La recherche d'une unité entre les contrats privés et les publics revient à vouloir démontrer l'existence d'un socle, d'un droit commun aux contrats privés et aux contrats publics au stade de leur formation. Cependant, si l'unité des éléments essentiels du contrat peut se révéler imparfaite entre le droit privé et le public, deux notions peuvent apporter une cohérence au phénomène juridique d'unité des contrats : la notion générale de contrat en sa qualité de principe fondateur du phénomène d'unité permet la recherche d'une définition unitaire du contrat dont l'expression est la notion de consentement ; alors que les notions d'objet et de cause se révèlent être des instruments d'identification principal et accessoire du phénomène d'unité des contrats. Ainsi, s'il existe une multitude de contrats, il n'existe qu'une notion de contrat. S'il existe une infinité d'objet, de cause et de moyen de consentir, il n'existe qu'une notion d'objet, de cause et de consentement. L'unité des contrats privés et des contrats publics est cela : la réduction d'une pluralité de notions à une notion-cadre fondamentale, la notion de contrat. / Seeking unity between private and public contracts is ultimately intended to demonstrate the existence of a base, a law common to private and public contracts, at the stage of their conclusion. However, if the unity, in terms of private and public law, of the basic elements of the contract may prove to be imperfect, two concepts may bring cohesiveness to the legal phenomenon of the unity of contracts: the general concept of contract in its role as a founding principle of the phenomenon of unity enables a uniform definition for the contract to be sought, the expression of which is the concept of consent whereas the notions of object and cause reveal themselves to be main instruments of identification, ancillary to the phenomenon of the unity of contracts. Thus, if multiple contracts exist, there only exists one concept of the contract. If there are an infinite number of objects, causes and means of consent, there is only one concept of object, cause and consent. The unity of private contracts and public contracts is this: the reduction of a multiplicity of notions into one basic framework, the concept of the contract.

Le règlement Rome II sur la loi applicable aux obligations non contractuelles énonce une règle de conflit commune aux États membres de l’Union européenne. La sécurité juridique représente son objectif substantiel premier. Sur ce fondement en particulier, le texte érige un élément principal de rattachement relativement inédit en droit international privé comparé : le dommage. La confrontation de ce critère à l’exigence de sécurité juridique met cependant en lumière le caractère inachevé de l’œuvre européenne. L’amphibologie de la notion de dommage risque, en effet, de mettre à mal la satisfaction de l’exigence de sécurité. Cette recherche entend proposer des solutions à l’incomplétude du critère du dommage. Des réflexions d’ordre théorique et pratique conduisent à envisager deux séries de réponses. Les premières s’adressent au praticien. Elles consistent en l’élaboration d’une notion conflictuelle autonome de dommage, distincte de la notion substantielle de préjudice. Une seconde solution s’adresse directement au législateur de l’Union, dans l’hypothèse d’une révision de la règle européenne de conflit de lois. Il s’agit de proposer une autre méthodologie, qui repose sur la consécration d’un droit international privé européen du dommage. Celle-Ci s’entend de l’élaboration de nouvelles catégories conflictuelles, exclusivement organisées autour du dommage. / The Rome II regulation on the law applicable to non-Contractual obligations states a common rule of conflict into the European Union. Legal security is one of its main purposes and justifies more specifically the choice of an unprecedented connecting factor in comparative international private law: the damage. Nevertheless, the notion of damage covers many different meanings in the different countries of European Union. This plurality may compromise the satisfaction of legal security and, by failing to address this specific issue, the European regulation Rome II turns out to be unfinished.This study intends to suggest solutions to effectively complement and harmonize the notion of damage as a connecting factor in European international private law.Some theoretical and practical reflections lead us to consider two types of answer. The first one is aimed at practitioners. It consists in drawing up an autonomous notion of damage distinct from the material notion of prejudice. A second solution is aimed at the European legislator. It consists in a new methodology based on the adoption of a European international private law of the damage. This means drawing up new conflict categories, exclusively organized around the notion of damage.

Le droit fiscal est le droit de l’impôt alors que le droit du travail régit la relation salariée. Cette apparente indifférence des deux systèmes juridiques cache une interdépendance due aux fonctions de l’impôt. De manière classique, l’impôt a une fonction budgétaire. De ce fait, il exerce une pression sur les contribuables par son impact économique sur leurs patrimoines et leurs revenus. Les contribuables sont alors tentés de mettre en œuvre des techniques d’évitement de l’impôt, par la voie du travestissement des notions juridiques. Le droit fiscal réagit en consacrant des notions autonomes. Ainsi une notion fiscale de salarié permet de déterminer le champ d’application de l’impôt. Une notion spécifique de salaire sert à la détermination des bases d’imposition du salarié.De façon plus contemporaine, la fonction incitative de l’impôt est de plus en plus usitée. Elle n’est pas directement liée à une finalité budgétaire. Elle est appréciée parce que l’impôt exerce une contrainte moins violente que l’interdiction ou la punition. Elle permet d’agir sur les comportements des contribuables en les orientant dans un sens souhaité. Or, il apparaît que le revenu fiscal dépend étroitement du revenu salarial. Pour cela, le Législateur a créé des instruments fiscaux pour annihiler les inégalités du marché du travail. Le droit fiscal devient un droit de la régulation du marché du travail. / Tax law is the law related to taxation while labor law is governing the employee/employer’s relationship. This apparent indifference of these two branches of law covers an interdependence due to tax functions. Conventionally, tax has a budget function. Therefore, it puts pressure on taxpayers by its economic impact on their assets. Taxpayers are then tempted to implement tax avoidance techniques, through the disguise of legal concepts. Tax law reacts by devoting independent concepts. Thus the concept of « employee » in tax law allows one to determine the scope of application of the tax field. A specific concept of « pay » is used to determine the employee's tax base. In a more contemporary way, the incentive function of taxation is increasingly used. It is not directly related to a budgetary purpose. It is also appreciated because tax exercice a less violent strain than prohibition or punishment. It has an influence on the behavior of taxpayers by directing them in a desired direction. However, it appears that tax revenue heavily depends on the wage income. For this reason, the legislator has created fiscal instruments to reduce inequalities in the labor market. Tax law tends to become a law regulating the labor market.

Ce mémoire a pour ambition de comprendre comment et en quel sens l’idée de « classique » est repensée au XIXe siècle. Alors que l’Ancien Régime intégrait le classique dans un système de représentation relativement cohérent, au sein duquel sa fonction, son rôle et sa pertinence étaient clairement établis, la notion devient brusquement problématique aux lendemains de la Révolution. La France révolutionnée est marquée par une expérience du temps inédite et une nouvelle relation à sa mémoire culturelle qui font éprouver aux lettrés la nécessité de redéfinir leurs rapports au classique. Après avoir clarifié le sens général de la notion avant la Révolution, l’étude se penche sur trois grands « moments » de la dynamique de redéfinition du classique au XIXe siècle. Il s’agit d’abord de voir dans quelle mesure l’historicisation du passé dans les premières années du siècle conduit les lettrés à refuser la fonction de modèle à imiter traditionnellement associée au classique, et à l’envisager désormais en vertu d’une rupture entre le présent et l’« avant-soi ». La partie suivante s’attache aux reconfigurations du canon littéraire par la lancée romantique, et montre comment ces métamorphoses de l’horizon culturel amènent les lettrés à déterminer de nouvelles modalités d’appropriation du classique. Une dernière partie tente de voir de quelle manière la pertinence et la portée de la notion sont révisées une fois de plus dans le contexte de l’« institutionnalisation » de la distance critique entraînée par la scientifisation des études littéraires dans le dernier tiers du XIXe siècle. Inspiré à la fois par l’histoire des idées et l’histoire culturelle, ce mémoire se propose de saisir son objet dans une perspective de longue durée. Outre un large corpus secondaire délibérément éclectique, cinq auteurs sont interrogés plus spécifiquement : Ballanche, Stendhal, Sainte-Beuve, Renan, Lanson. / This master’s thesis aims to understand how and in what sense the idea of "classic" was rethought throughout the 19th century. During the historical period of Old Regime in France, the classic was incorporated into a relatively coherent system of representation, within which its function, role and relevance were clearly established. However, the notion suddenly became problematic in the aftermath of the French Revolution. Revolutionized France was marked by an unprecedented experience of time and a new relation to its cultural memory which made literati feel the need to redefine their relation to the classic. After clarifying the general meaning of the concept before the Revolution, the study examines three major "moments" in the dynamics of redefining the classic in the 19th century. First, the analysis intends to determine the extent to which the historicization of the past, in the first years of the century, led the literati to refuse the classic its traditional function of a model to imitate and instead, to consider it in the perspective of a rupture between the present and the past. The following part explores the reconfigurations of the literary canon by the romantic movement and shows how these metamorphoses of the cultural horizon led the literati to determine new modalities of appropriation of the classic. The final part attempts to see how the relevance and scope of the notion are revised in the context of the "institutionalization" of critical distance brought about by the scientification of literary studies in the last third of the 19th century. Inspired by both intellectual history and cultural history, this dissertation sets out to grasp its subject matter from a long-term perspective. In addition to a large, deliberately eclectic secondary corpus, five authors are questioned more specifically: Ballanche, Stendhal, Sainte-Beuve, Renan, Lanson.

Estudo apoiado em revisão bibliográfica sobre a evolução das Linguagens Documentárias tendo como foco a apropriação da noção de estrutura da Lingüística Estrutural pela Documentação. A revisão compreende parte das pesquisas desenvolvidas na Europa, notadamente por Jean-Claude Gardin, García Gutiérrez e Hutchins, e no Brasil, pelo Grupo Temma. A partir da análise das reflexões apresentadas, propõe-se um quadro das principais características das Linguagens Documentárias. Para referendar a observação concreta das Linguagens Documentárias, explora-se o conceito de estrutura lingüística e das propostas iniciais de seu desenvolvimento, realizando um breve apanhado sobre a apropriação da Lingüística pela Documentação. Discute-se o significado do termo linguagem na Documentação e estabelece-se o cotejamento entre as características da Linguagem Documentária, da linguagem artificial e da linguagem natural. Em seguida, a partir da constatação de que a Terminologia opera com a noção de estrutura e de estruturação, procura-se verificar como se concretiza esse apoio para efeito de organização sistêmica das Linguagens Documentárias e, finalmente, a partir dos conceitos e reflexões reunidas anteriormente, realiza-se um exercício para verificar se, e como, os conceitos lingüísticos são integrados às Linguagens Documentárias e instrumentos semelhantes. Conclui-se que todos os instrumentos utilizam, de um modo ou outro, a noção de estrutura, variando em rigor como a integram, mas nem tanto a de estruturação. A atualização das estruturas inicialmente propostas, via estruturação e reestruturação contínuas, é que se apresenta como problema. / It is a bibliographic review study on the evolution of Documentary Languages that focuses on the appropriation of the structure notion of the Structural Linguistics by the Documentation. The review contains part of the developed researches in Europe, notably by Jean-Claude Gardin, García Gutiérrez e Hutchins, e in Brazil, by Grupo Temma. Bystander analysis of the presented reflections, it is proposed a framework of the main characteristics of the Documentary Languages. To support the concrete observation of the Documentary Languages, it is explored the concept of linguistic structure and of the initial ideas of its development, making a brief survey on the appropriation of Linguistics by Documentation. It is discussed the meaning of the term \'language\' in the Documentation and it is established the differences and similarities of the characteristics of the Documentary Language, the artificial languages and the natural language. Subsequently, bystander the statement that Terminology operates with the notion of structure and of making structure, it searches to verify how this support can be concrete to the systemic organization of the Documentary Languages, and finally, bystander concepts and reflections reunited previously, it is done an exercise to verify if, and how, the linguistics concepts are integrated to the Documentary Languages and similar tools. It is concluded that all the tools use, in a hand or another, the structure notion, varying the form and the rigor of how it is applied. But they do not apply as well the notion of making structure. The actualization of the structures initially proposed, by means of making continuous structure and re-structure, still presents as a problem.

Estudo apoiado em revisão bibliográfica sobre a evolução das Linguagens Documentárias tendo como foco a apropriação da noção de estrutura da Lingüística Estrutural pela Documentação. A revisão compreende parte das pesquisas desenvolvidas na Europa, notadamente por Jean-Claude Gardin, García Gutiérrez e Hutchins, e no Brasil, pelo Grupo Temma. A partir da análise das reflexões apresentadas, propõe-se um quadro das principais características das Linguagens Documentárias. Para referendar a observação concreta das Linguagens Documentárias, explora-se o conceito de estrutura lingüística e das propostas iniciais de seu desenvolvimento, realizando um breve apanhado sobre a apropriação da Lingüística pela Documentação. Discute-se o significado do termo linguagem na Documentação e estabelece-se o cotejamento entre as características da Linguagem Documentária, da linguagem artificial e da linguagem natural. Em seguida, a partir da constatação de que a Terminologia opera com a noção de estrutura e de estruturação, procura-se verificar como se concretiza esse apoio para efeito de organização sistêmica das Linguagens Documentárias e, finalmente, a partir dos conceitos e reflexões reunidas anteriormente, realiza-se um exercício para verificar se, e como, os conceitos lingüísticos são integrados às Linguagens Documentárias e instrumentos semelhantes. Conclui-se que todos os instrumentos utilizam, de um modo ou outro, a noção de estrutura, variando em rigor como a integram, mas nem tanto a de estruturação. A atualização das estruturas inicialmente propostas, via estruturação e reestruturação contínuas, é que se apresenta como problema. / It is a bibliographic review study on the evolution of Documentary Languages that focuses on the appropriation of the structure notion of the Structural Linguistics by the Documentation. The review contains part of the developed researches in Europe, notably by Jean-Claude Gardin, García Gutiérrez e Hutchins, e in Brazil, by Grupo Temma. Bystander analysis of the presented reflections, it is proposed a framework of the main characteristics of the Documentary Languages. To support the concrete observation of the Documentary Languages, it is explored the concept of linguistic structure and of the initial ideas of its development, making a brief survey on the appropriation of Linguistics by Documentation. It is discussed the meaning of the term \'language\' in the Documentation and it is established the differences and similarities of the characteristics of the Documentary Language, the artificial languages and the natural language. Subsequently, bystander the statement that Terminology operates with the notion of structure and of making structure, it searches to verify how this support can be concrete to the systemic organization of the Documentary Languages, and finally, bystander concepts and reflections reunited previously, it is done an exercise to verify if, and how, the linguistics concepts are integrated to the Documentary Languages and similar tools. It is concluded that all the tools use, in a hand or another, the structure notion, varying the form and the rigor of how it is applied. But they do not apply as well the notion of making structure. The actualization of the structures initially proposed, by means of making continuous structure and re-structure, still presents as a problem.

The subject of this study is conflict management. The purpose of this paper is to examine how teachers deal with conflicts between pupils in primary education. The purpose is also to get more insight on what a conflict is and show different strategies to manage conflicts.   To learn about how teachers deal with conflicts between pupils in primary school, I chose to do interviews. I interviewed four teachers. In the interviews we talked about: their definition of what a conflict is, what kind of conflict that are most common, and how common it is with conflicts in the school which they work at, how they handle conflicts between students, how they believe that they manage conflicts, if they have received any training or education in conflict management and if the school they work at have any special guidelines for handling conflicts.   My questions are: How do the teachers think about their own involvement in students' conflict management? How do the teachers think about which types of conflicts that can be difficult to manage? The result of the study is that the teachers often let students handle conflicts themselves and they think it is good for them to do it because it is a knowledge that we humans need have. However, all the teachers says that when the conflicts that the children can´t handle themselves, they are there to help and support. Educators' perception of what type of conflict that is difficult to deal with was different. These conflicts were: personal conflicts, situations where students do not realize that there are a conflict, and just believe that the other is just wrong, ethnic conflicts and conflict situations where students are saying different versions and refuse to change their minds. To access the time to manage conflicts also emerged as problematic in some situations. / Ämnet på denna undersökning är konflikthantering. Syftet med detta examensarbete är att undersöka hur pedagoger hanterar konflikter mellan elever i grundskolans tidigare år. Syftet är också att få mer insikt om vad en konflikt är och visa på olika strategier vid konflikthantering.   För att få reda på hur pedagoger hanterar konflikter mellan elever i grundskolans tidigare år valde jag att göra intervjuer. Intervjuerna gjordes med fyra pedagoger. Med de intervjuade pratade jag om: deras definition av vad en konflikt är; vilken typ av konflikt som är vanligast och hur vanligt det är med konflikter där de arbetar; hur de hanterar konflikter mellan elever; hur de själva bedömer att de hanterar konflikter; om de har fått någon utbildning i konflikthantering och om skolan som de arbetar på har några speciella riktlinjer för att hantera konflikter.   Mina frågeställningar är: Hur tänker pedagogerna om sin egen delaktighet i elevernas konflikthantering? Hur tänker pedagogerna om vilken typ av konflikter som kan vara svåra att hantera? Resultatet av studien är att pedagogerna låter ofta eleverna sköta konflikter själva och de anser att det är bra för dem att få göra det då det är en kunskap som vi människor behöver. Dock säger alla pedagogerna att vid de konflikter som barnen inte kan hantera själva så finns de där för att hjälpa till och stötta. Pedagogernas uppfattning av vilken typ av konflikt som är svårare att hantera skiljde sig åt. Dessa konflikter var; personliga konflikter, situationer då eleverna inte inser att det är en konflikt utan anser att den andre bara har fel, etniska konflikter och konfliktsituationer då eleverna säger olika versioner och vägrar ändra åsikt. Att få tillgång till tid för att hantera konflikter framkom också som problematiskt vid vissa situationer.

Pasaulio pažinimo pamokoms (ypač gamtamokslinėms) ypatingai svarbu, kad mokinys stebėdamas ir analizuodamas, tyrinėdamas ir įsitikindamas, svarstydamas su draugais ir pan. gautų naują informaciją ir su ja dirbtų. Taip gauta informacija geriau bus suprasta, greičiau susiformuos sąvokos, o kartojimas padės greičiau atsirasti vaizdiniams. Rostoko projekto autoriai įsitikinę, kad aštuonmečiai, priklausomai nuo jų ankstesnės patirties ir esamų žinių, gali abstrakčiai mąstyti, net jei jie formuluoja atsakymus ir mintis sava kalba. Siekdami tai patvirtinti ar paneigti analizavome mokymo proceso (organizuoto pagal projekto autorių metodiką ir bandomą keliose Europos valstybėse) rezultatą – mokinių žinias ir gebėjimą formuluoti sąvokas, jomis operuoti. Mokslinius teorinius faktus apie gamtamokslinių sąvokų interiorizavimą jungiant holistine samprata buvo atskleisti gamtamokslinių sąvokų formavimo modelio pagrindu laikytini teiginiai. Remiantis teorinėmis prielaidomis, parengtas pradinių klasių mokinių gamtamokslinių sąvokų interiorizacijos modelis. Teorinis ir empirinis tyrimas parodė, kad pradinių klasių mokinių gamtamokslinių sąvokų interiorizavimui būdingos tam tikros pagrindinės ypatybės,apibrėžtos pagrindinės jaunesniojo mokyklinio amžiaus gamtamokslinių sąvokų raidos veiksmingumo kryptys. Tyrimo rezultatai leidžia manyti, kad modulio Vanduo metodika gali būti sėkmingai taikoma siekiant ugdymo kokybės Lietuvos mokyklose, jeigu mokymo efektyvumu bus suinteresuotas kiekvienas... [toliau žr. visą tekstą] / The article presents the results of the research in adoption of the content of the programme “Water” developed by the scientists from the University of Rostock. The sample of the research included school learners from the 2nd to 4th forms. The data of three testings were analysed and the evaluated change in the school learners’ knowledge development proved that application of the methodology of the programme “Water” significantly improved the respondents’ knowledge of water, its structure, states, the water cycle, the mechanism of water treatment and self-cleaning. This knowledge includes and expands not only learning about the environment but also develops school learners’ ecological attitude to nature and natural resources. However, only well-established long-term knowledge (which is the focus of the programme under discussion) will ensure the application of this knowledge in further process of natural science education. The article also presents the analysis of school learners’ reflections on learning, which shows that the respondents, involved in the investigation of the discussed object (i.e. water in this case) demonstrated a better acquisition of the presented material since visual aids, motivation and active involvement of learners are as relevant as the presented information itself. The conducted research allowed to evaluate the role of the programme “Water” in long-term knowledge adoption, that is, learning and internalisation of concepts. The change in test... [to full text]

L'élaboration et l'application de règles d'origine sont devenues plus problématiques face aux réalités de la mondialisation, car les matières premières ou les composantes peuvent venir d'un certain nombre de pays, mais les douaniers doivent déterminer l'origine du produit aux fins de traitement, parmi lesquelles le droit de douane à appliquer, à partir du moment où le produit entre dans sa juridiction. Traditionnellement, l'origine des marchandises faisant l'objet d'échanges internationaux a été considéré comme l'un des instruments de l'administration des douanes, mais l'évolution du commerce international a montré que la détermination de l'origine pouvait avoir des conséquences sur un très grand nombre d'aspects régis par différents Accords de l'OMC. Actuellement, les règles d'origine constituent un instrument secondaire de politique commerciale important et elles sont utilisées pour déterminer la nationalité d'un produit en vue d'une application correcte des mesures de politique commerciale discriminatoire. Mais l'absence d'un ensemble de règles d'origine unifiées et harmonisées offre à certains pays l'opportunité et les incitent à utiliser ces règles pour appliquer une politique protectionniste et discriminatoire entre les différents pays. En raison de la manière dont elles sont appliquées dans un grand nombre de cas, il semble que ces règles soient de plus en plus considérées comme des instruments de politique commerciale en soi, et non comme un dispositif de soutien aux dits instruments. Il est reconnu par tous les pays que l'harmonisation faciliterait les échanges internationaux. Mais compte tenu de la diversité des règles d'origine, cette harmonisation est un exercice complexe en fonction des divergences des intérêts nationaux, couvrant le spectre entier du commerce global, s'étendant de la libéralisation et de l'accès aux marchés à la protection. Cette thèse n'a pas l'ambition de trouver une solution à cette problématique, car les solutions dépendent de l'intérêt privilégié, mais de fournir quelques pistes de réflexion.

En las narraciones actuales de los toba (qom) del Chaco argentino es frecuente encontrar paralelismos entre relatos de inspiración bíblica y los mitos que narran los orígenes de los seres humanos, sus transformaciones corporales y las diferencias entre diversos tipos de seres. Ciertos acontecimientos descritos en la Biblia suelen ser hilados con elementos del pasado mítico qom generando una lectura bíblica del pasado indígena y nuevas lecturas sobre los orígenes humanos, las diferencias entre los seres y el rol del cuerpo en la constitución de la especificidad humana. En este trabajo, nos proponemos analizar algunas de dichas narraciones en las que los mitos y las historias bíblicas son entrelazados dando lugar a actualizaciones de la noción de cuerpo-persona y devenir. / Parallelisms between stories of biblical inspiration and myths that describe the origins of the human beings, their corporal transformations and the differences between diverse types of beings can be found in contemporary narrations of the Toba people (Qom) of the Argentinean Gran Chaco. Events described in the Bible are usually spun with elements of the mythical past of Toba people, therefore generating a biblical reading of the indigenous past and new readings on the human origins, of the differences between beings and of the importance of the body in the constitution of human specificity. This paper examines some of these narrations where myths and Biblical stories are interlaced giving rise to new notions of body and person.