The principle of solidarity versus the principle of equivalence in the Czech social security law. This thesis deals with the principles of solidarity and equivalence in social security. The aim is to describe the importance of solidarity as a fundamental basis for the foundation of modern social security and to compare it with the principle of equivalence, which is often placed in contrast to solidarity. The work defines both principles generally and to capture their specific manifestations it focuses on pension security. The work consists of an introduction, two chapters which are divided into subsections, and a conclusion. The first chapter deals with both principles generally, describing their historical development and outlining ideas of selected domestic and foreign authors who have dealt with the principles in question. This chapter also summarizes the important jurisprudence of the Constitutional Court in the area. One of the subsections is dedicated to the principle of justice which is a principle closely related to the main principles in question. The second chapter is focused on pension security in the Czech Republic. It follows in detail the genesis of legal regulations of pension security in the Czech Republic in terms of the principles in question. It characterizes the current legal...

The purpose of my study is to gain insight how educators stimulate children to develop their languages on equal terms. I view which differences and similarities can be distinguished in the linguistic development of children at two preschools with different socioeconomic conditions. I aim to acquire an understanding how the linguistic development can differ in preschools with specific preconditions; how do the educators work and what strategies do they use in consideration to the children’s preconditions? I wish to highlight the significance of communication and conversation in the context of linguistic development, as children have different preconditions and strategies in their path towards a verbal Swedish. Moreover, it is interesting how the teachers choose to respond to the children in their communicative abilities and how they make the most of the children's communicative initiative in the work with linguistic development. My interest in how linguistic development is expressed by using communication and conversation in different preschools takes its base in a discussion about how the equivalence in preschools is depicted. Therefore I wanted to gain an insight in what kind of differences and similarities one can observe using two case studies, as well as what underlies these differences and similarities. The research questions are: What approaches and strategies do educators consider important when working with linguistic development? How do educators describe their expectations of preschool children's conversation in language development? What are the educators’ views on children's different ways of communicating in linguistic development? The results show that the educators have high ambitions to make the most of the children's communicative abilities hoping that language will develop. The results also show that language mainly develops based on what resources each child possesses and uses in their endeavour to become communicative participants.

The thesis focuses on the benefits, that can be characterized as dependent on previous earnings. It is pension benefits, sickness benefits and benefits of passive employment policy in Czech Republic. These benefits will be described in terms of construction and elements with influence on equivalence. With this issue is also related to social policy. The aim of thesis is to compare the contributions to social security and state employment policies to benefits received from this system for employees and the self-employed, and compare them in relation to equivalence.

This thesis deals with a contrastive analysis of German phraseological units containing an animal and their Czech equivalents. In the theoretical part, we will explain the basic concepts of phraseology and focus on the contrastive phraseology. The core of the thesis is formed by analysis of German proverbs and other verbal phraseological units and finding their Czech equivalents. The selected phraseological units are accompanied by examples. The aim of the thesis is to divide the phraseological units into groups according to the degree of equivalence.

Chaque langue possède une série de pensées ordinaires, comme une sorte de mémoire de tradition intériorisée. Le proverbe ouvre une fenêtre sur la conscience collective d’une communauté, sa mentalité, ses habitudes et ses traditions sans oublier son contexte géographique.Les proverbes sont là depuis toujours, et dans toutes les civilisations. Ils étaient même rapprochés des lois ou des textes religieux, un des livres de la Bible est justement intitulé Livre des Proverbes. Même si cela n’a rien à voir avec les proverbes que tout le monde connait actuellement, on ne peut pas nier le fait que les proverbes sont chargés de transmettre une expérience ancienne. Ils sont cités par les grands philosophes et écrivains de tous les temps : les sophistes à Athènes, les rhéteurs à Rome confirmaient l’intérêt de la culture savante pour les proverbes populaires. C’est justement cet intérêt qui a incité à faire des recueils de proverbes dans de très nombreux pays. Les proverbes font leur entrée partout, dans l’espace professionnel et domestique, ou lors d’une conversation entre amis. En d’autres termes, la fréquence de leur utilisation au quotidien est élevée. Ainsi représentent-ils une approche profonde d’une culture étrangère en nous permettant de découvrir de nombreux aspects culturels de tel ou tel pays et également de faire une comparaison avec nos propres proverbes. Avec le temps et l’évolution des sciences, la question des formes sentencieuses et notamment celle du proverbe a commencé à connaître une faveur particulière dans différentes sciences humaines intéressées aux faits de langage. Les anthropologues, les sociologues, les folkloristes les ont pris comme objet d’étude. / The proverb, a simple but at the same time enigmatic linguistic form, is the one of the oldest genres. This is a form of the oral speech existing in all cultures of the world. The use of proverbs in the spoken language enriches the speech, and their illocutionary power in human communication is still striking. Proverbs have long been neglected by linguists, as in the course of time they were considered as frozen expressions and have not arose any particular interest in terms of language.This research paper emphasizes the study of linguistic, particularly semantic influence of proverbs in the oral speech; our task is the study of specific features of proverbs in French and Azerbaijani and their comparison. The first part of the paper is actually theoretical. During examination of various issues, specifically metaphoricalness, semantics, argumentation, and universality as well as artistic and cultural aspects of the mode, there are revealed the definitive and prototypical features of the proverbial speech.The second part is devoted to the comparative analysis of French and Azerbaijani proverbs from the perspective of intercultural parmioligy. The comparison was carried out mainly at the syntactic and semantic levels and applied to two lists of proverbs (chapters I-III). In the fourth and final chapter entitled « Problems of translation and equivalence » is researched the possibility of obtaining of a semantic equivalence in the analysis of paremies in various working languages. We therefore had recourse to use of images - the linguistic means which bring to light a number of representations of an extra-linguistic reality. The paper ends with the conclusion of the research; an attachment including two detailed lists of Azerbaijani and French proverbs and a bibliography containing the articles, papers and web sites referred to.

O tema da presente dissertação é a noção de Equivalência (Äquivalenz) de Werner Koller. Frequentemente atrelado às abordagens linguísticas à tradução, que, na segunda metade do século XX, buscaram conferir à pesquisa em tradução o estatuto de ciência, o conceito de equivalência foi alçado à condição de princípio teórico que garantiria a objetividade exigida das disciplinas que aspirassem à cientificidade. Para isso, porém, adotouse uma concepção abstrata e artificial de equivalência, que relegava o tradutor ao lugar de mero reprodutor de conteúdos pré-fixados pelo autor do original. Com o surgimento de novas vertentes de pesquisa no âmbito dos estudos de tradução, tais pressupostos foram postos em xeque, o que levou ao descarte e à estigmatização dessa noção. Se tomarmos por base a oposição elucidada por Kopetzki (1996), tal virada nos estudos de tradução pode ser interpretada como um movimento de concepções universalistas para concepções relativistas de língua e tradução, que rejeitam a ideia de tradução como transporte de significados imobilizados a priori. Diante disso, o objetivo desta pesquisa é demonstrar que a Equivalência de Koller não está calcada no universalismo que serve de base a outros modelos de equivalência tradutória, e que a noção defendida pelo autor tem validade prática, na medida em que funciona como um conceito operacional para tradutores profissionais e estudiosos da tradução. O presente trabalho se divide em duas grandes partes: a primeira é de caráter teórico e se destina à apresentação e à análise de trechos selecionados da obra de Koller, ainda inédita em português, a fim de evidenciar o caráter antiuniversalista de seus pressupostos; na segunda parte, mais voltada à prática, proponho uma maneira de aplicar seu conceito de Equivalência a um par de textos empíricos. O corpus que serve de base ao exemplo de aplicação é composto das ocorrências de cores presentes no romance Buddenbrooks: Verfall einer Familie (1909), de Thomas Mann, e na sua tradução para o português, de autoria de Herbert Caro e publicada no Brasil sob o título Os Buddenbrook: decadência duma família (1942). / The topic of this dissertation is Werner Kollers notion of equivalence (Äquivalenz). Often associated with the linguistic approaches to translation, which, in the second half of the 20th century, sought to make a scientific discipline out of the subject, equivalence turned into the one theoretical principle that would presumably guarantee the objectivity expected of any aspiring science. The consequence, however, was an abstract and artificial concept of equivalence, which portrayed translators as mere reproducers of contents that had been predetermined by the original author. With the advent of new research branches in the field of Translation Studies, such assumptions were called into question, which led to the discard and stigmatization of the concept. Bearing in mind the opposition brought to light by Kopetzki (1996), such a turn in Translation Studies may be interpreted as a move away from universalistic conceptions and a step towards relativistic conceptions of language and translation, which reject the idea of translation as the transport of pre-existing meanings. In view of that, the aim of this research is to demonstrate that Kollers Äquivalenz is not based upon the universalism that characterizes other theoretical frameworks to translation equivalence and can therefore be considered of practical relevance, inasmuch as it functions as an operational concept to professional translators and translation scholars. The present dissertation is divided in two main parts: the first part is of theoretical nature and is dedicated to the presentation and analysis of selected passages from Kollers work, still unedited in Portuguese, in order to demonstrate the antiuniversalistic character of his premises; in the second, more practice-oriented part, I propose a way of applying his concept of Equivalence to a pair of empirical texts. The corpus upon which this application example is based consists of instances of colour names found in the novel Buddenbrooks: Verfall einer Familie (1909), by Thomas Mann, and its translation to Portuguese, written by Herbert Caro and published in Brazil under the title Os Buddenbrook: decadência duma família (1942).

Os índices de evasão e fracasso escolar no ensino fundamental no Brasil, nos dias atuais, ainda são alarmantes. Torna-se importante o planejamento de procedimentos que minimizem as dificuldades envolvidas no aprendizado da leitura e escrita e potencializem a aquisição dessas habilidades. Nessa direção, vários grupos de pesquisadores têm focado seus estudos, através do paradigma de equivalência, visando identificar as variáveis relacionadas com a formação de classes de equivalência e suas relações com a leitura, trazendo nítidas implicações educacionais. Porém, quando a leitura com compreensão é adquirida, não significa necessariamente que o leitor esteja sob controle das unidades verbais menores do que a palavra. O presente estudo teve como objetivo investigar variáveis relevantes no processo da emergência do controle por unidades mínimas e, portanto, da leitura recombinativa, com cinco crianças pré-escolares. Foi utilizado o programa EQUIV, em que foram ensinadas as relações entre palavra ditada e palavra impressa correspondente (AC); em seguida testadas a leitura de novas palavras, formadas pela recombinação das unidades menores presentes nas palavras ensinadas previamente. O programa era constituído de vinte fases, que se dividiam em cinco tipos básicos de procedimentos: Pré-Teste, Pré-Treino, Treinos, Testes e Pós-testes. Os dados demonstraram que três participantes apresentaram desempenhos próximos de 100% nos Testes de Leitura Recombinativa, indicando transferência das funções discriminativas das unidades mínimas das palavras de treino para as novas palavras. Nos pós-testes todos os participantes foram capazes de nomear palavras e sílabas as quais não eram capazes de nomear anteriormente. Nos testes de Equivalência realizados ao final do programa, os mesmos três participantes obtiveram desempenhos próximos de 100%, o que indica leitura com compreensão. Os resultados do presente estudo indicam que a ausência dos treinos das relações entre palavra ditada e figuras (AB) e dos Testes de Equivalência, não impediram a emergência do controle por unidades mínimas, sugerindo um procedimento mais econômico para a obtenção da leitura recombinativa. Portanto, o ganho de se instalar o controle por unidades mínimas mais rapidamente, suscita questões teóricas e sugere pesquisas futuras nessa direção. / The percentage of drop outs in Brazilian primary school is still alarming. It is important, though, to arrange procedures that minimize difficulties in reading and writing and maximize the acquisition of these abilities. In this direction, many groups of researchers have focused in studies in which through equivalence paradigm they identify variables related with the formation of equivalences class and its relations with reading comprehension. But when reading comprehension is acquired, it does not necessarily means that the reader is under the control of minimal verbal units of the word. The present study aimed to investigate the relevant variables in the process of emergence of minimal unit control and recombinative reading, with five preschool children. Using EQUIV software, relations between oral and printed word (AC) were taught; afterwards, textual behavior of novel words were tested, which were composed by minimal units of the words taught previously. The program consisted of twenty experimental phases, divided into four basic types: Pretest, Pretraining, Training and Post- Test. The results showed that three participants presented recombinative reading closer to 100% correct performances, indicating transfer of discriminative functions of the minimal units trained to new words. In Post- Tests, all participants developed repertoire of naming oral words and syllables that werent able to name before. In Equivalence Tests applied in the final phase, the same three participants obtained performance closer to 100%, indicating reading comprehension. The results of the present study point that the absence of training relations between oral word and picture (AB) and Equivalence Tests, didnt inhibit the emergence of control by minimal units, suggesting economy in the procedures of recombinative reading. Hence, the quicker installment of minimal verbal units control than previous studies generates theoretical questions and suggests future researches in this direction.

O objetivo do presente estudo foi verificar variáveis relevantes no ensino de leitura via o paradigma de equivalência, sobretudo na emergência do controle por unidades menores e leitura recombinativa. Por meio do software EQUIV foram ensinadas relações entre a palavra ditada e impressa (AC) e entre a palavra ditada e a respectiva figura (AB); em seguida eram testadas (1) as relações de equivalência entre figura-palavra impressa (BC) e palavra impressa-figura (CB), e (2) a leitura de novas palavras, formadas pela recombinação das unidades menores presentes nas palavras ensinadas previamente. A variável manipulada na presente pesquisa foi a solicitação para emissão de um comportamento textual nos treinos com tentativas AC. Oito crianças (quatro no grupo controle) participaram do programa, com 21 fases experimentais divididas em quatro tipos básicos: Pré-Teste , Pré-Treino, Treinos e Testes (04 palavras eram ensinadas, 08 ensinadas e testadas e 04 apenas testadas). Depois de aprenderem três conjuntos formados por quatro palavras (compostas por letras e sílabas sistematicamente recombinadas), os participantes mostraram aquisição de leitura com compreensão de palavras e sílabas, recombinação de unidades menores e leitura recombinativa em performances próximas de 100% de acertos. Os Pré e Pós-testes também mostraram que todos os participantes foram capazes de desenvolver o repertório de nomear palavras e sílabas as quais não eram capazes de nomear anteriormente. Entretanto, a comparação entre dois grupos (controle e experimental) sugeriu que a emissão de comportamento textual durante a tarefa não foi uma variável crítica sobre a emergência do controle por unidades menores e leitura recombinativa, já que os resultados foram estatisticamente semelhantes. Conclui-se que, conforme apontam os estudos prévios de Hübner e Hübner e Matos, o número de conjuntos de palavras treinado (o que envolve o treino de múltiplos exemplares) e a forma como as unidades menores que a palavra são recombinadas sistematicamente ao longo do procedimento são as variáveis mais importantes envolvidas na leitura recombinativa e no controle por unidades menores. / The objective of the present study was to verify relevant variables in the teaching of reading through equivalence paradigm, mainly in the emergence of the control by minimal units emergence and recombinative reading. Using the EQUIV software, relations between oral-printed word (AC) and between the oral word-picture were taught (AB). After that, were tested: (1) relations between picture-printed word (BC) and between printed word-picture (CB); and (2) the reading of novel words, which are composed by the minimal units of the words taught previously. The variable manipulated on the present research was a textual behavior request in the AC training trials. Eight children (four on control group) participated in the program, which consists of 21 experimental phases divided in four basic types: pre-test, pre-training, training and tests (04 words were taught, 08 words were taught and tested and 04 words were only tested). After learning three sets of 04 words (composed by letters and syllables systematic recombined), participants showed acquisition of reading comprehension with word and syllable, recombination of minimal units and recombinative reading in closer to 100% correct performances. Pretests and posttests showed that all participants developed the repertoire of oral naming words and syllables that they weren\'t able to name before. Nevertheless, comparison between the two groups suggested that textual behavior request wasn\'t a critical variable over the emergence of control by minimal units and recombinative reading, since both results are statistically similar. It seems to be, according to Hübner and Matos and Hübner previous studies, that the number of word sets trained (which involves multiple exemplars training) and the systematic recombination of minimal units used during procedure are the most important variables involved in recombinative reading and minimal units control.

O tema da presente dissertação é a noção de Equivalência (Äquivalenz) de Werner Koller. Frequentemente atrelado às abordagens linguísticas à tradução, que, na segunda metade do século XX, buscaram conferir à pesquisa em tradução o estatuto de ciência, o conceito de equivalência foi alçado à condição de princípio teórico que garantiria a objetividade exigida das disciplinas que aspirassem à cientificidade. Para isso, porém, adotouse uma concepção abstrata e artificial de equivalência, que relegava o tradutor ao lugar de mero reprodutor de conteúdos pré-fixados pelo autor do original. Com o surgimento de novas vertentes de pesquisa no âmbito dos estudos de tradução, tais pressupostos foram postos em xeque, o que levou ao descarte e à estigmatização dessa noção. Se tomarmos por base a oposição elucidada por Kopetzki (1996), tal virada nos estudos de tradução pode ser interpretada como um movimento de concepções universalistas para concepções relativistas de língua e tradução, que rejeitam a ideia de tradução como transporte de significados imobilizados a priori. Diante disso, o objetivo desta pesquisa é demonstrar que a Equivalência de Koller não está calcada no universalismo que serve de base a outros modelos de equivalência tradutória, e que a noção defendida pelo autor tem validade prática, na medida em que funciona como um conceito operacional para tradutores profissionais e estudiosos da tradução. O presente trabalho se divide em duas grandes partes: a primeira é de caráter teórico e se destina à apresentação e à análise de trechos selecionados da obra de Koller, ainda inédita em português, a fim de evidenciar o caráter antiuniversalista de seus pressupostos; na segunda parte, mais voltada à prática, proponho uma maneira de aplicar seu conceito de Equivalência a um par de textos empíricos. O corpus que serve de base ao exemplo de aplicação é composto das ocorrências de cores presentes no romance Buddenbrooks: Verfall einer Familie (1909), de Thomas Mann, e na sua tradução para o português, de autoria de Herbert Caro e publicada no Brasil sob o título Os Buddenbrook: decadência duma família (1942). / The topic of this dissertation is Werner Kollers notion of equivalence (Äquivalenz). Often associated with the linguistic approaches to translation, which, in the second half of the 20th century, sought to make a scientific discipline out of the subject, equivalence turned into the one theoretical principle that would presumably guarantee the objectivity expected of any aspiring science. The consequence, however, was an abstract and artificial concept of equivalence, which portrayed translators as mere reproducers of contents that had been predetermined by the original author. With the advent of new research branches in the field of Translation Studies, such assumptions were called into question, which led to the discard and stigmatization of the concept. Bearing in mind the opposition brought to light by Kopetzki (1996), such a turn in Translation Studies may be interpreted as a move away from universalistic conceptions and a step towards relativistic conceptions of language and translation, which reject the idea of translation as the transport of pre-existing meanings. In view of that, the aim of this research is to demonstrate that Kollers Äquivalenz is not based upon the universalism that characterizes other theoretical frameworks to translation equivalence and can therefore be considered of practical relevance, inasmuch as it functions as an operational concept to professional translators and translation scholars. The present dissertation is divided in two main parts: the first part is of theoretical nature and is dedicated to the presentation and analysis of selected passages from Kollers work, still unedited in Portuguese, in order to demonstrate the antiuniversalistic character of his premises; in the second, more practice-oriented part, I propose a way of applying his concept of Equivalence to a pair of empirical texts. The corpus upon which this application example is based consists of instances of colour names found in the novel Buddenbrooks: Verfall einer Familie (1909), by Thomas Mann, and its translation to Portuguese, written by Herbert Caro and published in Brazil under the title Os Buddenbrook: decadência duma família (1942).

The present investigation examined observational learning during equivalence-based instruction using the PEAK Equivalence curriculum, across five children with disabilities. A multiple baseline across skills was used to evaluate observational learning across the participants, including directly observed relations, as well as derived symmetrical and transitive relations. Each skill contained 5 stimulus classes, where a subset of relations for a single class was trained for each participant. The remaining 4 class subsets were observed by each of the participants. For the derived relations, participants never observed peers contact reinforcement for correct responding nor did they themselves contact reinforcement for correct responding. After multiple sessions, results indicated increases in both observed directly trained relations, as well as emergent derived relations. Over the course of the sessions, the participants average correct answers increased from an average of 12% during baseline to100% at the end of the training phase and during a follow-up test probe. The results have implications for equivalence-based ABA instruction in schools and other settings where group-based instruction is common in application with individuals with disabilities.