Notre thèse vise à étudier les conceptions théoriques de deux traductologues anglophones [littéraliste chez Peter Newmark et sociolinguistique chez Eugene Nida], à la lumière de la théorie interprétative de la traduction élaborée par deux traductologues françaises, Danica Seleskovitch et Marianne Lederer. Nous nous sommes proposé de voir comment trois théories, de deux univers linguistiques différents se sont développées dans la deuxième moitié du 20e siècle, et s’il y a des rapprochements à faire. / The aim of our dissertation is to examine the literalist theoretical view of Peter Newmark and the sociolinguistic theoretical view of Eugene Nida in the light of the interpretative theory of translation of Danica Seleskovitch and Marianne Lederer. Newmark and Nida are Anglophone theorists of translation, while Seleskovitch and Lederer are French theorists. We want to see how three theories from different linguistic worlds developed in the second part of the 20th century and at the same time compare and contrast them.

Durant ces dernières décennies, la traductologie a connu un essor remarquable. En côtoyant des disciplines voisines, elle a élargi ses champs d’investigation. Ainsi le champ conceptuel de la traduction s’étend-il désormais à divers domaines bien au-delà du transfert interlinguistique. Or, dans ce champ d’étude complexe où se croisent de multiples approches, il n’existe guère de consensus au sein de la traductologie et l’expansion de la notion de traduction risque de provoquer la dilution de son objet d’étude.Face à cette situation, la nécessité de mener des réflexions épistémologiques se manifeste au sein de la discipline. Dans cette mouvance, ce travail se propose d’étudier sur un terrain commun différentes positions théoriques sur l’activité de la traduction en revisitant les lieux de convergence entre métaphore et traduction, qui nouent un lien étroit sur le plan historique et conceptuel dans l’espace culturel de l’Occident. Pour cette analyse critique et métathéorique, les métaphores deviennent tantôt un instrument cognitif permettant de comprendre l’acte de traduire, tantôt un procédé argumentatif visant à imposer de nouveaux modèles théoriques, tantôt l’objet de la traduction, tantôt le miroir des théories de la traduction. / Over the last few decades, remarkable headway has been made in Translation Studies. Interaction withother neighboring disciplines has made Translation Studies expand its field of investigation. In particular,the conceptual field of translation reached an extensive area well beyond the interlingual transfer. Yet, acomplex picture of discipline that consists of multiple approaches reveals that there is little consensusamong scholars in the field of Translation Studies. Moreover, the expansion of the notion of translationmay seem obscure the main subject of study. Given this situation, there is a greater need to undertake theepistemological reflections within the discipline.In line with this, this thesis proposes to investigate on a common ground between various theoreticalpositions on the translation activity by revisiting the points of convergence between metaphor andtranslation that are closely linked, both historically and conceptually in the domain of Western culture.For this critical and meta-theoretical analysis, the metaphor take many different forms including cognitivetool to provide the understanding of the act of translation, argumentative method to impose newtheoretical models, the object of translation, and the mirror of translation theories.

Submitted by Roberta Ferriche (rferriche@deloitte.com) on 2009-06-30T16:33:35Z No. of bitstreams: 1 Roberta Ferriche - Dissertação.pdf: 248461 bytes, checksum: 0381197ebe8ffd098154f7bd8811794f (MD5) / Approved for entry into archive by Vitor Souza(vitor.souza@fgv.br) on 2009-06-30T19:58:14Z (GMT) No. of bitstreams: 1 Roberta Ferriche - Dissertação.pdf: 248461 bytes, checksum: 0381197ebe8ffd098154f7bd8811794f (MD5) / Made available in DSpace on 2009-06-30T19:59:33Z (GMT). No. of bitstreams: 1 Roberta Ferriche - Dissertação.pdf: 248461 bytes, checksum: 0381197ebe8ffd098154f7bd8811794f (MD5) / The reform process that the petroleum industry have undergone from the 90 ́s, associated to the transference of public utility services to the private sector, brought important changes to the economy. In this context, the intensified use of auctions, for the privatization of public companies and for the concession of exploration rights assumed a role of great relevance in the Brazilian economy. The discussion on the type of auction used for the sale of oil leases is of great importance, since it represents the beginning of this new policy. Being so, this paper aims at approaching the main aspects that base the choice of an appropriate format of auction, detailing the peculiarities of the oil industry and, finally, analyzing the achieved results. / O processo de reforma que ocorreu na indústria petrolífera a partir da década de 1990, associada à transferência de serviços de utilidade pública para o setor privado, trouxe mudanças importantes para a economia. Neste contexto, a intensificação do uso de leilões, para a privatização das empresas públicas e para a concessão de direitos de exploração de seus serviços assumiu um papel de grande relevância na economia brasileira. A discussão sobre o desenho de leilão adotado para a venda de blocos petrolíferos é fundamental, pois representa o ponto inicial desta nova política. Sendo assim, este trabalho aborda os principais aspectos que fundamentam a escolha de um formato apropriado de leilão, detalhando as peculiaridades da indústria petrolífera e, finalmente, discutindo os resultados obtidos.

This diploma thesis deals with special phraseological units called binomials. The aim of this thesis is to analyse Czech translation options of German binomials. The thesis is divided into two parts: a theoretical and an empirical part. The theoretical part of the thesis consists of the comparison of Czech and German approaches to phraseology and idiomatics based on the work of František Čermák and Harald Burger. Definitions of binomials in both approaches are compared and the topic of equivalence and the concept of translation procedures as drafted by Pavel Krejčí is introduced further in this part as well as the model of translation shifts by Anton Popovič. In the empirical part of the thesis, we concentrate on 100 units from the list of binomials put together by Wernfried Hofmeister in the Czech InterCorp corpus and examine the Czech translation options of these German binomials. Further, we analyse the translation variants primarily in terms of equivalence, translation shifts and procedures. In the conclusion of the thesis, the results are evaluated and possible areas of further research are recommended. Key words: binomials, phraseology, corpus, equivalence, translation procedures, translation shifts

The present study evaluated the use of stimulus equivalence to train novel money relations with adults with developmental disabilities. Three programs from the PEAK Relational Training System: Equivalence Module (PEAK-E) were used: Reflexivity: Money, Symmetry: Money to Monetary Value and Equivalence: Monetary Exchange. The overall goal of the study was to evaluate how stimulus equivalence could help the subjects improve money skills, a socially significant behavior for all adults. The study used a multiple probe design across programs to evaluate skill acquisition following the train/test procedure for each program. Results demonstrated a significant increase in PEAK scores from baseline probes for two of the three programs for all subjects. Additionally, results showed that all subjects learned untrained skills. The results of this study demonstrated the value of stimulus equivalence for teaching money skills as well the efficacy of the PEAK-E training system to teach adults with developmental disabilities.

The following studies examined the effectiveness and the efficiency of individual and small group equivalence-based instruction on English and math relations with elementary school children. The first experiment implemented a multiple-probe design across three typically developing third graders using an automated procedure to evaluate the stimulus equivalence paradigm (SEP) on establishing English and math equivalence classes. Since some researchers have proposed that covert behavior facilitates in the formation of equivalence classes (Horne & Lowe, 1996; Stromer, Mackay, & Remington, 1996), the second experiment examined the possible role of covert behavior, more specifically, a visual imagining strategy, on correct responding after remedial instructional sessions. To further extend SEP into more academic environments, the third experiment used an observational learning procedure to evaluate the formation of English and math symmetry relations as well as the formation of equivalence classes in a small group format. The emergence of topography-based responding was also assessed after instruction for all three experiments.

The purpose of this study was to evaluate the efficacy of the procedures described in the PEAK-E curriculum in generating derived intraverbal categorization responses in both a vocal categorization context and written problem-solving context, replicated across three children with disabilities. Six four-member equivalence classes were taught, including three class member stimuli (A, B, and C) as well as one function class name (D), using a match-to-sample arrangement. These classes were divided into two stimulus sets (i.e., classes 1-3 and classes 4-6) and trained using pre-class (D-C training followed by mixed A-B/B-C training) and post-class formations (Mixed A-B/B-C training followed by D-C training). The procedures were efficacious in generating derived intraverbal categorization responses for one participant in a vocal context, and additional exemplar training was required for the emergence of vocal categorization responses in the other two participants. None of the participants were able to solve the written problem-solving tasks following training and testing of all target relations.

The PEAK Relational Training System's Direct Training Module was examined to determine age appropriate development norm ages in which to compare to persons with disabilities. Fifty-one typically developing children between ages of 2-18 were scored for the PEAK direct training assessment module by novel implementers (parents, caregivers) as well as professional educational teachers and administrators. Assessment implementation brought scores from fourteen different adult individuals and fifty-one different children's assessment forms for this study. The inter-rater reliability showed consistency of results with the relationship between Peak and age. Inter-rater agreement had a high degree of agreement through the same age, male or female, grade levels with student assessments on the PEAK rating pyramid. These subjective reports may be related and have one advantage that data results may be displayed conveniently in graphical form. The results suggest that there was no correlation between PEAK Total Scores and sex with R-Squared of .49, and produced a significant fit to the data (p < .001). Total PEAK by Age Group with an One Way Anova being: F(4,45) = 23.57, p < .001 suggest that the differences between ages in terms of PEAK total Score was significant.

The present study evaluated the validity and efficacy of the Promoting the Emergence of Advanced Knowledge Relational Training System Equivalence Module (PEAK-E) using a single-case, multiple baseline across skills design with 3 adolescents with autism. Total scores from the PEAK-E assessment (PEAK-E-A) and programs were used to evaluate the degree to which the assessment was able to identify language skills to teach using the PEAK-E curriculum, and how effective the PEAK-E curriculum was at teaching those target skills. Baseline results suggested that the programs selected using the PEAK-E-A were not currently in the participant’s language repertoire. Upon completion of 9 total programs across three participants (3 programs per participant), mastery was achieved and all derived relations emerged for all 9 programs. The PEAK-E pre-assessment, assessment, and training programs were proven to be valid and efficacious at improving participant’s language skill repertoire. Keywords: autism, applied behavior analysis, verbal behavior, derived relational responding, stimulus equivalence, PEAK

Relational Density Theory describes quantifiable higher-order properties governing relational framing of verbal organisms. Consistent with Newtonian classical mechanics, the theory posits that relational networks, and relating itself, will demonstrate the higher-order emergent properties of density, volume, and mass. Thus, networks that contain more relations (volume) that are stronger (density) will be more resistant to change (i.e., contain greater mass; mass = volume * density). Consistent with Newton’s law of gravity, networks that contain greater mass will also demonstrate force, accelerating the acquisition of new relations beyond that accounted for by direct acting contingencies, therefore demonstrating emergent self-organization that is highly susceptible to small changes at initial conditions. The current set of experiments provides initial proof of concept data for foundational principles introduced in the theory. Experiment 1 (N = 6) models the volumetric mass density formula, predicting that networks with greater volume and density will be more resistant to change (i.e., contain greater mass) when counterconditioning is applied to a subset of derived relations contained within experimentally established networks. Results were consistent with theoretical predictions based on density on 10 of 12 occasions, and resistance appeared greater for relations operating at greater volume. Experiment 2 (N = 6) extended directly from Experiment 1, generating a density differential through exposure at initial training conditions, and utilizing response time as a measure of relational density. Results again demonstrated successful prediction of resistance corresponding with the emergent density differential on 10 of 12 occasions, along with overall greater resistance corresponding with and volumetric increases. Experiment 3 (N = 9) demonstrated that relational volume can detract from relational density when accurate responding is near 100%, and that network density is predictive of class mergers when no merged responding is ever reinforced, suggesting that network mass can exert force on relational responding in the absence of any experimental conditioning (i.e., gravity). Taken together, results have radical implications for understanding the self-emergent nature of complex human behavior, with applications in therapy and treatment, as well as in understanding the human condition more broadly.