ECJ Fundamental Rights Jurisprudence between Member States' Prerogatives and Citizens' Autonomy

This chapter provides an analysis of the European Court of Justice's Fundamental Rights Jurisprudence, focused on the potential of Member States to maintain any positive regulatory role in supporting citizens' autonomy on the one hand, and on the impact of the Court's case law on citizens' opportunities to actually enjoy human rights within societies (substantive autonomy). It first sketches the notion of autonomy which is proposed as base of fundamental rights protection and promotion within a social reality characterized by not democratically legitimated dominance based on wealth and economic power. It proceeds to contextualize ECJ case law on fundamental rights. This section starts with a quantitative appetizer, which will formalize some assumptions and test them on a total of 150 cases before the European judiciary. The paper then offers a more conceptual recount around fundamental rights to equality and non-discrimination on the one hand and around fundamental rights of workers to actively shape employment and labor relations on the other hand. In conclusion some suggestions are made of how ECJ fundamental rights doctrine could develop more positively in order to moderate diverging interests of different parts of the citizenry in protecting fundamental rights.

The EU Charter of Fundamental Rights in the case law of the European Court of Human Rights

The European Court of Human Rights has begun to refer to the EU Charter of Fundamental Rights in order to support its reasoning for interpreting the European Convention on Human Rights in a particular way. But the EU Charter does not yet have any special status in that regard, being treated by the Court as on a par with numerous other documents of international law. The Court’s use of the Charter began in connection with arts 8 and 12 of the Convention (the right to a family life and the right to marry) but in subsequent years it has been extended to many other Articles of the Convention. It is in relation to art.6 (the right to a fair trial) that the Charter’s influence has been most noticeable so far, the Court having changed its position on two important aspects of Article 6 partly because of the wording of the EU Charter. But the influence on art.3 (in relation to the rights of asylum seekers), art.7 (in relation to retroactive penal laws), art.9 (in relation to the right to conscientious objection) and art.11 (in relation to rights of trades unions) has also been significant. The potential for the Charter to have greater influence on the Court’s jurisprudence in years to come remains considerable.

Gender Equality under the Charter of Fundamental Rights - a new lease for positive action?

This paper, which was published as a chapter of a Festskrift for Professor Ruth Nielsen, analyses Article 23 CFREU, the new provision on gender equality. It argues that Article 23 adds to the notion of gender equality in EU law, and not only allows, but also demands positive action measures if necessary to ensure equality between women and men. The provision also demands that positive action measures are suitable to achieve their aim. This implies that the EU legislator has to adapt positive action measure to the specific needs of the sector. The paper offers a critique of the proposal to introduce women quotas in board rooms, as proposed by the EU Commission in late 2012. It argues that the Commission unimaginatively copied rules developed for the German public service into a different sector, although these rules have not proven particularly efficient even in the public service. Consequently, a proposal that is demanding, but adapted to the sector should be developed.

Genome-wide gene pathway analysis of psychotic illness symptom dimensions based on a new schizophrenia-specific model of the OPCRIT

Empirically derived phenotypic measurements have the potential to enhance gene-finding efforts in schizophrenia. Previous research based on factor analyses of symptoms has typically included schizoaffective cases. Deriving factor loadings from analysis of only narrowly defined schizophrenia cases could yield more sensitive factor scores for gene pathway and gene ontology analyses. Using an Irish family sample, this study 1) factor analyzed clinician-rated Operational Criteria Checklist items in cases with schizophrenia only, 2) scored the full sample based on these factor loadings, and 3) implemented genome-wide association, gene-based, and gene-pathway analysis of these SCZ-based symptom factors (final N= 507). Three factors emerged from the analysis of the schizophrenia cases: a manic, a depressive, and a positive symptom factor. In gene-based analyses of these factors, multiple genes had q<. 0.01. Of particular interest are findings for PTPRG and WBP1L, both of which were previously implicated by the Psychiatric Genomics Consortium study of SCZ; results from this study suggest that variants in these genes might also act as modifiers of SCZ symptoms. Gene pathway analyses of the first factor indicated over-representation of glutamatergic transmission, GABA-A receptor, and cyclic GMP pathways. Results suggest that these pathways may have differential influence on affective symptom presentation in schizophrenia.

Dimensions of Suicide Research: Substance misuse in life and death in a 2-year cohort of suicides

Background
While substance misuse is a key risk factor in suicide relatively little is known about the relationship between lifetime misuse and misuse in suicide.

Aim
To examine the relationship between a history of substance misuse and misuse at the time of a suicide.

Method
Linkage of Coroner reports of 403 suicides occurring over two years with associated primary care records. History of substance misuse was defined as alcohol misuse and/or prescription or illicit drug misuse, for which medical help was sought.

Results
With alcohol misuse: 65% of the cohort had previously sought help and 42% were intoxicated at the suicide (with 30% of these seeing their GP in the previous year). With misuse of other substances: 54% of the cohort were tested for blood toxicology (37% of these tested positive) - with positive toxicology defined as an excess of prescription drugs over the therapeutic minima and/or detection of illicit substances. Those tested were more likely to be young and have a history of drug abuse.

Conclusion
Understanding the links between substance misuse and the use of substances in conjunction with the act of suicide is discussed in light of the study results and current pathology and coroner practices.

Inbreeding uncovers fundamental differences in the genetic load affecting male and female fertility in a butterfly

Inbreeding depression is most pronounced for traits closely associated with fitness. The traditional explanation is that natural selection eliminates deleterious mutations with additive or dominant effects more effectively than recessive mutations, leading to directional dominance for traits subject to strong directional selection. Here we report the unexpected finding that, in the butterfly Bicyclus anynana, male sterility contributes disproportionately to inbreeding depression for fitness (complete sterility in about half the sons from brother-sister matings), while female fertility is insensitive to inbreeding. The contrast between the sexes for functionally equivalent traits is inconsistent with standard selection arguments, and suggests that trait-specific developmental properties and cryptic selection play crucial roles in shaping genetic architecture. There is evidence that spermatogenesis is less developmentally stable than oogenesis, though the unusually high male fertility load in B. anynana additionally suggests the operation of complex selection maintaining male sterility recessives. Analysis of the precise causes of inbreeding depression will be needed to generate a model that reliably explains variation in directional dominance and reconciles the gap between observed and expected genetic loads carried by populations. This challenging evolutionary puzzle should stimulate work on the occurrence and causes of sex differences in fertility load.

The Casimir effect in the presence of compactified universal extra dimensions

The Casimir force in a system consisting of two parallel conducting plates in the presence of compactified universal extra dimensions (UXD) is analyzed. The Casimir force with UXDs differs from the force obtained without extra dimensions. A new power law for the Casimir force is derived. By comparison to experimental data the size R of the universal extra dimensions can be restricted to R⩽10 nm for one extra dimension.

Functionality, Accuracy, and Feasibility: Talking with Modelers

Models are an important part of many policy development processes, but meeting policy objectives relies on policy analysts engaging effectively with the modeling process and modelers understanding the policy issues. Furthermore, there are many different modeling methods, each with characteristics that potentially make it more or less suitable for analyzing a particular policy issue.
This paper presents a novel framework to assist policy analysts to engage with modelers so as to make the best use of models. The framework has three dimensions: Functionality, Accuracy and Feasibility. Functionality concerns ways in which modeling can be used to support broader policy objectives, such as promoting negotiation or comparing options. Accuracy concerns how to best represent the fundamental features of the system being modeled, and relies on selecting an appropriate technique. Feasibility concerns practical issues such as access to data and modeling skills.

Currículo no ensino fundamental de nove anos: uma análise das possíveis mudanças curriculares nas séries iniciais da rede estadual de ensino de Santa Catarina - Brasil

Diante da medida política, de cunho educativo, de ampliação do Ensino Fundamental brasileiro de oito para nove anos de escolaridade obrigatória, esta investigação propôs-se analisar os reflexos desta deliberação na proposta curricular oficialmente prescrita. A questão da qual se ocupou este estudo, é portanto: Quais as mudanças de natureza curricular, nas Séries Iniciais da Rede Estadual de Ensino de Santa Catarina, decorrentes das alterações estabelecidas pela Lei n. 11.274? Este estudo caracteriza-se por uma pesquisa documental, de abordagem histórica e qualitativa, cujo método de investigação é a técnica de análise de conteúdo. A análise dos Documentos Preliminares de Seleção e Organização Curricular para as Séries Iniciais do Ensino Fundamental de Nove Anos, permitiu-nos inferir que não houve mudanças significativas na organização curricular quando comparada com a Proposta Curricular de Santa Catarina elaborada anteriormente; ### ABSTRACT: NINE YEARS ELEMENTARY EDUCATION CURRICULUM: An analysis of the possible curriculum changes in the Elementary School first grades in Santa Catarina State – Brazil This investigation purposes to examine the policy measure, in a educative way, of the brazilian Elementary Education extension, from eight to nine required years, as also this decision´s consequences in the officially prescribed curriculum proposal. The question which this study has engaged is, therefor: what are the results of the first grade of elementary school curricular changes in Santa Catarina, according with the law n. 11.274? This study describes a documentary research, with a historical and qualitative approach, which investigation method is a content analysis technique. The analysis of the Curricular Preliminary Selection and Organization Documents to the Nine Years Elementary Education allowed us to conclude that no meaning changes have occurred in the curricular organizaton, when compared with the previous proposal.

A atitude diagnóstica enquanto instrumento de análise de ação educativa

A investigação realizada encontra-se inserida na área das Ciências de Educação, teve como objetivo principal compreender a atitude diagnóstica no quadro das situações educativas e pedagógicas desenvolvidas pelas educadoras de alguns jardins-de-infância, do distrito de Évora e como finalidade construir uma teoria de médio alcance elaborada numa estrutura explicativa do conjunto de fenómenos em contexto. Em educação de infância, o ato de cuidar estabelece-se numa relação de ajuda à criança e orienta-se para objetivos como promover o bem-estar, o conforto e o desenvolvimento em todas as dimensões. Isto implica conhecer e compreender cada criança ou grupo de crianças e as situações educativas e pedagógicas, em contexto. Compreende um exercício prático e para o qual se projeta uma prática de diagnóstico conciliadora da compreensão dos fenómenos sociais, estruturados em comportamentos, ações e atitudes específicas. Verificam-se lacunas quanto à forma como este exercício se cumpre e evolui nas diferentes fases. Repetem-se fragilidades quanto à mobilização de saberes, atitudes e competências a cada momento do agir. Constatam-se conceitos psicologizados e estruturas muito ténues e, por isso, necessitam ser estudadas, documentadas e teorizadas, particularmente numa dimensão praxiológica do conhecimento. O estudo inseriu-se no quadro das metodologias qualitativas, seguiu o paradigma interpretativo e o raciocínio indutivo. O referencial metodológico reuniu os princípios e procedimentos da Grounded Theory. A colheita de dados efetuou-se em jardins-de-infância da rede pública; a amostra teórica envolveu seis educadoras de infância e as crianças com idades compreendidas entre os três e os seis anos. Adotámos o uso de multitécnicas, entre as quais, a observação, a entrevista e a narrativa escrita. Fizemos vinte observações, repartidas pelos dois períodos do dia (manhã e tarde); vinte e seis entrevistas e seis narrativas escritas. Da análise dos dados emergiu a Atitude Diagnóstica como uma predisposição que caracteriza o ato de agir e as suas características foram-se tornando evidentes com o desenvolvimento da caracterização do processo de diagnóstico. Desta emergiu o modelo teórico definido em três eixos fundamentais. O “Processo de avaliação diagnóstica e planeamento” representativo das etapas, segundo as quais o educador desenvolve um conjunto de ações propiciadoras de um conhecimento previamente organizado, visando o bem-estar, o conforto, a segurança e o desenvolvimento. Em concomitância emerge o segundo, “Processo de intervenção educativa e pedagógica”, expressivo do conjunto de ações coerentes e evolutivas, empreendidas com vista à execução dos objetivos do ensino aprendizagem. Trata-se de dois processos sistematizados e perspetivados sob as dimensões diacrónica e sincrónica, compostos por uma sequência de pensamentos, permanentemente averbados pela “Atitude Diagnóstica” que dá um caráter coerente e evolutivo às tomadas de decisão nas ações educativas. Estes dois eixos integrados e entrelaçados são auxiliados por um terceiro, o “Processo de relação” que os harmoniza e dá especificidade a cada situação experienciada. A relação consolida-se e assume-se uma ajuda na confiabilidade necessária para a promoção da confiança entre os pares e o conhecimento vai evoluindo gradualmente em função do tempo e dos compromissos. O educador age com intencionalidade e para cada ator traça objetivos a cada momento do agir. A gestão do tempo, dos sentimentos e emoções funciona como variável importante na relação orientada sob a tríade: educador, criança e família e é concomitante com o Desenvolvimento pessoal e profissional do educador; ### ABSTRACT: The Diagnostic Attitude as an Analysis Instrument in Educational Action The conducted investigation is inserted in the area of Education Sciences. Its main aim was to understand the diagnostic attitude in the frame of the educative and pedagogical activities developed by the educators of some kindergartens in the district of Évora, and its purpose was to build a medium range theory elaborated in a structure explaining the whole of the phenomena in context. In child education, the act of caring is established in a relationship of help towards the child and is oriented towards goals as specific as promoting the well-being, the comfort and the development in all dimensions. This implies knowing and understanding each child or group of children and the educational and pedagogical situations in context. It includes a practical exercise that determines a complex scenario and for which we project a conciliating diagnostic practice towards the understanding of the social phenomena, structured in specific behaviors, actions and attitudes. We recognize some gaps regarding the way how this exercise is fulfilled and evolves in the different phases. Weaknesses regarding the mobilization of knowledge, attitudes and competences in each acting moment are repeated. We notice psichologized concepts and very superficial structures that need thus to be studied, documented and theorized, particularly in a praxeological dimension of knowledge. The study is inserted in the frame of qualitative methodologies, following an interpretative paradigm and an inductive reasoning. The methodological referential has gathered the principles and procedures of the Grounded Theory. The gathering of data was done in public kindergartens; the theoretical sample involved six child educators and children aged between three and six years. Several techniques were used, such as observation, interview and written narrative. We did twenty observations, divided between the two periods of the day (morning and afternoon); twenty-six interviews and six written narratives. The analysis of the data resulted in the Diagnostic attitude, like a predisposition that characterizes the act of acting and its characteristics became evident with the development of the characterization of the diagnostic process. From this rose the theoretical model defined in three fundamental axes. The Process of diagnostic evaluation and planning that represents the stages according to which the educator develops a group of actions that allow the transmission of a previously organized knowledge that aims well-being, comfort, safety and development. Concomitantly arises the second, Process of educative and pedagogic intervention, that expresses a group of coherent and evolving actions, undertaken to reach the goals of the teaching-learning process. These are two systematized processes, perspectivated under the diachronical and synchronical dimensions, composed by a sequence of thought, permanently confirmed by the Diagnostic attitude that gives a coherent and evolving character to the decision making in educative actions. These two integrated and intertwined axis are aided by a third one, Process of relation that harmonizes them and gives specificity to each experienced situation. The relation is consolidated and one assumes a kind of help in the trustworthiness necessary for the promotion of the trust between pairs and the knowledge keeps evolving gradually according to time and commitments. The educator acts with intent and sets goals for each actor at each acting moment. Time, feeling and emotion management works as an important variable in the relation oriented according to the triad educator, child and family, being also concomitant with the Personal and professional development of the educator.