10 research outputs found
Adapting the ISS Code of Conduct to Form the Foundation of Astrolaw
No full textThree decades ago, Dr. J. Henry Glazer, onetime Chief Counsel for NASA Ames, proposed the establishment of a body of astrolaw. “The direct subjects of Space Law are sovereign nations” he observed. The four widely ratified space treaties contain principles and guidelines designed to govern the activities of State. Conversely, the direct subjects of astrolaw would be natural and legal persons in space. In Dr. Glazer’s view, “astrolaw focuses not upon space as a legal regime, but upon space as a place.” Our evolution into a spacefaring species, with single and then multiple human communities off-Earth, is a human necessity. Assuring the sustainability and success of those communities requires the development of guidelines and principles that recognize space as a place, and not a legal regime.
We are experiencing a paradigm shift in how activities are conducted in space. Space actors are no longer just governments. And soon, humans in space will not all be government employees or contractors. Elon Musk has promised to send a spacecraft of civilians around the Moon, and more than one company is exploring the establishment of a private space station for use as a hotel. Not only will we have civilian tourists in space, we will have civilian workers to cater to their needs. Addressing on-orbit torts and crimes through the current space treaty regime would lead to jurisdictional absurdities and even diplomatic morass.
This Article proposes that the advent and proliferation of space tourism should be the main frame from which we, as a society and global community, consider the regulation of extraterrestrial human civilization. The presentation advocates for the establishment of a Code of Conduct containing principles and guidelines designed to govern the activities and behavior of humans in space. The Code will be loosely modeled on the Code of Conduct for the Space Station Crew developed pursuant to the International Space Station Intergovernmental Agreement. However, rather than the individual remaining the responsibility of his or her national or sponsoring government, the individual shall be responsible for his or her own actions. This Article outlines the substantive terms of the Code of Conduct which, the author proposes should be adopted by national governments and implemented through national regulatory regimes.
Establishing a Code of Conduct will lay the foundation for a universal law, astrolaw, in anticipation of the commonality of humans living, working and vacationing in space. It will support and sustain the success of extraterrestrial human communities. It will help prevent unnecessary conflict that may, because of State responsibility for nationals in space, easily rise to diplomatic crisis. And it will thwart the threat of dystopian tyranny on these private pockets of human civilization. Finally, it will assure the safety of the hardy souls that venture into space as private citizens and work responsibly to develop international guidelines that will prevent disasters, without stifling commercial industry, innovation and exploration
Sexual Hostility a Mile High
No full textFlight attendants have spent the past few decades eradicating the “pinup” girl persona that is often associated with their profession. This sexualized image has created a dangerous and harassing workplace environment for female flight attendants. This article addresses how the flight cabin is uniquely hostile workplace and how the International Civil Aviation Organization needs to take action to combat the gender discrimination and sexual harassment too common in this industry
Sexual Hostility a Mile High
No full textFlight attendants have spent the past few decades eradicating the “pinup” girl persona that is often associated with their profession. This sexualized image has created a dangerous and harassing workplace environment for female flight attendants. This article addresses how the flight cabin is uniquely hostile workplace and how the International Civil Aviation Organization needs to take action to combat the gender discrimination and sexual harassment too common in this industry
CNN: UM Air and Space Law Professor Michelle L.D. Hanlon Discusses Artifact Protection on Moon
No full textSpace Station Asgardia 2117: From Theoretical Science to a New Nation in Outer Space
No full textSpace Station Asgardia 2117: From Theoretical Science to a New Nation in Outer Spac
The Back for Action Program for Increasing Everyday Activity Levels: Its Rationale, Design and Experimental Evaluation with People Over 70 Years of Age
No full textPopulation ageing and its impact on government provisions for healthcare has focused attention on the development of appropriate services and policies for older people. Considerable resources are being directed towards health promotion media campaigns which aim to encourage older people to initiate and maintain healthier and more active lifestyles. From a behaviour analytic (or ABA) perspective, improving the health and wellbeing of older people involves arranging supportive environments and applying self-management strategies for long-lasting behaviour change from sedentary to more active lifestyles. This important area of application of ABA principles has so far received surprisingly little attention from behaviour analysts.
This thesis describes the rationale, development and evaluation of the Back for Action Program (BAP), a comprehensive intervention based on ABA principles that aims to increase the everyday physical activities of older people. The main components of the BAP are described, including how it selects, measures and reinforces increased physical activity in people over 70 years of age. The first research study undertaken consisted of 7 single-case experiments that were designed to evaluate the effectiveness of the main components of the BAP: client feedback based on objective measures of daily activities, behavioural consultation including goal setting and problem solving, and self-management strategies for maintenance. The second research study consisted of a repeated measures group design evaluation involving arbitrary allocation of participants (n = 19) to either the BAP as a package or a ‘control’ condition. The effects of the BAP were evaluated using a comprehensive set of direct and collateral dependent measures of health and wellbeing. These covered participants’ physical, biochemical and psychological health and wellbeing. Research questions included whether the BAP leads to increases in daily activity and reduces sedentary behaviours, and whether higher levels of activity lead to improvements in measures of physical, biochemical, and psychological health and wellbeing. Results provided strong evidence in support of the BAP and showed that increasing daily activity levels by 20% to 103% had clinically significant health benefits even for this older group of people. In so doing, this thesis provides an overdue account of a comprehensive, effective behavioural approach to increasing ‘healthy ageing’ activities of free-living older people in the community
Teachers' Reactions to Foreign Language Learner Output
No full text[eng] "Teachers' Reactions to Foreign Language Learner Output" BY: Leticia Vicente-Rasoamalala TEXT: A series of theoretical and practical educational studies have suggested that learners need teacher assistance to progress in their learning. Therefore, a considerable amount of language classroom research has been concerned with the study of teacher activities, especially those focusing on their instructional methods. In an attempt to contribute to this research area, the general objective of the dissertation is to develop a better understanding of one recurrent practice in formal FL instruction: how teachers react to FL learner output in classroom oral interactions. To this end, the formal features and phenomena involved in Teacher Reaction Episodes (TREs) are addressed. 'Teacher reactions' refer to any instructional strategies that handle language learner oral productions. In traditional SLA research, this teacher practice has been conceptually examined under the rubric of 'corrective feedback'. This thesis covers multidisciplinary theoretical and methodological approaches related to TREs. Part I (Chapters 1-4) puts in perspective the general conceptual framework that underpins the empirical second part of the thesis. A literature review encompasses: i) general and specific components comprising TREs), ii) the features surrounding these instructional moves, iii) their potential benefits for FL learner acquisition and, iv) the methodological frameworks previously used to examine teacher reactions. We have identified the key questions that SLA research has addressed in relation to "Teacher Reactions to Foreign Language Learner Output" by covering different methods of enquiry such as: 1) SLA theories 2) Socioculturalism 3) FL classroom social interaction studies 4) Teacher reaction features in the light of SLA works Part II (Chapters 5-8) describes microanalysis case studies carried out for observing and identifying the turns of TREs. Video data collected from two Senegalese international bilingual schools illustrate the differential effects of teacher reactions on FL learner uptake. Through corpus-based evidence from three immersion settings, an attempt is made to discover conditions and means for felicitous TREs in acquisitional terms. The term "immersion" refers to the teaching approach in which students receive academic instruction of core content subjects in a language that is not usually their mother tongue (Wesche, 2001). Specifically, 3 language teachers were observed with their students in their FL immersion classrooms in three main differentiated learning settings, which involve different levels and languages: i. Advanced English immersion (Years 1, 2, 3, 4, 5 and 6) at the primary school (Setting 1); ii. Intermediate English immersion (Years 1, 2, 3, 4, 5 and 6) at the primary school (Setting 2); iii. Spanish as L3 immersion (Years 9 and 10) at the secondary school (Setting 3) In order to conduct further research in the area of teacher feedback (Lyster & Mori, 2006; Lyster & Ranta, 1997), this study has focused on teacher reactions to foreign language learner output in such peculiar formal instruction (FI) learning contexts. A total of 14 lessons were observed to this end in each classroom year level. This part of the dissertation has been theoretically and methodologically framed into one hybrid approach covering diverse complementary perspectives. For instance, the SLA social interactionist views, socioculturalism, Conversation Analysis and ethnomethodology. In methodological terms, this study aimed at: 1) describing the way(-s) in which learners and teachers verbally and non-verbally engage didactic negotiations during TREs; 2) identifying how TREs might be salient for language acquisition in engaging learner noticing of their deviant target language forms; 3) investigating if learners engage after teacher interventions, pay attention to their errors, and if they might fruitfully self-repair; 4) surveying teacher and learner beliefs on TREs. The results seem to reflect certain trends in relation to the error types, the kinds of teacher reactions and the immersion settings, classroom years and levels vis-à-vis learner uptake. Globally, learners receiving metalinguistic feedback appear to generate more uptake than those receiving recasts.[spa] Reacciones docentes ante el output de los aprendices de lenguas extranjeras TEXTO: Una serie de estudios teóricos y prácticos que versan sobre aspectos educativos han postulado que el soporte del profesor es necesario para la progresión del aprendizaje de los estudiantes. Por esta razón, un número considerable de trabajos ha indagado sobre las actividades docentes haciendo especial hincapié en los métodos didácticos aplicados con el fin de examinarlas. En un intento de contribuir en esta área de investigación, el objetivo general de esta tesis es profundizar en una práctica docente recurrente en la enseñanza de idiomas. Se trata de las reacciones de los profesores ante el output de los aprendices que tienen lugar durante las interacciones orales en las aulas de lenguas extranjeras. En particular, se pretende examinar los rasgos formales de los "episodios de reacciones docentes" (ERD) y los fenómenos circundantes que se manifiestan en ellos. Las "reacciones docentes" se refieren a la totalidad de estrategias didácticas verbales y no verbales que se despliegan ante las producciones orales de los aprendices de idiomas. Tradicionalmente, el campo de la adquisición de lenguas segundas examina de manera conceptual esta práctica docente como "feedback correctivo". Este trabajo contextualiza los estudios teóricos y metodológicos multidisciplinarios afines con los ERD abarcando: i) los componentes generales y específicos de los episodios de reacciones docentes, ii) las condiciones que rodean estas acciones, iii) los beneficios potenciales para el aprendiz en relación con el "feedback" o la retroalimentación docente en diferentes contextos de adquisición de lenguas y iv) los marcos metodológicos previamente aplicados para examinar las reacciones del profesor o del instructor de lenguas. Los datos recogidos mediante una videocámara en dos escuelas bilingües internacionales privadas de Senegal ilustran los efectos diferenciados de las reacciones docentes sobre las producciones subsiguientes ("uptake") de los aprendices. A través de un corpus basado en datos empíricos extraídos de tres contextos de inmersión, se ha intentado hallar las condiciones y los recursos que podrían posibilitar que las reacciones docentes ante el output de los aprendices de idiomas sean más facilitadoras en términos de adquisición. En el presente estudio, la provisión de feedback metalingüístico pareció generar más "uptake" por parte de los aprendices que en el caso de las reformulaciones
‘Daring to peek over the wall’: A qualitative exploration of the concept of remission in the process of recovery for people with schizophrenia
No full textRemission is synonymous within cancer care and with other physical disorders, but less known and utilised in relation to people with a diagnosis of schizophrenia. Following work by Andreasen et al (2005) the idea of remission in schizophrenia became more widely utilised as symptomatic remission and was employed as an outcome measure primarily addressing medication efficacy. Whilst remission may or may not be a useful concept, the language, perception and social construction of remission for people with a diagnosis of schizophrenia is also of high importance. To date, there has not been any published material with respect to consultation with service users who have a diagnosis of schizophrenia regarding their personal interpretations and possible concern of the concept of remission. This study explores and conceptualises the possible introduction of the concept of remission into the process of recovery for people with a diagnosis of schizophrenia. Therefore raising the question; “Is remission a useful concept to facilitate transition back into primary care for people with a diagnosis of schizophrenia?
The Marketing-Entrepreneurship Interface: A Contextual and Practical Critique of the Role of Entrepreneurship
No full textIn the late nineteen eighties, Hills proposed that marketing scholars should pay far more attention to entrepreneurship and the smaller enterprise. He founded an annual research symposium and associated proceedings published under the title of Research at the Marketing/Entrepreneurship Interface. The symposia and proceedings still flourish and both the Academy of Marketing in the UK and the American Marketing Association have special interest groups for this area.
This thesis is concerned with the contribution that entrepreneurship can make to understanding this interface. Without a robust definition of entrepreneurship, the interface simply becomes a study of a very common and disparate organisational form - Small to Medium Sized Enterprises (SMEs). There is no shame in this for they deserve our interest, support and help. Without an understanding of the entrepreneurship component of the interface that help and support might be less effective than we, and they, would desire. Small business is not a little large business, they operate in very different circumstances with very much fewer resources to hand, and, because of who they are may have very different motivations and skill sets. Not necessarily worse but different. So entrepreneurial marketing might offer different insights, and help, compared to a standard academic approach to small business.
This is a PhD by published work and twenty-three submissions are organised into four themes and form a core for discussion. The first theme considers appropriate definitions of entrepreneurship and the role they play in conceptualising the interface. The second theme considers how adopting an entrepreneurial marketing approach could guide and inform the SME in two particular respects: addressing critical situations and developing and maintaining appropriate relationships. This theme is considering entrepreneurial marketing within the SME. The third theme considers firstly entrepreneurial marketing extended away from the SME to larger organisations in both public and private ownership and to a particular form of public art where participants can be small or large and in either public or private ownership. Secondly the experience of organisations within a cluster and SMEs within a conflict zone are considered. The distinguishing focus of this third theme is that it extends the interface away from the traditional focus on SMEs. Whilst it was natural for the interface to arise out of a desire to understand a neglected organisational form in marketing – it can be applied in other contexts. The final theme considers how the author’s conceptualisation of the interface has informed their teaching and the implications for practical business support.
A fundamental argument that is made in respect of understanding the role of entrepreneurship within entrepreneurial marketing is that we should not treat entrepreneurship as an absolute attribute which would direct us into classifying people simply into entrepreneurs as opposed to non-entrepreneurs. Entrepreneurs range from the exceptional ‘stellar’ entrepreneur to those who are imitative of current market offerings and we should work across this range appropriately.
Having discussed both an appropriate definition and role for entrepreneurship within the marketingentrepreneurship interface the implications of such a view are illustrated through considering the different contexts discussed in themes two and three above and reflecting upon the delivery of teaching programmes based partly or wholly on the notion of the marketing-entrepreneurship interface.
The work is a critique of the role of entrepreneurship within the interface. The contexts selected and discussed draw out practical lessons for a wide range of individuals from undergraduates through SMEs to larger organisations in either private or public ownership
