bluuebunny/crossref_metadata_2025_split huggingface dataset:
KEBERADAAN DAN IMPLIKASI PRINSIP MFN DAN NT DALAM PENGATURAN HAK KEKAYAAN INTELEKTUAL DI INDONESIA
Authors: Dharmawan Ni Ketut Supasti 
Published: August 2017

The WTO – TRIPs Agreement regulates the principle of non- discrimination which must be complied by its member countries. There are two principle of non discriminationnamely the principle of National Treatment ( NT ) and Most Favoured Nations principle (MFN). This study focus to the adoption of MFN and NT principles into IntellectualProperty Rights laws of Indonesia whether it harmony with the legal system in Indonesia. This study uses the normative legal research methods by using conceptual approachand statute approach . The legal materials that studies in this research consists of thePrimary Legal Materials : Act No. 19 of 2002 , Act No. No. . 15 of 2001, Act No. 14 of2001, as well as the TRIPs Agreement. Secondary legal materials studied in this research are legal text books and law journals related to NT and MFN principle in the field of IntellectualProperty Rights. .The results showed that the Principle of Non Discrimination System in the form of theprinciple of National Treatment (NT) expressly governed through Article 3 TRIPsAgreement and the principle of Most Favoured Nations (MFN) regulated through Article 4TRIPS Agreement. As a member of WTO-TRIPs Agreement, Indonesia should comply andadopt the MFN and NT principles into IPR laws. Currently those principles exist implicitlyand explicitly such as in the Act No. 19 of 2002, the Act No. 14 of 2001, and the Act No. 15of 2001. Although the MFN and NT principles has already adopted, it is still need moreeffort to implement the principle of non Discrimination, especially in the relationshipbetween Indonesia and other unequal size countries, between developing and developedcountries.
PENEGAKAN HUKUM TERHADAP HAK ASUH ANAK AKIBAT PERCERAIAN DALAM PRAKTIK PERADILAN DI BALI
Authors: Sukerti Ni Nyoman 
Published: August 2017

Our research aims to find and analyze the laws applied by judge to custody of children due to divorce related to the enactment of legal pluralism. Related to this, the issues raised in this research are: 1). What law applied by judges to child custody of divorce related to the enactment of legal pluralism? 2). What factors are the basis for consideration of the judge in determined custody of children divorce?. The results showed that the judge in determined custody of children of divorce apply national law. That is child to custody by mother may or paternal. Children who are under the care of the mother did not lose the right to inherit the father's side. The factors on which the consideration of the judge in determining child custody is a national marriage law, the cause of the divorce, and ensuring the interests the future of children, parenting by mothers did not abort child right inherit the father's side. The conclusion that the judge in determined the custody of children due to divorce apply national law. The factors on which the consideration of the judge in determining child custody is a national law, the cause of the divorce, and ensuring the interests of future child, parenting did not abort of child in her father's right to inherit.
HAK WARISAN DAN HUBUNGANNYA DENGAN DAHA TUA MENURUT HUKUM ADATA BALI
Authors: Sri Ratmini Ni Ketut 
Published: August 2017

This study aims to answer the question of how the law of inheritance and relationship with daha tua under customary law Bali. After doing legal research by reviewing a number of normative rules of customary law relating to inheritance and the results were analyzed with the theory of the legal system, justice theory and feminist theory, then we can conclude the nature of inheritance under customary law Bali is the process of transfer of the assets, debts, obligations and the responsibility of the heir to the heir to consider whether the position as purusa or not as Purusa. This is in accordance with the kinship system adopted by indigenous people in Bali are patrilineal, where applicable three inheritance system that is individual, collective and mayorat. Daha tua in Bali inheritance under customary law is largely determined by its status as Purusa or not. Daha tua is purusa, if it does not have siblings (only child), where his right to inheritance is the same as a boy with the status of Purusa. If the status is not an daha tua purusa then heritage inadmissibility under customary law as contained in the Bali awig awig and Main Assembly decision Pakraman (MUDP) is the same as the young women who have not married, are only entitled to use the property in order to get rich from their parents as the soul of funds or property that are used to maintain its viability. Subsequent developments MUDP Assembly decided, a woman is entitled to receive half of the inheritance rights purusa after the third cut to inheritance and preservation of the interests of all the women were not converted and lawlessness on their parents. Inheritance received daha parents also depends on the role of the structure that has the authority to regulate the provision of such heritage Pakraman and Village Main Assembly. Furthermore, it is suggested to indigenous villages are advised to adopt decisions in the Great Assembly awig awig as stated in the decision Majelis Utama Desa Pakraman
PARIWISATA SEKSUAL ANAK : UPAYA PERLINDUNGAN ANAK BERKAITAN DENGAN SEX CHILD TOURISM
Authors: Faisal Izzah Amila 
Published: August 2017

Tourism is the one of the main revenue in Indonesia. A large of number tourists comes to Indonesia every day with the different country, culture and aim. Base on our international visitor that come from different country, they bring together with their culture when visit Indonesia. Therefore tourism has the positive and negative impact for our culture. As Indo people we have to keep save our basic identity from the acculturation. But in other hand tourism have some negative effect. Child Sex tourism is the issue of this paper and become one of the phenomena that occur in Indonesian tourism. Even though Indonesia have the national and international regulation that protect child from sex exploitation, but in the real life still find the same issue regarding child sex tourism. The purpose of this research is to find and identify the factor that be the main cause of child sex tourism to be able to conclude the efforts of legal protection rights of children and also against sex child tourism practice and protect the from any kind of sexual crime practice. As we know that the children are our future generation that must be protected all of their rights. Law enforcement officers together with the government need more improvement efforts to against sexual crime practice specialy that happen with the children in Indonesia.
The Role of Teacher Empowerment and Teacher Accountability in School-University Partnerships and Action Research
Authors: Segedin Lauren 
Published: August 2017

Large-scale educational reform is occurring in Canada, the USA and the UK. Different strategies for change have resulted, including the school-university partnership and teacher-led action research. While this partnership and professional development method is perceived as a way to empower teachers it also appears to be riddled with issues of accountability. This study investigates the impact of participation in a school-university partnership, using action research as the professional development method for school improvement, on teaching professionals' sense of accountability and empowerment. The findings from this study showed that these projects were organized from the top-down and teachers felt accountable to the government, their peers, their students, the School Board, the school community, and the project funding body. However, teachers also were found to be empowered as they experienced shared decision making, teacher autonomy, professional growth, and school change. This suggests that the relationship between accountability and empowerment is not a simple one.
The Missing Tooth: Case Illustrations of a Child’s Assembled, Out-of-School Authorship
Authors: Winters Kari-Lynn 
Published: August 2017

Case illustrations of a six-year-old boy’s adventures with a missing tooth are used in this paper to re-define a broader notion of authorship. Drawing on theories of social semiotics, New Literacy Studies (NLS), and critical positioning, this notion of authorship not only interweaves the boy’s preferred modes of meaning-making and communication, but also considers his sociocultural environments. Findings suggest that each mode of meaning-making (linguistic, symbolic, musical, etc.) has its own semiotic potential (both affordances and limitations) and that all authorship needs to be framed critically, within social contexts, in order to better understand and facilitate young children’s abilities to garner, interpret, design, and communicate ideas across a range of semiotic systems.
Surfacing the Assumptions: Pursuing Critical Literacy and Social Justice in Preservice Teacher Education
Authors: Robertson Lorayne , Hughes Janette 
Published: August 2017

This paper outlines a four-year study of a preservice education course based on a socioconstructivist research framework. The preservice English Language Arts course focuses on critical literacy and teaching for social justice while employing digital technologies.The research study examines two concepts across all aspects of the course: 1) new literacies and multiliteracies; and 2) technology-supported transformative pedagogy for social and educational change. While the authors originally undertook the study to evaluate separate assignments of the course, the lens of the two themes has provided an opportunity for a scholarly review of their teaching practices. Research data include three course assignments over a 2-year period; an open-ended survey; and focus group and individual interviews with pre-service teachers. The authors discuss some of the affordances, challenges, and learnings associated with preparing teachers to teach critical literacy in a digital age. They also consider the development of critical literacy skills which encourage preservice teachers to bring their literacy histories and assumptions to the surface, examine them critically, and consider social justice alternatives.
The Lived Experiences of Instructors Co-teaching in Higher Education
Authors: Lock Jennifer , Clancy Tracey , Lisella Rita , Rosenau Pat , Ferreira Carla , Rainsbury Jacqueline 
Published: August 2017

The strength of co-teaching informs educators’ understanding of their own teaching practice and fosters a rediscovery of their passion for teaching. Instructors bring their skills and competencies to the co-teaching relationship in ways that create an instructional dynamic greater than can be achieved individually. From a mixed methods research design, instructors’ focus group interview data were examined with regard to identifying elements that influence successful co-teaching experiences, factors that impact the development and sustainability of the co-teaching relationship, and challenges that need to be addressed to avoid a breakdown in the co-teaching relationship. Drawing on the literature and the data, four recommendations for co-teaching practice are shared. Further, implications for educational development and administrative support are discussed in relation to co-teaching practice in higher education.
Rights with Capabilities: Towards a Social Justice Framework for Migrant Activism
Authors: Briones Leah 
Published: August 2017

The paradigm of rights, established throughout the academic, policy and migrant activism arenas, governs the protection of vulnerable migrant workers against abuse. To what extent this approach has achieved social justice for the migrant worker in the current global political economy climate is, however, uncertain. In analyzing the use of rights in migrant activism in Hong Kong, this paper shows the limitation of rights in the migrant experience at the same time as it shows how a new paradigm based on the Capablities Approach could provide a more appropriate framework from which to achieve social justice for the migrant worker.
Altérité et inclusion. Du corps propre au corps social en classe de langue : emprunts à la danse contemporaine
Authors: Muller-Jaecki Marie-Paule 
Published: August 2017

La classe de langue étrangère, par la transformation du corps propre qu’elle présuppose afin d’accéder à un nouveau corps social, place-t-elle l’élève en situation de handicap et génère-t-elle de la souffrance ? Est-il possible de l’éviter ? La réflexion menée part de l’observation d’expériences vécues en danse contemporaine autour de la création de performances incluant des danseurs en situation de handicap. L’analyse de la démarche pédagogique adoptée fait émerger des constantes qui contribuent à l’inclusion de chaque danseur. Elle peut être source d’inspiration pour l’enseignant afin de construire une dynamique d’apprentissage d’une langue étrangère où chaque élève se sente compétent.

Otherness and inclusion. What can contemporary dance bring to the foreign language class for learners to access a new social body?
The foreign language class implies a transformation of the learner’s own body in order to access a new social body. Does it thereby handicap pupils, generating suffering? Is it possible to avoid this? The following reflection starts from the observation of experiences in contemporary dance, related to the creation of performances including disabled dancers. The analysis of the pedagogy reveals constants which contribute to the inclusion of every dancer. It can inspire teachers in order to design a foreign language learning approach in which each pupil feels competent.
Théâtre en langue des signes, théâtre de l’altérité ? Sourds, entendants et interculturalité autour de l’International Visual Theatre
Authors: Schetrit Olivier , Schmitt Pierre 
Published: August 2017

Fondé en 1976, l’IVT (International Visual Theatre) se définit aujourd’hui comme un carrefour culturel, un espace d’échanges et de découvertes pour les sourds et les entendants. De la recherche d’une culture théâtrale et artistique propre aux sourds à sa diffusion dans l’espace public, de la réception de ses spectacles bilingues à l’entreprise d’enseignement de la langue des signes poursuivie par l’IVT nous proposons ici d’étudier les allers retours complexes entre les altérités croisées que représentent respectivement les identités sourdes et entendantes. Ainsi, à partir du regard d’un chercheur sourd et celui d’un chercheur entendant, nous reviendrons d’une part sur le rôle de l’IVT dans la (re)découverte de l’identité sourde à travers des modes d’expression tels que théâtre, danse et chorégraphie sourds, « chansigne » et « musique visuelle ». D’autre part, nous réfléchirons aux enjeux communs entre la salle de spectacle et les salles de classe, ces deux facettes visant à la promotion de la langue des signes et de la culture sourde auprès des entendants. Il s’agira donc d’analyser et d’exposer comment l’appropriation de « l’espace vide » (Brook, 1968) de la scène par les sourds en a fait un espace (inter)culturel où l’apprentissage d’autres langues et cultures passe par la découverte de soi au travers des autres.

Sign Language Theatre, Theatre of the Other? Deaf, hearing and interculturality around the International Visual Theatre
Founded in 1976, the IVT (International Visual Theatre) is today defined as a cultural crossroads, a place of exchanges and discoveries for deaf and hearing people. From the search of a theatrical and artistic culture specific to the deaf to its distribution in the public space, from the reception of its bilingual shows to the teaching of sign language pursued by the IVT, we propose here to study the complex back and forth relations between the mirrored otherness that deaf and hearing identities represent to each other. Thus, from the point of views of a deaf researcher and a hearing researcher, on the one hand, we will explore the role of the IVT in the (re)discovery of deaf identity through modes of expression such as deaf theater, dance and choreography, “chansigne” and “visual music”. On the other hand, we will reflect on common issues between the stage and the classroom, these two facets aiming at promoting sign language and deaf culture among the hearing. We will then analyze and explain how the appropriation of the “empty space” (Brook, 1968) provided by the stage has turned it into a (inter) cultural space where learning other languages and cultures implies self-discovery through others.
La pédagogie des langues-cultures comme science et comme art ; Homo sapiens, faber, loquens, ludens : l’intérité humaine
Authors: Demorgon Jacques 
Published: August 2017

L’attitude la plus courante est de séparer les techniques, les sciences, les arts et les langues. Malheureusement, en perdant de vue leur origine commune, nous perdons les moyens de les associer dans nos apprentissages et nos pédagogies. Ceux-ci et celles-ci doivent se fonder dans l’intérité humaine. Cela rend nécessaire des références anthropologiques aux adaptations humaines et des références géo-historiques à leurs développements conjoints. C’est sur ces bases que sciences et arts pédagogiques vont permettre les échanges appropriés entre les personnes singulières en interaction dans et hors du groupe classe. Cette nouvelle pédagogie des langues-cultures les situe dans une humanité en devenir ouvert : concurrentiel, conflictuel, complémentaire. Elle pourra mieux se comprendre et se renforcer à partir d’œuvres comme celles de Giorgio Agamben, de François Jullien et d’Henri Van Lier.

The pedagogy of languages as science and as art
Homo sapiens, faber, loquens, ludens: The human interity

Abstract: The most common attitude consists in separating techniques, sciences, arts and languages. Unfortunately, by losing sight of their common origin, we lose the means of associating them in our learning processes and our teaching practices. These have to base themselves in human “interity” (between-ness). It makes anthropological references necessary to human adaptation and historical and geographical references to their joint developments. It is on these bases that sciences and educational arts are going to allow the appropriate exchanges between the singular persons in interaction in and outside the class. This new pedagogy of the languages-cultures places them in a humanity in progress: competitive, conflicting, and complementary. It can be better understood and reinforced with works as those of Giorgio Agamben, François Jullien and Henri Van Lier.
Français appliqué et culture (FAC) à l’Université de Thiès : un « bien nécessaire »
Authors: NIANG Hadja Maïmouna 
Published: August 2017

L’usage du français dans les pays d’Afrique noire francophone qui détiennent un chapelet de langues locales se heurte à un problème d’adoption et d’adaptation par une bonne partie des populations. Dans le milieu scolaire et universitaire	sénégalais, cette situation devient inquiétante du fait que presque toutes les disciplines sont transmises en français. La question pédagogique est de savoir si les apprenants comprennent la langue de l’apprentissage. Comment allier Français et culture pour une meilleure adoption et un bon usage du français par les apprenants.
Emotions et agressivité verbale : l’impolitesse volcanique et l’impolitesse affective stratégique
Authors: Oprea Alina 
Published: August 2017

Prenant comme cadre théorique l’analyse du discours, le présent article interroge le rapport entre émotion(s) et agressivité verbale à travers l’analyse de l’impolitesse volcanique et l’impolitesse affective stratégique. Partant du postulat que ces manifestations de l’impolitesse supposent une gestion et une manipulation différentes des émotions, ma démarche est ici double : il s’agit de dégager le fonctionnement des émotions dans un corpus médiatique (séquences extraites de talk-shows télévisés) et de mettre en parallèle les deux formes de violence verbale.
En effet, l’analyse du corpus montre que l’impolitesse volcanique et l’impolitesse affective stratégique se ressemblent de par leur forme mais se distinguent de par leur temporalité, leur spontanéité et sincérité, et surtout de par la mise en scène complexe qui accompagne cette dernière et qui met en place trois portraits (héros, antihéros, victime) et trois discours (dénonciation d’une injustice, accusation, victimisation).

Emotions and verbal violence: volcanic impoliteness and strategic affective impoliteness

Taking the Discourse Analysis as the theoretical framework, the present article explores the relations between emotion(s) and verbal violence through the analysis of volcanic impoliteness and strategic affective impoliteness. Starting from the premise that each of these manifestations of impoliteness implies a different type of management and manipulation of emotions, my approach will be twofold: I will try to bring out the functioning of emotions in my corpus (composed of several extracts of TV talk-shows) and to compare the two forms of verbal violence.
Indeed, the analysis of my corpus shows that, although volcanic and affective strategic impoliteness may have the same form, they differ with regard to their temporality, to they spontaneity and sincerity, and especially to their mise en scène: the complex mise en scène of the latter provides three portraits (the hero, the antihero and the victim) and three speeches (denunciation of some sort of injustice, accusation, victimization).
Les émotions dans l’apprentissage de l’histoire : en quoi l’enseignement de l’histoire peut-il susciter les émotions négatives à l’école ?
Authors: Mutabazi Eric 
Published: August 2017

« La nation qui ne sait d’où elle vient ne sait pas non plus où elle va ». Ces mots nous rappellent le rôle de l’histoire et son enseignement dans les différentes nations. En effet, l’histoire et son apprentissage permettent aux citoyens de connaître non seulement leur passé, mais aussi de transmettre la mémoire collective, de former l’esprit national et de développer une conscience politique commune. Cependant, dans les nations multiculturelles que connaissent le monde actuel, l’élaboration d’une même histoire nationale semble irréalisable voir même impensable, du fait que chaque groupe ethnique dispose d’un passé, d’une culture et de valeurs particuliers qu’il ne partage pas avec les autres groupes. Dans plusieurs pays multiethniques, l’accomplissement d’une histoire commune, la fabrication des manuels scolaires et l’enseignement de l’histoire nationale peuvent même provoquer des émotions de mépris, de haine, etc., entre les citoyens qui partagent pourtant la même nation. Dans cette contribution, nous verrons en quoi l’enseignement de l’histoire peut susciter les émotions négatives à l’école.
Emotions in the Teaching of History: To what Extent Can the Teaching of History Provoke Negative Emotions in Schools?
Abstract: “The nation that does not know where it comes from does not know where it is headed either.” These words remind us of the role of History and its teaching in different nations. Indeed, History and its teaching allow citizen not only to know their past but also to pass on collective memory, forge a national spirit and develop a collective political consciousness. However, in today’s world’s multicultural nations, producing a common national History seems an unachievable goal, if not unconceivable, since each ethnic group has its own past, its own culture and values which are not shared with other groups. In many countries that are multi-ethnic, attaining a common History, producing school books and teaching national History can even provoke such reactions as disdain, hate, etc., among citizen who otherwise belong to the same nation. In this study, we aim to show how the teaching of History can spark off such negative emotions in schools.