Made available in DSpace on 2016-04-26T20:23:02Z (GMT). No. of bitstreams: 1 Dissertacao Izabelle Albuquerque Costa Maia.pdf: 1157747 bytes, checksum: 6d54095d3b5807e97809602616f867ff (MD5) Previous issue date: 2005-12-02 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This dissertation s scope has in view to develop a study about the lawsuit referred in the article 485, V, of the Brazilian Procedural Codification (in Portuguese, this codification is named Código de Processo Civil, or CPC), indicated to obstruct a decision that violates the law. The approach chosen drives the dissertation to the study about (i) the general points (lawsuit conditions, procedural requests) and (ii) the specific points (a court decision that doesn t admits revision, term to propose the lawsuit and others legal hypothesis) asked to propose the lawsuit based on the article 485 of the CPC and, more specifically, based on the article 485, V, of the CPC (lawsuit appropriated to rescind a court decision that contains a law violation). According to this planning, deserves approach the lawsuit based on the article 485 as a common lawsuit, with requests legally established in the procedural legislation, and also are studied some general aspects concerning to the procedural admission such as legitimacy, legal competence and the capacity to suspend the execution of the illegal decision. Also deserves attention the exceptional character of the lawsuit based on the article 485, V, of the CPC, considering that its object is to attack a jurisdictional decision that can not be changed by the regular ways (appellation, for instance). The dissertation concludes indicating an amplified interpretation about the article 485, V, of the CPC, approaching all the law violations mentioned in the Brazilian legislation, in order to give priority to the concept of Justice in comparison with the concept of security, specially in situations in which a decision contains a substantial law violation. / Este trabalho visa ao estudo da ação rescisória fundada em violação a literal disposição de lei, hipótese prevista no inciso V do artigo 485 do Código de Processo Civil brasileiro. A abordagem se restringe à admissibilidade da ação. Objetiva-se a apreciação dos pressupostos necessários à admissibilidade da ação rescisória, partindo dos genéricos (condições da ação e pressupostos processuais), exigíveis para todas as ações, passando pelos específicos (sentença de mérito, trânsito em julgado, prazo e enquadramento numa das hipóteses legais), pertinentes a todas as ações rescisórias, e chegando, enfim, aos que delineiam a hipótese de violação a literal disposição de lei , ensejadora da ação rescisória objeto da análise. Para tanto, explica-se o enquadramento da ação rescisória como ação típica, cujos fundamentos se encontram previstos taxativamente na lei processual, e se faz uma incursão pelos aspectos gerais da ação rescisória, como a legitimidade, a competência e o meio para suspender a execução do julgado rescindendo, itens indispensáveis para a compreensão da temática central. Ressalta-se, em diversas passagens, o caráter excepcional da ação rescisória, cuja finalidade é a desconstituição da autoridade da coisa julgada que torna imutável a sentença de mérito. Impõe-se a conclusão de que se deve dar à hipótese do inciso V do artigo 485 do Código de Processo Civil uma interpretação ampliativa, de forma a abranger todas as violações às normas que compõem o ordenamento jurídico, a fim de evitar a prevalência da segurança em detrimento da justiça (proximidade com o direito material), em situação para a qual o sistema prevê um instrumento propício à superação da barreira consubstanciada na coisa julgada e a subseqüente rescisão (anulação) da decisão judicial viciada, contrária ao direito material regulador da espécie.

Roy Campbell (1901-1957), who ranks among South Africa's leading poets, was also a gifted and skilled translator. Shortly after the Second World War he was commissioned by the Spanish scholar Rafael Martinez Nadal to supply the English translations for a planned edition of the complete works of the Spanish poet and dramatist, Federico Garcia Lorca, to be published by Faber and Faber, London. However, most of these translations remained unpublished until 1985, when the poetry translations (but not the translations of the plays) were included in Volume II of a four-volume edition entitled Campbell: Collected Works, edited by Alexander, Chapman and Leveson, and published in South Africa. In 198617, Eisenberg published a collection of letters from the archives of the Spanish poet and publisher Guillermo de Torre in a Spanish journal, Ana/es de Literatura Espanola, Alicante, which revealed that the politically-motivated intervention in 1946 of Arturo and Ilsa Barea, Republican supporters who were living in exile in London, prevented the publication of Campbell's Lorca translations. These poetry translations are studied here and compared with the work of other translators of Lorca, ranging from Lloyd (1937) to Havard (1990), and including some Afrikaans versions by Uys Krige (1987). For the analysis an eclectic framework is used that incorporates ideas from work on the relevance theory of communication (Sperber and Wilson 1986) as applied to translation theory by Gutt (1990, 1991) and Bell (1991), among others, together with Eco's (1979, 1990) semiotic-interpretive approach. The analysis shows that although Campbell's translating is constrained by its purpose of forming part of a Lorca edition, his versions of Lorca' s poetry are nevertheless predominantly oriented towards the target-language reader. In striving to communicate Lorca's poetry to an English audience, Campbell demonstrates his skill and creativity at all levels of language. Campbell's translations that were published during his lifetime earned him a place among the best poetry translators of this century. The Lorca translations, posthumously added to the corpus of his published work, enhance an already established reputation as a fine translator of poetry. / Classics and Modern European Languages / D. Lit. et Phil. (Spanish)

Although there are units larger than the word in language, linguists have not been able to agree on a definition of these units. This study examines a variety of notions, relevant in the study of ”fixed” or ”frozen” expressions in contemporary French. Criteria such as memorization, unique context, non-compositionality, marked syntax, lexical blocking and grammatical blocking are analyzed in detail. A closer look at them reveals that in fact only one of them, lexical blocking, is both necessary and sufficient in the description of a fixed expression. The other criteria are, however, also important to the notion of ”fixedness”. It may well be that the criteria that have often been proposed in linguistic literature would benefit from being organized in a family resemblance rather than being used as necessary and sufficient conditions.

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Lewisian Genuine Realism (GR) about possible worlds is often deemed unable to accommodate impossible worlds and reap the benefits that these bestow to rival theories. This thesis explores two alternative extensions of GR into the terrain of impossible worlds. It is divided in six chapters. Chapter I outlines Lewis’ theory, the motivations for impossible worlds, and the central problem that such worlds present for GR: How can GR even understand the notion of an impossible world, given Lewis’ reductive theoretical framework? Since the desideratum is to incorporate impossible worlds into GR without compromising Lewis’ reductive analysis of modality, Chapter II defends that analysis against (old and new) objections. The rest of the thesis is devoted to incorporating impossible worlds into GR. Chapter III explores GR-friendly impossible worlds in the form of set-theoretic constructions out of genuine possibilia. Then, Chapters IV-VI venture into concrete impossible worlds. Chapter IV addresses Lewis’ objection against such worlds, to the effect that contradictions true at impossible worlds amount to true contradictions tout court. I argue that even if so, the relevant contradictions are only ever about the non-actual, and that Lewis’ argument relies on a premise that cannot be nonquestion- beggingly upheld in the face of genuine impossible worlds in any case. Chapter V proposes that Lewis’ reductive analysis can be preserved, even in the face of genuine impossibilia, if we differentiate the impossible from the possible by means of accessibility relations, understood non-modally in terms of similarity. Finally, Chapter VI counters objections to the effect that there are certain impossibilities, formulated in Lewis’ theoretical language, which genuine impossibilia should, but cannot, represent. I conclude that Genuine Realism is still very much in the running when the discussion turns to impossible worlds.

Diplomová práce přináší příspěvek k problematice inspirace historické prózy devatenáctého století odbornou dějepisnou literaturou. Jejím úkolem je zhodnocení provázanosti Palackého husitské koncepce s vybranými dvěma povídkami Josefa Kajetána Tyla, jejichž děj je situován do první poloviny patnáctého století v Čechách. První část diplomové práce uvádí stručnou charakteristiku obou autorů a jejich tvorby s historickou tematikou. Následující teoretická kapitola je věnována pohledu na husitství v devatenáctém století. Druhá část práce je zaměřena prakticky, neboť vedle srovnání výkladu dějin oběma autory také obsahuje subjektivní interpretaci literárních kvalit postav a okolností, jež si Tyl domýšlí.

Summaries In English, Xhosa and Afrikaans / The aim of this study was to carry out a reading comprehension intervention to empower teachers with knowledge and strategies for teaching reading, with the ultimate goal of improving the low reading comprehension of Upper Primary learners in Grade 5. The intervention was carried out for about four months, in which teachers were provided with teaching and learning resources, guidance on how to utilise the resources, and coaching on instructional practices. The intervention involved two control and two intervention schools. A modest interventionist approach was applied in which the six quality criteria for formative assessment as proposed by Nieveen (2007) were adopted to guide the study. The study was carried out in three phases. Phase 1 was concerned with the context and problem identification in which the relevance of the study, the first quality criterion, was addressed. A baseline study was conducted and the results showed that learners had low decoding and reading comprehension skills. The baseline study also revealed that teachers and principals had limited knowledge about reading and comprehension and how to teach them, and the schools were poorly resourced. Considering the low reading levels and academic performance of the learners, there was a need to improve the learners’ reading comprehension levels through teacher empowerment to enhance their literacy practices and change their attitudes. The study was underpinned by two theories of change, namely Guskey’s (1986, 2002) theory of teacher change and Fishbein’s (2000) Integrative Model of Behaviour Prediction. Phase 2 was concerned about the design, development and implementation of the intervention in which four quality criteria were addressed: the consistency, expected practicality, actual practicality, and the expected effectiveness of the intervention. Phase 3 addressed the actual effectiveness of the intervention, and the analysis of the pre- and post-intervention scores showed that the intervention schools improved significantly more than the control schools in decoding tests. The results also showed that the grade-appropriate age groups (10 and 11-yearolds) performed significantly higher than the older learners, and that girls had a slightly better performance than boys in all the assessments. The findings suggest that quality teaching and learning can happen if teachers receive ongoing support to enhance their instructional practices. / Injongo yolu phando ibe ikukuqhuba umsebenzi wokungenelela kufundo ngokuqiqa kwanokuqonda intsingiselo equlethwe kumagama abhaliweyo, ukuze kuxhotyise ootitshala ngezakhono nangeendlela emabafundise ngazo abafundi, khon’ukuze bakwazi ukufunda nokuqonda okubhaliweyo. Eyona nto lujonge kuyo olu phando, kukukhuphula izinga lesakhono sokufundwa kwamagama abhaliweyo ngabafundi bebanga lesi-5, ukuze bafunde ngomoya wengqiqo nokuqonda intsingiselo yoko bakufundayo. Olu phando lulungenelelo olwaaqhutywa isithuba esingangeenyanga ezine, apho ootitshala baanikwa izixhobo zokufundisa, kunye nemigaqo yokusetyenziswa kwazo, baza baqeqeshelwa ukumilisela imiyalelo yokwenza oko bakufundisiweyo. Olu phando lubandakanya amaqela amabini ezikolo. Elokuqala, lelezikolo ezimbini apho abafundi bebandakanywe kuphando njengokuba benjalo. Oko kuthetha ukuthi, aba bafundi abanalo ifuthe longenelelo esingalo esi sifundo. Elesibini, lelezikolo ezimbini ekwenziwe kuzo ungenelelo. Xa kwakuqhutywa olu phando, kwaasetyenziswa uhlobo longenelelo oluzothileyo (i-modest intervention approach). Kulapho kwaaphakanyiswa khona ukuba kusetyenziswe imigaqo emithandathu ekumgangatho ophezulu, apho kuqhutywa uvavanyo olusekwe phezu kweentlobo-ntlobo zeemvavanyo, ngokwengcebiso kaNieveen (2007). Olu phando lwaaqhutywa kwizigaba ezintathu. Kwisigaba soku-1, lwalujongene nokubona ingxaki kunye neemeko eyenzeka phantsi kwazo, Kulapho olu ngenelelo lufuneka khona, nalapho umgangatho ophezulu nowokuqala waathi waphicothwa ngokubanzi. Isiseko sophando saaqhutywa, zaza iziphumo zaso zabonisa okokuba izinga lesakhono sokufunda kwabafundi liphantsi ngokubhekiselele kufundo lwamagama abhaliweyo, kuba bengenaso isakhono sokuhlalutya ngokupheleleyo instingiselo yamagama abhaliweyo, nesakhono sokufunda amagama ngomoya wengqiqo. Isiseko sophando sikwadize okokuba iititshala neenqununu azinalwazi luphangaleleyo malunga nendlela ekufundwa nekuhlalutywa ngayo amagama izivakalisi kunye neentetho ezibhaliweyo. Kananjalo, isiseko sophando sikwadize okokuba iititshala neenqununu azinazo izakhono zokufundisa abafundi ukufunda nokuhlalutya okubhaliweyo ngengqiqo, kwaye izikolo ziswele izixhobo zokukhuphula izinga lokufunda okubhaliweyo ngabafundi. Ngelokuthathela ingqalelo amazinga aphantsi ngokubhekiselele kwizakhono zabafundi ekufundeni amagama abhaliweyo, nakwimpumelelo yabafundi kwizifundo zabo ngokubanzi, kwaabakho imfuneko yokokuba kuphuculwe amazinga ekufundwa ngawo ngabafundi xa befunda okubhaliweyo. Ngokolu phando, konke oku kuyakwenzeka ngokuthi kuxhotyiswe ootitshala ngezakhono zokuphucula indlela abaqhuba ngayo xa befundisa abafundi ukubhala nokufunda okubhaliweyo, ukuze kananjalo batshintshe indlela ababona ngayo. Olu phando luxhaswe ngemibono emalunga notshintsho, nekuyimibono yeengcali ezimbini, u-Guskey’s (1986, 2002) ngombono wakhe osihloko sawo sithi “Utshintsho kwititshala” ‘Teacher change’ kunye no-Fishbein’s (2000) ngombono wakhe omalunga nokuphicotha ngokubanzi indlela zokutshintsha okanye ekunokwakhiwa ngazo izimilo okanye indlela ezithile zokuziphatha (NgesiNgesi yi-“Integrative Model of Behaviour Prediction). Isigaba sesi-2 sasijongene noku kulandelayo: izicwangciso zokungenelela kwingxuba kaxaka ethe yaphawulwa kolu phando, ukusebenzisa olu phando njengelinge lokungenelela ekukhuphuleni izinga lokufunda okubhaliweyo, nasekumiliseleni olu ngenelelo kwinkqubo zokufundisa okubhaliweyo. Kwesi sigaba kuyakuphicothwa ngokwemigqaliselo emine ekudidi oluphezulu ekuyile ilandelayo: Ungenelelo lwenziwa rhoqo okanye ngamaxesha athile; kulindeleke ukuba lwenzeke kangakanani olu ngenelelo? Kanti lona eneneni lwenzeke kangakanani? Utshintsho olulindelekileyo ngenxa yolu phando olungenelele kwingxaki ekhoyo yezinga eliphantsi lokufundwa kwamagama okanye okubhaliweyo ngokubanzi. Kwisigaba sesi-3, kuphicothwe kwabekwa elubala eyona nto iye yenzeka okanye umahluko oye wabonakala ngenxa yolu ngenelelo xa abafundi befunda amagama abhaliweyo. Ukuze kubonakale oku, kuphicothwe amanqaku athathwe phambi kokuba kungenelelwe nasemva kokuba kungenelelwe. Laa manqaku aye abonakalisa okokuba kwizikolo ebekwenziwe kuzo uphando longenelelo, inqanaba lokufunda amagama abhaliweyo ngomoya wokutolika ngengqiqo, likhuphuke ngaphandle kwamathandabuzo, laba ke ngoko libhulele amasaka ezo zikolo bezingakhange zichatshazelwe lungenelelo. Iziphumo zolu phando zikwabonakalisa okokuba amaqela abafundi (abaminyaka ili-10 ne-11 leminyaka ubudala) ngokwamabanga abakuwo esikolweni ngokufanelekileyo, bababhulele amasaka abafundi abadala kunabo ngeminyaka xa kuthelekiswa amanqaku angokufunda ngengqiqo. Ngaphezu koko, amanqaku amantombazana abe bukhuphuka xa kuthelekiswa nawamakhwenkwe kuyo yonke imisebenzi yokuvavanywa kwabo. Iziphumo zophando zibonakalisa okokuba ukufundisa nokufunda okusemgangathweni kungenzeka xa iititshala zisoloko zifumana inkxaso engagungqiyo ukuze zikwazi ukukhuphula nokuphucula imisebenzi yabo yemihla ngemihla, yokufundisa abafundi. / Die doel van hierdie studie was om 'n leesbegripsintervensie uit te voer om onderwysers te bemagtig met kennis en strategieë vir leesonderrig, met die uiteindelike doel om die lae leesbegrip van Hoër Primêre leerders in graad 5 te verbeter. Die intervensie is vir ongeveer vier gedoen maande, waarin onderwysers onderrig- en leerhulpbronne, leiding oor hoe om die hulpbronne te benut, en afrigting oor onderrigpraktyke voorsien is. Die intervensie het twee beheer- en twee intervensieskole behels. 'N Beskeie intervensionistiese benadering is toegepas waarin die ses kwaliteitskriteria vir formatiewe assessering, soos voorgestel deur Nieveen (2007), gebruik word om die studie te lei. Die studie is in drie fases uitgevoer. Fase 1 het gehandel oor die konteks en probleemidentifisering waarin die relevansie van die studie, die eerste kwaliteitskriterium, aangespreek is. 'N Basisstudie is uitgevoer en die resultate het getoon dat leerders oor lae vaardighede beskik oor dekodering en leesbegrip. Die basisstudie het ook aan die lig gebring dat onderwysers en skoolhoofde beperkte kennis gehad het oor lees en begrip en hoe om dit te onderrig, en dat die skole nie genoeg hulpbronne gehad het nie. Met inagneming van die lae leesvlakke en akademiese prestasie van die leerders, was dit nodig om die leerders se leesbegripsvlakke te verbeter deur bemagtiging van onderwysers om hul geletterdheidspraktyke te verbeter en hul houding te verander. Die studie is ondersteun deur twee teorieë oor verandering, naamlik Guskey (1986, 2002) se teorie oor onderwyserverandering en Fishbein (2000) se integrerende model van gedragsvoorspelling. Fase 2 was besorg oor die ontwerp, ontwikkeling en implementering van die intervensie waarin vier kwaliteitskriteria aangespreek is: die konsekwentheid, verwagte praktiese, werklike praktiese en die verwagte effektiwiteit van die intervensie. Fase 3 het die werklike effektiwiteit van die intervensie behandel, en die ontleding van die voor- en na-intervensie-tellings het getoon dat die intervensie-skole aansienlik meer verbeter het as die beheerskole in dekoderingstoetse. Die resultate het ook getoon dat die graadtoepaslike ouderdomsgroepe (10 en 11-jariges) beduidend hoër presteer as die ouer leerders, en dat meisies in al die assesserings effens beter presteer as seuns. Die bevindinge dui daarop dat gehalte-onderrig en -leer kan gebeur as onderwysers deurlopend ondersteuning kry om hul onderrigpraktyke te verbeter. / Linguistics and Modern Languages