Bisphosphonates are used in what disease state(s)?

Drug Card (Bisphosphonates)
1) Mechanism of action
2) Common names and dosages used in adults
3) How should a patient take medication?
4) Are there dosage adjustments in kidney or liver disease?
5) Bisphosphonates are used in what disease state(s)?
6) What, if any, labs would you recommend before patient begins therapy?
7) Are they safe for use in children? Explain why or why not

Consider the socioeconomic factors that affect the Saudi Arabian rural healthcare systems.

Evolution of Healthcare in KSA

Consider the socioeconomic factors that affect the Saudi Arabian rural healthcare systems. How do these factors relate to quality? How have they improved patient satisfaction?

Write a paper that addresses the following:

An introduction,
At least two contemporary political factors that impact the KSA healthcare system,
At least two contemporary economic factors that impact the KSA healthcare system,
The role of privatization in the context of these factors,
The role of health insurance in the context of these factors, and
A conclusion

Do you believe that children learn from their experience and that project-based learning enhances that experience? YES

Discussion – Progressivism
________________________________________
The influence of Progressivism on American education is wide and on-going. Those that focus on “learning by doing” and project-based methods of teaching base their work on Progressive theories of education. As you begin to think about your own views about philosophy of education, consider your how your educational experiences were informed by ideas from Progressivism, Pragmatism and Liberalism?
Chapters for this week are 4, 9, and 15
Here is the Textbook site
https://www.vitalsource.com/
please contact support for log ins
Instructions: Before you start writing, read the questions below.
You do not need to write on all 5 questions, JUST A COUPLE
Questions can also be found on page 383 of our text.
Please be sure to cite this textbook ONLY.
1. Do you believe that children learn from their experience and that project-based learning enhances that experience? YES
2. Do you believe that children construct their ideas about reality from their interactions with the environment? YES
3. Do you want your classroom to be a bridge to nature and society?
4. Do you plan to use Progressivism, or some aspects of it, in constructing your philosophy of education? Why or why not?
5. How would a Progressivist theorist view culturally responsive practice or equity pedagogy? Defend your view.
Just in case you decide to answer the last question. (You don’t have too.) Here’s a Link:

What is Culturally Responsive Pedagogy?

Submission Instructions:
Late discussions will not be accepted. See syllabus for detailed guidelines. Work should be typed, with standard font, using 12 pt. No discussion or response post will be accepted late. Use APA format for citations in initial posts

Explain Progressivism as an educational theory.

The goal of the paper is for you to synthesize the material from the week. Therefore, although you reflect on the material we have been reading and studying, it is not the goal of this assignment to express your views and opinions on the philosophy, ideology or theory read. Rather, you should articulate your understanding of these positions and their relationships to each other. The short paper should be grounded in the text and chapters prepared for this module.
Answer These questions in this paper
#1 Explain Progressivism as an educational theory.
#2 Demonstrate the relationship between this theory and the philosophy of (1) Pragmatism and (2) the ideology of Liberalism.
#2 Discuss any critical thinkers who contributed to the origin or current practice of Progressivism.
Submission Instructions: Do not submit a first draft. Work should be typed, double-spaced with standard margins and font, using 12 pt. font. Papers will be written in APA format with a Title Page.
Several different components will be assessed in your written work, including effective use of the English language; comprehension of and reflection upon the material, originality of thought; organization of ideas; ability to support ideas with examples and arguments.
Your submission will be submitted to Turnitin. It is recommended that you check the Turnitin report and correct errors found in the report and resubmit, especially if attribution errors are noted from Turnitin.
Note to Writer 239111, Same as last week. This time, I only need 400 words.
Chapters for this week are 4, 9, and 15
Here is the Textbook site
https://www.vitalsource.com/
Please contact support for log ins
DO NOT use OUTSIDE References/Sources. You can use the Textbook
Guidelines:
• Research: DO NOT DO Additional “research” for this assignment beyond the assigned text readings.
• Simply think about the text on your own and consider what has been discussed in the module.
• Any references to the text should simply be indicated in-text in APA format.
• Mechanics
o Papers should be 400 words in length and must be typed, double-spaced, 12pt. Times New Roman font, with 1-inch margins and in black ink.
o A Title Page should be used.
o Page numbers should appear on every page with the exception of the first page.
o Citation: Your paper should include a bibliography formatted in APA style (refer to a writing guide, such as Purdue OWL for assistance).
o It is always acceptable to paraphrase, quote, or use another’s ideas, as long as you give credit where credit is due. Always credit and cite your source. To do otherwise is to plagiarize.
• Be consistent with citations and references.
o You will be graded on your ability to correctly follow these instructions
Academic Integrity: Plagiarism and/or cheating on papers are a serious breach of academic ethics and will not be tolerated. The Academic Integrity policy attached to the syllabus will be strictly enforced.
Grading Rubric

What skills, knowledge or behaviors do you possess that would uniquely qualify you to train in the desired opportunity or opportunities?

I am applying for the following Army Traditional Strategic Broadening Seminars. Answer the three questions below.

Seminar descriptions.
Seminar Title: United Kingdom Defense Academy – UK Intermediate Command and Staff Course (Land) (ICSC (L) a 6 week, Masters Level residential, generalist career course run at the UK Defense Academy. It provides training and education for all Army and Royal Marine majors across a range of subjects from Staff and Communication Skills; Command Leadership and Management; Global Effects on Defense; Higher Management of Defense Equipment Capability and Operations (including Land Warfare, Doctrine and Military Planning Processes). Delivered by UK military instructors and academics from King’s College London via central lectures, syndicate room discussion and time dedicated to self-reflection and study.

Seminar Title: Dense Urban Studies – Two-week program based at Fort Hamilton and other locations in New York City, helps participants understand the complex makeup and critical issues of operating in dense urban areas and megacities. As the trend of the world’s population continues to become increasingly concentrated into dense urban areas and megacities, the importance of understanding them is a critical component of global security and preparing for the future’s uncertainties, including humanitarian assistance and disaster relief scenarios. The IDB DUS Strategic Broadening Seminar is an educational and experiential learning opportunity for students to explore and understand the critical infrastructures and urban geography and flow of cities, the technological and physical connectivity of city networks, and the culture and behavior of people and their environment. Learning takes place both in the classroom and through.

Seminar Title: National Security and Global Challenges – The McConnell Center’s Strategic Broadening Seminar is held at the University of Louisville in the City-Center, and a Washington DC Portion has now been added. This national security course gets participants up close and personal with the national security process in Washington while immersing themselves in the challenges unfolding in the Asia Pacific region. Guest faculty come from all over the United States and past classes have met with top members of Congress, local political leaders, and Fortune 500 corporate leaders. It all unfolds within an intellectual umbrella provided by an immersion into the great tradition of political philosophy and constitutional government in America. The capstone experience is provided in small team assignments and a briefing for high-level national security leadership.

Course Description: Indiana University: Cyber Risk Management – Basic cybersecurity literacy is becoming increasingly vital. Cyber attackers, ranging from hacktivists to organized crime networks and even nation states, are targeting vulnerable networks and are frequently successful in stealing funds, breaching critical infrastructure, as well as valuable intellectual property. There is a growing call from the White House, Congress, and industry groups to put in place cybersecurity best practices to better manage the multifaceted cyber threat facing the private sector. However, it is not always clear what those practices should be, or how to implement them in a dynamic, global regulatory environment. This program hosted by the Institute for Defense and Business in partnership with Indiana University’s Kelley School of Business is a spin-off of the IU-IDB Strategic Studies Program (2015 – 2018 SBS) and is designed to introduce participants to the multifaceted strategic cyber risks facing the United States with a special focus on harnessing the benefits, while mitigating the risks, of emerging technologies in the national security context from a non- military lens.

Course Description: IB2 – Information Operations – In this program designed for high-potential Officers in information operations and related areas, you will be presented the fundamentals of strategic communication, the cultures of the industries that utilize it, and the technologies for securing its infrastructure. Leveraging from a variety of non-military perspectives presented from leaders in the private sector and academia on topics from big data and the internet of things, to understanding and changing behavior, you will return to your organization with a broad set of best practices for direct application.

Great Power Competition INDOPACOM – In a period of global uncertainty against the backdrop of the COVID-19 pandemic, the ability of (rising military) leaders to critically assess the key strategic and competitive challenges for the U.S. and its international partners in the Indo-Pacific region remains of paramount importance to U.S. national security. This course will focus on potential geographic flashpoints (e.g. Taiwan, the South China Sea, the Korean peninsula, and India) and thematic challenges including cyber warfare, information operations, and other tools of “unrestricted warfare.” It is designed to provide participants with a comprehensive understanding of the strategic environment of the Indo-Pacific and enhance their policy development skills, and to provide the tools necessary to lead in the Indo-Pacific region.

Questions:

Question 1: What skills, knowledge or behaviors do you possess that would uniquely qualify you to train in the desired opportunity or opportunities? (Response is limited to 425 words)

Question 2: Where do you see yourself in 10 years? (Response is limited to 200 words)

Question 3: If selected, what will you bring to the Army from attending this opportunity? (If applying for more than one broadening program, answer the question as it relates to your first preference)? (Response is limited to 200 words)

write an 800-1200-word essay that critically examines the content and message of the film Spotlight.

Spotlight Critical Analysis Essay (30 points)
You’ll write an 800-1200-word essay that critically examines the content and message of
the film Spotlight. You’ll deliver your essay to the “Key Assignments” folder on Blackboard.
Keep in mind that a critical analysis is not a movie review. What’s the difference?
A critical analysis is more complex than a movie review. A critical analysis interprets and evaluates
the content of a film, its place in history and its probable effect on viewers. A movie review
documents the reception of the film at the time of its release and places more emphasis on
recommendation than analysis.
A critical analysis essay 1) makes a clear claim (states a thesis), and 2) supports that claim with
evidence. In this case, “evidence’ would include scene descriptions and quotes from the film, facts
or research about the film, or facts and research about the era in which the film takes place or was
made. In the process of making the claim and supporting the claim, the analysis should describe
the film/characters.
Don’t go overboard on the description part of this equation. I don’t want a scene-by-scene narrative
of the events that take place in the movie. Your description of events, characters, etc. should be
efficient and in service to the analysis. In other words, don’t spend two or three paragraphs telling
me what the film is about, then offer one or two paragraphs of analysis. Instead, open with a bold
claim, then get down to business supporting that claim with elements from the film. Or, open with
an attention-grabbing quick description of a key moment (of key dialogue) in the film, then state
your claim, then get down to business supporting that claim.
How should you get started?
Watch the film. Take notes while you watch it. Think about these questions as you watch the film
the first time:
• What’s the film about? What’s the overall story arc?
• What’s the journalistic goal of the main character/s?
• How does this film reflect the purpose and values of accountability journalism or community
journalism?
• What journalistic challenges do the main character/s encounter? These could be reporting
challenges, ethical dilemmas or other challenges and obstacles.
• How does the main character/s deal with these obstacles/challenges?
• What could journalists learn from this situation to do the same, better or differently?
• How does the film portray journalism/journalists? In other words, when a movie-goer
watches this film, what perception of journalism/journalists are they left with?
• What themes or symbols run throughout the film?
• What is the film’s message? What does it say about the characters, society, history?
You can’t write about all the things in the list above in a short 800-1200-word paper. So, now you
must select a focus for your paper. That focus becomes your claim, which sets the course for your
paper.
What’s a claim?
A claim is essentially a thesis. It billboards what your paper is about; it takes a position other people
may dispute; it offers a way to interpret the film. Here are some examples of claims about various
films/TV shows:
• All the President’s Men taps into the lived experiences and ethical values of reporters Carl
Bernstein and Bob Woodward’s Watergate investigation and offers an early vision of what
contemporary journalism’s ethical standards and practices would become.
• Almost Famous isn’t just a love letter to rock and roll, it’s the story of a young journalist
finding his profession’s ethical boundaries by sometimes crossing the line.
• It’s not enough to be right; everyone else must be wrong. That’s what distinguishes the selfrighteous
from the righteous, and that’s what fuels the first episode of HBO’s The
Newsroom.
Need some more direction for this assignment?
Here are a few potential claims a writer could make about the movie Spotlight. You are welcome to
borrow or edit one of these claims for your paper.
• Spotlight makes a strong argument for the necessity of methodical investigative journalism
while also exposing the way community and individual biography shape the reporting
process.
• By meticulously re-presenting the journalists’ investigative process, Spotlight demonstrates
how a professional press gives voice to the powerless and holds the powerful accountable.
• Spotlight makes a formidable statement about the power of a free press, but it also exposes
the culpability of a news organization when it misses or buries a story, and it demonstrates
the power of the press to set agendas in the media.
I have an idea for a claim, now what?
At this point, it’s probably a good idea to watch the film a second time. This time, look for evidence
– quotes, scenes, key moments, historical context – to support your claim. All of the claims written
above can be supported by describing scenes and dialogue from the film and pulling a little
research about the current state of the news media and/or current ethical practices in journalism.
What writing style should I use?
You may write in very short “newsy style” paragraphs. Or, you may write in a more traditional
essay-style with longer paragraphs – this is the style most of you are accustomed to. Whatever you
choose, please avoid purple prose. Purple prose is flowery language decorated with lots of adverbs
and extra words that don’t move the reader forward. The goal is not to impress your readers with
extra words; your goal is to communicate your points with clarity and efficiency. Leverage your
verbs to paint a picture! Verbs paint active images in a reader’s mind’s eye. Verbs help show, not
just tell.

Carry out a PESTELE Analysis and a VRIO Analysis on an organization of your choice

Assessment task details – provide a description of the task
Looking at an organisation of your choice, identify potential new strategies & strategic action plan to present to the executive board. Complete the following:

1. Carry out a PESTELE Analysis and a VRIO Analysis on an organization of your choice
– Ensure that your PESTELE/VRIO analysis is well researched with cited references in table for every point you make.

Drawing on the PESTELE/VRIO identify:
– a potential new strategy(s) with justified reasons- does this fit with the organisations vision, values and organisational objectives and identify what type of strategy it is? (Think academic theory- Porters Generic Strategies etc)
– How will their resources and capabilities help them implement the strategy?
– What will be the organisational impact of implementing the new strategy?

2. Complete a Strategic Action Plan
– Fill out the strategic action plan template citing in table & justifying with sources.
Evidence of academic reading together with full and correct Harvard referencing is expected at level 6. It should be noted that an absence of theory to support the submission restricts the mark that can awarded. See marking criteria for indications. Professional business presentation with a clear structure throughout.

Submission instructions – What should be the format of the submission? / Where should it be submitted?
A single Word document only, containing just your assignment with reference list included. Please do not submit on this brief document. A template is provided below the which should be followed. Please submit online via the appropriate Turnitin submission on the module space.
Hints and tips
Assessment Template
Please use the following headings as a guide for your assessment.

Overview of organisation
Brief overview of the organisation

PESTELE Analysis

Complete a PESTELE Analysis using this template. Please adjust as necessary & words are included in word count.
PESTELE What’s Happening?
List Issues relating DIRECTLY to the company
Who (in the organisation) does this impact & what impact will it have?
Action to be taken?
Political
Economic
Social
Technology

Environmental
Legal
Ethical

VRIO Analysis

Complete a VRIO Analysis using this template. Please adjust as necessary & words are included in word count.

Feature
(Resources or Capability) Value
(is it valuable) Rarity
(is it rare) Imitability
(Is it hard to imitate)
Organisational Support
(are they organised to support it) Recommendations
Feature 1

New Strategy Implementation

Subheading- Strategy
State new strategy(s) supported by justified reasoning/sources. Identify what type of strategy it is.

Subheading- Resources and Capabilities
Address how their resources and capabilities will help them implement the strategy. What will be the organisational impact of implementing the new strategy

Strategic Action Plan

Complete a Strategic Action Plan using this template. Please adjust as necessary & words are included in word count.

Strategic Objectives
(From your research you will have identified…) Tasks
(What you need to do to achieve it) Who’s Responsible
(Specific Person/Departments) Timeframe
(Estimate of how long it will take to implement) Resources
(What or who can help you achieve the objective) Impact on Organization
Example Entry: Change material packaging to eco- friendly material 1. Source new supplier of compostable materials
2. Invest in new manufacturing equipment and implement into production
3. Training staff to use equipment

1. Head of Operations/Suppliers & Team
2. Operations
3. Human Resources & Operations
4. 1 month
5. 1-3 months
6. 1 month

1. Supply chain contacts
2. Head of production
3. Head of Human Resources
4. IT/Production Systems 1. Less toxic waste during production
2. Fulfilling environment standard targets outlined by organisation and government
3. Timely/Costly to make the change- potential disruption to normal service

References

All submitted work is expected to observe academic standards in terms of referencing, academic writing, use of language etc. Failure to adhere to these instructions may result in your work being awarded a lower grade than it would otherwise deserve.

provide a detailed analysis of : China’s recent trade retaliation

As with most other nations, Australia has evolved its trade policies over its history. Australia’s
‘tyranny of distance’ and reliance on maritime trade have always been a constraint upon the level of
trade conducted, but its vast resources have made it a major exporter of raw materials and agricultural
products. Free trade has been and will continue to be, a key driver of the country’s economic success.
Despite an increase in anti-globalisation sentiment over the past 5 years, Australia has continued to
seek friendly trade arrangements with willing parties. This has not always been ‘smooth sailing’.
You are required to provide a detailed analysis of :
China’s recent trade retaliation
Your analysis should include:
a brief historical summary of the issue
the current state of affairs
impacted industries and countries
a recommended course of action for the Australian government and other policymakers.
Your analysis needs to include research and referencing. You should have around five to ten references
in Swinburne Harvard style. Only peer-reviewed references such as journal articles, government
reports, business reports, and reputed media sources are acceptable. You can include graphs, tables
and imagery in your slide presentation.
Presentation resources
Your presentation should include approximately 10 slides plus a reference list and appendix if
required

dentify and explain the ontological and epistemological assumptions which underpin the researchers’ choice of methodology

Assessment
1 x 2000 word assignment.
Select one paper from the list below.
Select either paper A, B or C.

A. Macleod, G., Dallas-Childs, R., Brough, C. and Toye, M. (2021), ‘She just got me’: supporting care experienced young people negotiating relationships and identities at school.J Res Spec Educ Needs. https://doi-org.ezproxy.is.ed.ac.uk/10.1111/1471-3802.12543

B. Catherine E. Stanford, Richard P. Hastings, Deborah M. Riby, Heather J. Archer, Sarah E. Page & Katie Cebula (2020) Psychological distress and positive gain in mothers of children with autism, with or without other children with neurodevelopmental disorders, International Journal of Developmental Disabilities, DOI: 10.1080/20473869.2020.1812347

C. Mairin Hennebry, Yuen Yi Lo & Ernesto Macaro (2012) Differing perspectives of non-native speaker students’ linguistic experiences on higher degree courses, Oxford Review of Education, 38:2, 209-230, DOI: 10.1080/03054985.2011.651312

With reference to the paper you have selected:

• identify and explain the ontological and epistemological assumptions which underpin the researchers’ choice of methodology*
• critique the effectiveness of the relationship between the philosophical positioning, the methodology chosen and the methods used for collecting and analysing data;
• identify and discuss the ethical challenges and issues raised in the paper and the extent to which these are considered satisfactorily.

Ontological and epistemological assumptions
This asks you to comment explicitly on ontological and epistemological assumptions. You may also want to discuss these (and the associated methodology) in terms of a particular paradigm.

methodology
This term refers to the approach taken to answering the research questions. This asks you to comment on the approach to research in terms of the kind of data involved; whether descriptive, explanatory or something else; the research design (e.g. case study, ethnography, grounded theory, phenomenological, basic interpretivist, action research, experiment, survey, mixed methods); approach to reasoning; the research participants and how they were selected; approach to analysis.

methods
This term refers to the specific data collection methods used so that the research questions can be answered.

Please ensure that you answer all 3 bullet points.

A rough guide would be to write approximately 500 words on point 1, 1000 words on point 2 and 500 words on point 3.

Students should submit an assignment that builds on their previous assignments and demonstrates progress based on feedback received (in particular, from the Sources of Knowledge assignment).

• Assignments should be written in English and they should be proofread carefully, checking for errors in spelling, grammar and punctuation.
• Include page numbers.
• Demonstrate an analytical perspective, including both positive aspects and areas of difficulty.
• Support your statements with references, examples and clear logical thought.
• Cite original sources – only in exceptional circumstances is it acceptable to reference an author citing another author.
Prior to submitting your assignment it may be helpful to ask yourself the following questions.
• Is my writing clear and easy to follow?
• Does my paper consider any ethical issues?
• Is my paper written in non-sexist and non-racist language?
• Does my paper sufficiently address the questions / issues in the assessment task?
• Are my conclusions and interpretations credible?
• Is my message clear and precise?
• Are my references timely and relevant?
• Have I included the most important references?

The word count does not include the reference list or self-assessment document. The assignment should be 2000 words (+ or – 10%). Longer assignments will be penalised on the basis of academic staff judgement.

it is better to draw on these sources in your essay than texts from other disciplines which you find online.
*Armour, K.M. and Macdonald, D. (Eds) (2012) Research Methods in Physical Education and Youth Sport. Routledge: London. A useful general text especially insightful for students studying Physical Education and Sport.

*Arthur, J., Waring, M, and Coe, R. (2012) Research Methods & Methodologies in Education. London: Sage.

*Blaikie, N. and Priest, J. (2019) 3rd Edition, Designing Social Research: The logic of anticipation, Newark: Polity Press.

*Bridges, D. (2017) Philosophy in Educational Research: Epistemology, Ethics, Politics and Quality, Cham: Springer International Publishing.

*Charmaz, K. (2013) Constructing grounded theory. Thousand Oaks, CA: Sage.
A useful text for highlighting how to connect practice with theory following data collection.

*Creswell, J.W. (2014) Research design: qualitative, quantitative, and mixed methods. London: Sage.

*Diamond, I., Foster, L., and Jefferies, J. (2015) Beginning statistics: An introduction for social scientists. London: Sage.

Gray, D. (2014) Doing research in the real world. London: Sage. Wide ranging general guide. *An earlier edition from 2004 is available as an E-Book on the resource list

*Greener, I. (2011) Designing Social Research. London: Sage. See Chapter Two in particular on reviewing research quality.

Maxwell, J.A. (2013) Qualitative Research Design. London: Sage. Excellent text for explaining how to set research goals/questions and design conceptual framework.

*Merriam, S.B. & Tisdell, E. (2016) Qualitative Research: A guide to design and implementation. San Francisco: Joey-Bass. Wide ranging general guide.

*Thomas, G. (2007) Strangers in Paradigms, Maidenhead: OUP

*Thomas, G. (2017) 3rd Edition, How to do your Research Project: A Guide for Students, Los Angeles: SAGE

Pring, R. (2015) The Philosophy of Education Research. London: Bloomsbury. An excellent text for practitioners and those interested in the links between theory and practice.

*Punch, K. & Oancea, A. (2014) Introduction to Research Methods in Education. London: Sage. Useful chapters on most areas covered in the course.

You may find the SAGE Research Methods database at: https://methods.sagepub.com/ useful for accessing a range of resources on: conceptions of research, related methodological considerations,

What is the legal framework governing intellectual property rights in the United Arab Emirates?

1.1. Project Background
Intellectual Property has a contributed significantly to the rapid development of the United Arab Emirates (UAE) as one of the strongest economies within the Co-operation Council for the Arab States of the Gulf (GCC). Intellectual Property (IP) is conceptualized as the original creation stemming from human intellect such as scientific creations, literary works, technical innovations, or artistic works. On the other hand, Intellectual Property Rights (IPR) refer to the legal rights arising from intellectual property. Stated differently, these are the legal rights that are given and protected by the law to an inventor or innovator, thus providing them with exclusive rights to fully utilize their creation. In the alternative, IPR grant the creator’s assignee exclusive rights, subject to the terms of the assignment, to utilize the invention. They include patents, industrial designs, trademarks, and copyrights.
Intellectual property rights offer protection to the interests of the inventor in the sense that they are ius prohibendi rights. Several scholars agree that the conferment of IPR has several advantages. From the perspective of the licensor, IPRs ensure the creation of new markets, promote the level of competition in the economy, and create an avenue for the generation of revenue. A steady legal framework governing IP also promotes the level of invention in the economy. From the perspective of the IPR owner, protection ensures that the intangible asset is protected from unauthorized intervention or utilization, and that there is return on their research and development.
The UAE has an elaborate legal framework governing IP, deriving from both international conventions and legislations. Internationally, the UAE is a member of the Berne Convention for the Protection Literary and Artistic Work (“the Berne Convention”), Paris Convention for the Protection Industrial Property (“the Paris Agreement”), Agreement on Trade-Related Aspects of Intellectual Property Rights (TRIPS), World Intellectual Property Organization (WIPO) Copyright Treaty, Patent Cooperation Treaty (PCT), and World Intellectual Property Organization (WIPO) Convention. Locally, the UAE has enacted Federal Law No. 7 of 2002, Federal Law No. 37 of 1992 and Federal Law 17 of 2002 to govern copyrights, patents and industrial designs, and trademarks respectively. The purpose of the research project is to determine the extent, to which this elaborates legal framework conclusively protects IP rights of creators within the UAE. Specifically, the legal framework is compared to that of Common Law jurisdictions.
1.2. Research Questions
This project is guided by the research question: What is the difference in Intellectual Property and Art Laws between the United Arab Emirates (UAE) and Common Law Jurisdictions? To answer this research question, the following research questions will guide the research:
1. What is the legal framework governing intellectual property rights in the United Arab Emirates?
2. What is the nature of intellectual property rights within common law jurisdictions?
3. What are the differences in intellectual property rights protection between the United Arab Emirates and common law jurisdictions?
4. What are the similarities in intellectual property rights protection between the United Arab Emirates and common law jurisdictions?

1.3. Research Methodology
The project utilizes the exploratory research design. Exploratory research designs focus on acquainting with the qualities surrounding the target of the research. The aim of the researcher is to increase their insight concerning the aspect under investigation. In this regard, the use of the exploratory research design is to develop an insight into the differences and similarities between IP and Arts Laws in the UAE and in Common Law Jurisdictions.
Selltiz and colleagues state that one of the ways of effecting exploratory research design is through the review of existing literature. In fidelity to this point, the paper takes a Black Letter Law approach whereby legal principles surrounding intellectual property law both in the United Arab Emirates and Common Law jurisdictions is analyzed. This approach enables the researcher to analyze, from a critical point of view, meaning, application, and implications of the rules and principles underpinning the legal provisions under research. However, a comparative approach to the analysis is taken such that the analysis contradistinguishes between the legal provisions in the UAE and Common Law jurisdictions.
This research utilizes both primary and secondary literature. The primary sources of literature include statutory provisions and international conventions on Intellectual Property Law acceded to or ratified by the United Arab Emirates. Cases providing the rules and principles, particularly for the common law Jurisdictions are equally utilized as primary sources. On the other hand, secondary sources of literature include books, journal articles and commentaries on intellectual property law in the UAE and in common law jurisdictions.
1.4. Theoretical Framework
Several theories may be applied in justifying the need to protect IPR of creators. Notably, this research prefers the Labor Theory and the Personhood Theory.
1.4.1. The Labor Theory
The labor theory was developed by John Locke in his rationalization for the existence of property rights. John Locke’s justification for property rights is premised on two pillars; the labor theory of value and mixing labor. The mixing labor premise refers to productive activities employed by people. According to Locke, a person’s labor and the work of their hands is the person’s property. Locke noted that when a person removes something from what exists in nature and mixes it with their labor to produce such other thing, that thing is their property. Essentially, it was Locke’s assertion that the person earns the right to exclude others from having a common right in that product of their labor. The second premise of Locke’s theory is value. According to Locke, productive labor must create some form of value in the sense that the product must be useful for sustaining the producer and others. The argument in the context of IP rights is that through the moral activity of productive labor, the laborer has a moral prerogative to the results of labor. This encompasses both tangible and intangible products. Stated differently, the product of a person’s intelligence ought to belong to them only, as the product would not exist save for the application of such intelligence.
Taking into account Locke’s theory, it becomes evident that a person has every right, to the exclusion of others, of their creation where they apply productive labor. It is imperative to recognize the value of the social contract theory when applying the labor theory to the need for the protection of IP rights. Specifically, the social contract theory contends that, inter alia, the people conclude a social contract in which they formed the government to protect and enforce their rights. It, therefore, follows that if a person has the right to their intellectual property through the lens of the labor theory, those rights must be protected and enforced by the government.
1.4.2. The Personhood Theory
The personhood theory, also referred to as the personality theory, has its roots in the works of Immanuel Kant and Georg Wilhelm Friedrich Hegel. This theory asserts that “a property right in a creation must be granted before a creator can be fully in control of their spirit and personality.” In other words, for a person to fully develop into their personhood, they must have exclusive control of specific resources. Through the exercise of this control, the person has property rights. In this regard, the personality of an individual is linked to their property rights. Stated differently, this theory contends that a person cannot develop full autonomy or sovereignty if they do not have dominion over their property.
It is worth noting that this theory and its validation for the protection of IPR is strongest where the thing created by the person’s intellect is closely linked or intertwined with their personality. Nonetheless, given that the protection of a person’s intellectual property gives full effect to the development of the individual, it is imperative for the government to implement laws that give full effect to IP rights protection.