A key question in comparative law is why different legal systems provide different legal solutions for the same problem. To answer this question, we use novel comparative evidence on how the conflict between the dispossessed original owner and the bona fide purchaser of a stolen good is resolved in different countries. This is the most primitive manifestation of a fundamental legal choice: the balance between the protection of the owner’s property rights and the enhancement of the buyer’s reliance on contracts. (...) We test four prominent theories: functional equivalence, legal origins, political economics and cultural economics. We find that a culture of self-reliance is the key determinant of comparative variation in this area of law. (shrink)

This study examines the use of an explicit, reflective method for teaching the difference and relationship between scientific theories and laws to ninth-grade students. Students reflected individually and then as a whole class on theories and laws using a Venn diagram, both before and after reading short articles describing features of theories and laws that provided an explicit challenge to their naïve prior conceptions. In small groups, they chose a theory or law, researched it, constructed a poster, and did a (...) gallery walk. Examination of students’ Venn diagrams and answers to a single question from VNOS-C given as both a pre- and post-test showed that prior to the lesson, all students except for one held more naïve views of both the difference between theories and laws and the nature of scientific theories. After the lesson, more than a third of them had improved their conceptions to more informed, and nearly a quarter understood that there is not a hierarchical relationship between scientific theories and laws. (shrink)

A crucial step in economic development is the depersonalization of business, which enables an enterprise to operate as a separate entity from its owners and managers. Until the emergence of a de iure depersonalization of business in the 19th century, business activities were eminently personal, with managing partners bearing unlimited liability. Roman law even restricted agency. Yet, the Roman legal system developed a form of de facto depersonalized business entity, where depersonalization was achieved by making the fulcrum of the business (...) a non-person: the slave. Although radically different from a legal perspective, this format exhibited all the distinctive features of modern corporations, thereby providing for a functional equivalent of the modern corporate form. The development of the de iure format was hindered by strong cultural, technological and institutional constraints. In contrast, slave-run businesses exhibited features that were largely compatible with these constraints and emerged along the path of least resistance to legal change. The end of slavery and the fall of the Roman Empire closed off this alternative path of legal evolution; consequently, the modern corporate form could only appear once these constraints had been overcome. (shrink)

This study explored the effect of attitude towards entrepreneurship, need for achievement, risk-taking propensity, proactive personality, self-efficacy, opportunity recognition competency, entrepreneurship education, uncertainty avoidance, and entrepreneurial knowledge on entrepreneurial intention among university students in Malaysia. This quantitative study had adopted the cross-sectional design approach and involved 391 university students in Malaysia via the online survey. The study outcomes revealed that the NFA, PRP, and SLE significantly affect students’ attitudes towards entrepreneurship. Moreover, entrepreneurship education and UNA significantly affect ORC. Finally, ATE (...) has a positive and significant effect on ENIN among university students in Malaysia. As entrepreneurship offers an alternative career path for people seeking economic prosperity and addressing social issues, including unemployment, the government should formulate effective policies and regulations that support entrepreneurship activities. Universities and other institutions should play a pivotal role in providing the proper exposure via entrepreneurship education while honing the essential traits for a career in entrepreneurship. (shrink)

Science lessons using inquiry only or history of science with inquiry were used for explicit reflective nature of science instruction for second-, third-, and fourth-grade students randomly assigned to receive one of the treatments. Students in both groups improved in their understanding of creative NOS, tentative NOS, empirical NOS, and subjective NOS as measured using VNOS-D as pre- and post-test surveys. Social and cultural context of science was not accessible for the students. Students in second, third, and fourth grades were (...) able to attain adequate views of empirical NOS, the role of observation and inference, creative and imaginative NOS, and subjective NOS. Students were not able to express adequate views of socially and culturally embedded NOS. Most gains in NOS eroded by the next school year, except for tentative NOS for both groups and creative NOS for the inquiry group. (shrink)

How might law address the multiple crises of meaning intrinsic to global crises of climate, poverty, mass displacements, ecological breakdown, species extinctions and technological developments that increasingly complicate the very notion of 'life' itself? How can law embrace -- in other words --the 'posthuman' condition -- a condition in which non-human forces such as climate change and Covid-19 signal the impossibility of clinging to the existing imaginaries of Western legal systems and international law? This carefully curated book addresses these and (...) related questions, bringing 'law beyond the human' (drawing on Indigenous legalities, life ways and ontologies) and New Materialist and Posthuman/ist approaches into stimulating proximity to each other. Bold and astute, it draws an invigorating and lively mix of participants into its conversation: soils, urban animals, rivers, rights, Indigenous legalities, property as habitat, swarms, 'unusual posthuman capacities', decolonial critiques, eco-feedback, arts, affective encounters and more besides. Ultimately, this pivotal work shows how law currently fails to respond to the challenges and realities it faces, while demonstrating that law can also be a co-emergence of 'something else', more responsive, relational and prefigurative. Lively and engaging, Posthuman Legalities will prove an imperative read for students and scholars with a keen interest in breaking down barriers to address emerging challenges in environmental law, climate law, and human rights law, in conversation with new approaches to planetary justice. (shrink)

Jannie Pretorius and Michael Von Maltitz have identified some of the most pressing problems in South African education.1 They have argued that the education system is still suffering from the fragmented effects of apartheid and that the postapartheid government is struggling to set schools in motion to provide learners with authentic perspectives on the realities of their existence in a postapartheid South Africa. Naledi Pandor, the country's previous minister of education, painted a rather somber picture of the situation in the (...) Eastern Cape, one of South Africa's nine provinces:In a context in which there is ineffective system response on core obligations, it is very important to isolate those attributes that are .. (shrink)

In this essay the authors provide arguments that teaching is an art and that teachers can learn much about their trade from a careful study of the performances of other artists. Artists and teachers have the same basic challenge: in order to be successful, both groups have to obtain and retain peoples’ attention. This also holds for popular music artists. Ten female student teachers specializing in the Pre-school and Foundation phases of schooling (four-to-six-year olds), and six lecturers from the Faculty (...) of Education at the University of the Free State, Bloemfontein, South Africa, participated in a workshop at a local game lodge. During the workshop, videos of ABBA songs and Mamma Mia! The Movie were analyzed and discussed. The theme of the workshop was “Being an Excellent Teacher: Appreciating ABBA.” The 4D-cycle of Appreciative Inquiry– Discover, Dream, Design and Destiny–was used as a methodological framework to identify numerous positive themes with possible classroom applications from the songs and the film. These themes were then connected to educational theory and embedded in the insights of Benny Andersson, Björn Ulvaeus, Judy Cramer and other people involved with ABBA. A reflective report by one student teacher about the impact the workshop had on her views of teaching and an excellent class that she presented is also included. (shrink)

Aproximación al pensamiento de Rodolfo Kusch -- Canto e identidad en el Martín Fierro según Carlos Astrada y Rodolfo Kusch -- Donde el barro se subleva -- La rehabilitación del saber seminal como camino hacia una mística popular -- Kusch y el impulso social de nuestra época -- La barbarización de la civilización, una grieta de antaño -- ¿De dónde pensarnos?

The narratives about Khadija in Islamic History sources may be very divided. One of these subjecs is Khadija’s children. Besides there is little information about her daughters, accounts about her sons are diversified. This article approaches the narratives in İslamic History sources about Khadija’s sons.

On Islam and its relation to sociocultural and political condition in Indonesia; collected articles.

Professionalism in business management in Indonesia; thoughts of Tanri Abeng, b. 1942, an Indonesian businessman.