would they give up any functional features because of the garment's environmental properties

Tetragonal to orthorhombic phase transition in SmFeAsO: a synchrotron powder diffraction investigation

The crystal structure of SmFeAsO has been investigated by means of Rietveld refinement of high resolution synchrotron powder diffraction data collected at 300 K and 100 K. The compound crystallizes in the tetragonal P4/nmm space group at 300 K and in the orthorhombic Cmma space group at 100 K; attempts to refine the low temperature data in the monoclinic P112/n space group diverged. On the basis of both resistive and magnetic analyses the tetragonal to orthorhombic phase transition can be located at T about 140 K.Comment: Submitted to: Superconductor Science and Technology PACS: 61.05.cp, 61.66.Fn, 74.10.+v, 74.62.Dh, 74.70.D

Evidence of Pedagogical Content Knowledge Among High School Band Directors and University Applied Music Teachers in the Context of Student Self-Evaluation

The purpose of this study was threefold: (a) to seek evidence of pedagogical content knowledge (PCK) in high school band directors’ (generalists) and applied music teachers’ (specialists) evaluations of musical performance; (b) explore the similarities and differences between generalists’ and specialists’ perspectives on PCK; and (c) compare the evidences of PCK to student musicians’ self-evaluations of same performances. A basic interpretive qualitative approach with data collected through a think-aloud procedure applied to evaluation of solo music performance videos revealed four themes indicative of PCK—Aural Concept, Conveying Information, Effecting Change, and Uncertainty—and attendant sub-themes. Generalists and specialists provided a rich trove of evidence of PCK. Several findings appear to be unique to PCK in music, among them teacher uncertainty and the sheer variety of pedagogical means available to experienced teachers. Generalists and specialists were remarkably the same in their verbalizations about student performance, casting doubt on whether the generalist/specialist dichotomy is real relative to experienced teachers’ dealings with PCK in music. Apparent differences in educational and performance background did not result in actual differences in the way that teachers responded to the same evaluative tasks and the ways they thought from the perspective of PCK. The difference in verbalizations between teachers and students, not surprisingly, was wide. The magnitude of the gap, indicative of students’ pedagogical needs, was striking

Estudo bibliométrico no Portal Capes: termos e conceitos de educação em museu

Investigates the issue of visibility of scientific journals on the Portal Capes, due to the adoption of keywords in the valuation of an area of knowledge. It aims to reflect on the interference of terms adopted to access the scientific production and the strengthening of the area of knowledge, aiming at a more effective approximation between literature and its users. The study explores the identification of the scientific production focused on the theme "museum education", as a guide in the context of science dissemination (Portal Capes). It was observed that the terminology used for bibliographical productions presents the concepts and terms shared in related areas and of several disciplines, often with contradictory definitions, that do not certify the communication between peers. From this perception, the terms "museology", "interdisciplinary" and "non-formal education", are mainly based on Cerávolo, Japiassú and Trilla. By these references, the terms that were used in the methodological approach were selected, and were identified preferentially in the "Scopes" (section that presents the determined focus on the area of interest of the journals).The data were collected exclusively from Portal Capes, specifically in the area of human knowledge, subarea Education, and in the area of knowledge Applied Social Sciences, sub-area Museology. The research sought to identify in the 1,219 journals of the first subarea and in the 25 journals found in the second, the terminology that was relevant to divulge and access the subject matter. From the results obtained by the bibliometric analysis, which besides the data collection allows a reflection based on the context, it is concluded that "Education in museum" is a theme recognized by both subareas, but little identified by them. Although the term was detected in 9 of the total journals of the subarea Education, and has no occurrence in the subarea Museology, both have shown to be receptive to publish articles on the subject.Investiga a questão da visibilidade dos periódicos científicos no Portal Capes, em decorrência da adoção de palavras chave na valorização de uma área do conhecimento. Tem por objetivo, refletir sobre a adoção de termos como interferência no acesso da produção científica e no fortalecimento da área do conhecimento, visando uma aproximação mais eficaz entre a literatura e seus usuários. Neste estudo procurou-se explorar a identificação da produção voltada para a temática “educação em museu”, guia neste ambiente de divulgação da ciência. Observou-se que a terminologia empregada nas produções bibliográficas apresenta o emprego de conceitos e termos compartilhados em áreas afins e de diversas disciplinas, muitas vezes com definições contraditórias, que não certificam a comunicação entre os pares. Nesta percepção, são problematizados os termos “museologia” “interdisciplinaridade”, “educação não formal”, fundamentados principalmente em Cerávolo, Japiassú e Trilla. A partir desse embasamento, foram selecionados termos que utilizados na abordagem metodológica, visavam ser identificados preferencialmente nos “Escopos” (seção que apresenta as finalidades determinadas sobre a área de interesse dos periódicos). Aplicada exclusivamente no Portal Capes, especificamente na área do conhecimento Humanas, subárea Educação, e na área do conhecimento Ciências Sociais Aplicadas, subárea Museologia, a pesquisa buscou identificar, entre os 1.219 periódicos da primeira subárea e entre os 25 periódicos encontrados na segunda, a terminologia que se mostrou relevante para divulgar e acessar a temática contemplada. A partir dos resultados obtidos pela análise bibliométrica, que além do levantamento de dados possibilita uma reflexão balizada no contexto, conclui-se que “Educação em museu” é uma temática reconhecida por ambas as subáreas, mas pouco identificada por elas. Apesar do termo ter sido detectado em 9 do total de periódicos da subárea Educação, e não ter nenhuma ocorrência na subárea Museologia, as duas demonstraram estar receptíveis para publicar artigos sobre o assunto

A NECESSIDADE DE ESCOLARIDADE E DE PROFESSORES: EM PAUTA A PROLETARIZAÇÃO DO TRABALHO DOCENTE

Este trabalho envolve uma reflexão sobre a necessidade de escolaridade. Nesse contexto focaliza os professores como a ferramenta que norteia o processo ensino/aprendizagem e apresenta quais as contribuições dos professores dentro de um contexto nada favorável de condições de trabalho que apenas conta com sua força de trabalho no processo de ensinar e aprender, pois é o contexto que promove condições da efetivação da escolaridade. Para efeito do estudo e como metodologia de pesquisa foi desenvolvida uma análise conceitual baseada em pesquisa bibliográfica sobre os seguintes arcabouços teóricos: Luta de classes e classes sociais, Uma política para efetivar a ação pedagógica. A partir da análise realizada, foi possível verificar qual a devida correlação e contribuição das ações pedagógicas, o caráter social da docência e a proletarização dos professores frente ao processo histórico brasileiro

AS CONTRIBUIÇÕES DA EDUCAÇÃO A DISTÂNCIA NA FORMAÇÃO DOS PROFESSORES EM MATO GROSSO DO SUL

O objeto da pesquisa é analisar de que forma a Educação a Distância (EaD) tem contribuído com a formação dos professores no Mato Grosso do Sul, segundo a percepção dos cursistas do curso de Educação Para as Relações Étnico-Raciais do pólo de Rio Brilhante - MS, no ano de 2010. Esta pesquisa vincula-se ao Grupo de Pesquisa e Estudos em Tecnologia Educacional a Distância (GETED) da Universidade Católica Dom Bosco – Campo Grande - MS. Os objetivos específicos são: a) identificar quais as dificuldades encontradas pelos cursistas durante o curso realizado no ambiente moodle; b) verificar, na percepção dos cursistas em quais aspectos a política de formação continuada promovido pela EaD tem contribuído para a sua formação profissional e c) analisar o formato do programa de formação continuada desenvolvida na Plataforma Freire pelo governo de Luiz Inácio Lula da Silva. Como metodologia fez se uso da pesquisa bibliográfica sobre a temática e, o instrumento utilizado foi o questionário aplicado aos cento e cinco (105) cursistas do pólo de Rio Brilhante - MS. A delimitação do período da pesquisa, para o ano de 2010, justifica-se pelo fato de que este foi o ano de implantação do curso nos pólos presenciais gerenciado pela Universidade Federal de Mato Grosso do Sul (UFMS) A pesquisa encontra-se na fase de análise dos dados coletados, ou seja, já sendo possível apresentar resultados preliminares do levantamento dos questionários