Arab Law Quarterly 26 (2012) 99-119
 
  Geographical Indications, Biodiversity and Traditional Knowledge: Obligations and Opportunities for the Kingdom of Saudi Arabia
 
 
This article examines the Kingdom of Saudi Arabia's legal obligations in one area of intellectual property law, namely, geographical indications (GI). It considers the opportunities for improving the existing legal framework from both a domestic and an international perspective. After an introduction, Section 2 presents a survey of the existing domestic and international laws pertaining to the protection of GIs. Section 3 outlines the relationship between GIs, biodiversity and traditional knowledge. Section 4 summarizes some of the latest developments and points of debate regarding increased protection of GIs. Finally, Section 5 puts forward several recommendations for improving the protection of GIs in the Kingdom of Saudi Arabia.
   
 
 

Australia and New Zealand Society of International Law (ANZSIL) Conference, Post-Graduate Student Workshop, held at the Australian National University in Canberra, Australia, June 2004

Giangiacomo Feltrinelli Foundation, Cortona Colloquium, held in Cortona, Italy from 19-21 October 2007

   
   
 
  Islamic Headscarves (Hijab) and female circumcision
   
 

Unveiling The Threat Posed By Islam To Human Rights

"And say to the believing women that they should lower their gaze and guard their modesty; that they should not display their beauty and ornaments except what (must ordinarily) appear thereof; that they should draw their veils over their bosoms and not display their beauty except to their husbands, their fathers, their husbands’ fathers, their sons, their husband’s sons…"

 

   
   
 
  Shaw, M 'International Law' 5th ed. Cambridge: 2003

"Virtually everybody who starts reading about international law does so having learned or absorbed something about the principal characteristics of ordinary or domestic law. Such identifying marks would include the existence of a recognized body to legislate or create laws, a hierarchy of courts with compulsory jurisdiction to settle disputes over such laws and an accepted system of enforcing those laws… And international law does not fit this model. International law has no legislature… There is no system of courts...

Above all there is no executive or governing entity. Thus, if there is no identifiable institution either to establish rules, or to clarify them or see that those who break them are punished, how can what is called international law be law?"

 

 

Below is a list of workshops that I have attended in New Zealand, Italy and Saudi Arabia:

  • PSU = Prince Sultan University
  • KSA = Kingdom Of Saudi Arabia
  • LMS = Learning Management System
  • PDC = Professional Development Committee
  • NCAAA = National Organisation for Assessment and Accreditation in KSA
  • JUSUR = An LMS designed by the National Center of E-learning and Distance Learning in order to manage the E-Learning process in the Kingdom of Saudi Arabia

DATE

WORKSHOP AND PRESENTER

PLACE

10 May 2011

Faculty Professional Development: Opportunity, Mission and Support

PSU – Dr Lamya Ramadan and Kristine Julika - PDC

7 May 2011

Blogging as a Reflective Tool

PSU – Dr Radhika Mamidi - PDC

3 May 2011

Creativity Boosters  - how to make writing tasks less of a burden, more of a pleasure

PSU – Ms Yulia Gusarova - PDC

7 February 2011

Quality Assurance and Accreditation Workshop: NQA and NCAAA, presented by Ms Tahira Hoke, Director of the Academic Assessment and Planning Centre

PSU – Ms Tahira Hoke

5 February 2011

Effective People Management: A key to successful educational management

PSU -  Dr Dina Dakhs - PDC

17 January 2011

International Conference on Teaching and Learning as Tools of Progress in Higher Education: Trends and Practices in teaching and Learning: Focus on Learning rather than Teaching

Intercontinental Hotel, Riyadh

Dr Leni Dam, Denmark

17 January

International Conference on Teaching and Learning as Tools of Progress in Higher Education:  Reading and Writing Strategies to Scaffold Understanding in the Post-Secondary

Intercontinental Hotel, Riyadh

Dr Karen Krasny, York University

17 January 2011

International Conference on Teaching and Learning as Tools of Progress in Higher Education:  Deep and wide: Continuing Professional Development

Intercontinental Hotel, Riyadh

Dr Lilith Haynes, Harvard University (Keynote address)

16 Jan 2011

International Conference on Teaching and Learning as Tools of Progress in Higher Education:  Teaching and Learning Law: Education or Training? The Idea of a University in the KSA

Intercontinental Hotel, Riyadh

Dr Catherine MacKenzie, Cambridge University, UK (Keynote address)

16 Jan 2011

International Conference on Teaching and Learning as Tools of Progress in Higher Education:  Continuing Professional Development by Stealth: A workshop on Learning Language via the Liberal Arts

Intercontinental Hotel, Riyadh

by Dr Lilith Haynes, Harvard University

16 Jan 2011

International Conference on Teaching and Learning as Tools of Progress in Higher Education: Integrating Effective Technology Tools into your learning: A review of trends in Higher Education by Dr Jennifer Richardons and Dr Melanie Shoffner, Purdue University (Workshop)

Intercontinental Hotel, Riyadh

12 Jan 2011

A Case of Teaching English Literature to Struggling College Students

Conference room 315, PSUCW, Dr  Orchida Fayez - R & D

6 Dec

Meeting: 1st meeting of the inter-disciplinary research board  (plus 3 subsequent meetings)

Conference room 315, PSUCW

1 December

How to use LMS to complement your campus-based classroom (Using JUSUR)

Lab B, PSUCW – Jalila Zouhair - PDC

20 October 2010

Research Funding and PSU – A View from the Outside by Dr Valerie Zimmerman

PSUCW - Small auditorium – R & D

13 October 2010

Lifelong Learning by Catherine Ryder

361, PSUCW - PDC

12 October 2010

Academic advising - Academic Advising Office

W 161, PSUCW

15 November 2009

Facilitating learning in small groups

This workshop examined ways in which university teachers can facilitate learning in small groups (up to around 20 students) and covered topics such as how to engage students in discussion, how to create a friendly and collegial atmosphere, how to deal with students who monopolize the discussion and how to deal with quiet groups which do not want to engage. It was a very useful workshop in terms of learning strategies for conducting tutorials and conducting lectures to small groups. I have repeatedly used the skills learnt in this workshop and continued to develop my own strategies for small-group learning

University Of Waikato

2009

Tertiary Teaching: Exploring our Beliefs

This session was the first in a series of workshops conducted by the excellent team in the Teaching Development Unit at the University of Waikato. This session invited participants to explore the beliefs and values that shape the way we go about our teaching. It asked us to examine our teaching beliefs in the context of current social, economic and political pressures on tertiary institutions. There was time to reflect upon and discuss our beliefs in relation to the scholarly literature on academics’ teaching beliefs and research on student learning. Finally, we were asked to consider the implications of our beliefs for our teaching practices. This was an extremely thought-provoking workshop that was the basis of future workshops in the sense that it asked us to think about our teaching beliefs in a concrete way by addressing where they fit into the existing “types” and as a result of this workshop I am much clearer about what I, as  teacher, am trying to achieve when I stand before a group of students

University Of Waikato

2009

Maximizing Learning in Large Groups

This workshop helped us to focus on the distinctive features of large class teaching and consider ways of maximizing student learning in this context. Given that many lectures have up to (sometimes in excess of) 200 students, it was important for me to inquire into the specific ways that I could maximize this experience for my students. The workshop covered topics such as the purposes of large class teaching, the benefits and challenges, how to establish dialogue in the large class context and what types of strategies can be used to engage students. I have used the strategies that I learnt about in this workshop in both New Zealand and Saudi Arabia.

University Of Waikato

22 July 2009

Principles of Assessment

This workshop challenged participants to consider the underlying reasons why they assess students, when they assess them and how they assess them. The theoretical underpinings of assessment were discussed. In a thought-provoking session, topics covered included the purposes of assessment, how to design assessment for learning, what are the key principles which underpin assessment for learning. Participants discussed examples of their own and examined what improvements could be made in the future. It was a valuable and challenging workshop on a topic to which every academic must devote significant time.

University Of Waikato

2009

Assessment Tasks to Promote Learning

This workshop helped participants to consider the ways in which we, as lecturers, design our assessment tasks. It challenged us to question what we were trying to achieve with each and every assessment task and to consider whether they aligned with our learning outcomes for the paper. Topics covered included: How to select assessment tasks to align with paper learning outcomes, how to assess tasks which are performed by groups instead of individuals; the benefits of incorporating self and peer evaluation components in assessment tasks and how to provide appropriate assessment task instructions. This was an invaluable workshop which I have gone back to time and time again. I have relied on the practical tips given in this workshop whilst teaching in New Zealand, in Syria and in Saudi Arabia.

University Of Waikato

2009

Introduction to Course Design

The facilitator, Dorothy Spiller, introduced us to the key steps in an outcomes-based approach to course design. The topics covered included: writing precise learning outcomes that incorporate knowledge, skills and attitudes and learning how to align outcomes, teaching strategies and assessment tasks. The workshop provided us with practical opportunities to experiment with the course design process. We were invited to bring a paper of our own to the session. This was an excellent approach because it allowed us to solve real problems that we, as lecturers, were facing in terms of our course design. I have often referred back to the booklet that was prodded for this workshop and have used it as a reference guide in designing all of my papers at university level.

 

University Of Waikato

2009

Research and Teaching

One of the most important aspects of a law lecturer’s professional life is to publish. Too often, publishing is seen as being in competition with teaching. One is set up as a challenge to the other. This workshop introduced us to the idea that research and teaching must accompany one another: for one to be successful, the other must also be pursued. This workshop covered topics such as:

  • Clarifying and differentiating between different ways in which the research and teaching nexus can operate

  • Discussing inquiry-based learning as a way of developing a research-minded orientation to students

  • Introducing the idea and practice of evidence-based teaching

  • Discussing writing about and publishing on our teaching-related research.

  • Inviting staff members to give examples of inquiry-based learning and research that they have conducted on their teaching

This was an excellent workshop that covered issues which are important to every lecturer at every university, anywhere in the world. It has helped me to see teaching in and of itself as an opportunity to extend my research interests.

University Of Waikato

 

 
   
     
                         
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