Esta pesquisa busca compreender os processos e efeitos produzidos pela aprendizagem insuficiente da leitura e escrita dos alunos do 3º ciclo de formação do ensino fundamental da Escola Plural - projeto político-pedagógico da rede municipal de ensino de Belo Horizonte, implementado a partir de 1995 - que se propõe à inclusão e à garantia de direitos dos alunos. Procurou-se examinar as alternativas adotadas pelas escolas para tratar das dificuldades desses alunos ao longo do ensino obrigatório e compreender os processos que levaram à aprendizagem insuficiente da leitura e escrita e seus efeitos nos alunos do 3º ciclo. Foram analisadas ainda as estratégias de sobrevivência escolar adotadas por eles e a contribuição do contexto escolar no processo de inclusão/exclusão dos alunos do mundo letrado. Duas escolas da rede municipal de ensino de Belo Horizonte constituíram o locus da pesquisa. Em cada uma delas foram escolhidos quatro alunos aí matriculados desde o início do ensino fundamental, que apresentavam as caracrísticas mencionadas. A pesquisa foi realizada no segundo semestre de 2004, por meio de entrevistas semi-estruturadas com profissionais do ensino, familiares e os próprios alunos. Sempre que disponíveis, foram também colhidos outros dados sobre o percurso dos alunos ao longo da escolarização Constatou-se a insuficiência das ações da escola para enfrentar, nesses casos, o fracasso escolar, contribuindo para configurá-lo como tal, tendo-se verificado que a presença desses alunos nos anos mais avançados do ensino fundamental altera os códigos educacionais subjacentes à cultura escolar vigente, e ao fazê-lo, cria novas demandas e impasses. Foi possível ainda verificar os múltiplos fatores que corroboram a configuração do fracasso: condição social, questões de raça e gênero, frágil condição das famílias para responder as demandas escolares e incapacidade do poder público para garantir condições básicas de sobrevivência ao público em situação de exclusão social. / This research seeks understanding the processes and effects produced by insufficient writing and reading learning of third cycle students from elementary level of \"Plural School\" - political project from the city school system in Belo Horizonte, implemented in 1995 - which proposes inclusion and guarantee of students\' rights. The researcher examined the alternatives schools adopted to treat students\' difficulties along school period and understand the processes which led to third cycle students\' insufficient reading and writing learning. Survival school strategies they adopted and the school contribution in students\' inclusion/exclusion processes in the reading world were also analysed. Two schools of the city system in Belo Horizonte were the locus of research. In each of them, 4 students who had the mentioned characteristics and who had been studying there since 1st grade were chosen. The research was realized during the second semester of 2004, through semi-structured interviews with teaching professionals, students\' family and the students themselves. Whenever possible, other data about students\' performance along school life were collected. The research showed school inability to deal with failure and the presence of these students in advanced years of elementary school makes educational codes which are related to current school culture different from what it should be. Thus, new demands and new obstacles are created. It was also possible to observe the multiple factors which confirm failure configuration: social condition, race and gender aspects, families\' fragile condition to respond to school demands and inability of government to guarantee basic survival conditions to people in social exclusion condition.

Esta pesquisa busca compreender os processos e efeitos produzidos pela aprendizagem insuficiente da leitura e escrita dos alunos do 3º ciclo de formação do ensino fundamental da Escola Plural - projeto político-pedagógico da rede municipal de ensino de Belo Horizonte, implementado a partir de 1995 - que se propõe à inclusão e à garantia de direitos dos alunos. Procurou-se examinar as alternativas adotadas pelas escolas para tratar das dificuldades desses alunos ao longo do ensino obrigatório e compreender os processos que levaram à aprendizagem insuficiente da leitura e escrita e seus efeitos nos alunos do 3º ciclo. Foram analisadas ainda as estratégias de sobrevivência escolar adotadas por eles e a contribuição do contexto escolar no processo de inclusão/exclusão dos alunos do mundo letrado. Duas escolas da rede municipal de ensino de Belo Horizonte constituíram o locus da pesquisa. Em cada uma delas foram escolhidos quatro alunos aí matriculados desde o início do ensino fundamental, que apresentavam as caracrísticas mencionadas. A pesquisa foi realizada no segundo semestre de 2004, por meio de entrevistas semi-estruturadas com profissionais do ensino, familiares e os próprios alunos. Sempre que disponíveis, foram também colhidos outros dados sobre o percurso dos alunos ao longo da escolarização Constatou-se a insuficiência das ações da escola para enfrentar, nesses casos, o fracasso escolar, contribuindo para configurá-lo como tal, tendo-se verificado que a presença desses alunos nos anos mais avançados do ensino fundamental altera os códigos educacionais subjacentes à cultura escolar vigente, e ao fazê-lo, cria novas demandas e impasses. Foi possível ainda verificar os múltiplos fatores que corroboram a configuração do fracasso: condição social, questões de raça e gênero, frágil condição das famílias para responder as demandas escolares e incapacidade do poder público para garantir condições básicas de sobrevivência ao público em situação de exclusão social. / This research seeks understanding the processes and effects produced by insufficient writing and reading learning of third cycle students from elementary level of \"Plural School\" - political project from the city school system in Belo Horizonte, implemented in 1995 - which proposes inclusion and guarantee of students\' rights. The researcher examined the alternatives schools adopted to treat students\' difficulties along school period and understand the processes which led to third cycle students\' insufficient reading and writing learning. Survival school strategies they adopted and the school contribution in students\' inclusion/exclusion processes in the reading world were also analysed. Two schools of the city system in Belo Horizonte were the locus of research. In each of them, 4 students who had the mentioned characteristics and who had been studying there since 1st grade were chosen. The research was realized during the second semester of 2004, through semi-structured interviews with teaching professionals, students\' family and the students themselves. Whenever possible, other data about students\' performance along school life were collected. The research showed school inability to deal with failure and the presence of these students in advanced years of elementary school makes educational codes which are related to current school culture different from what it should be. Thus, new demands and new obstacles are created. It was also possible to observe the multiple factors which confirm failure configuration: social condition, race and gender aspects, families\' fragile condition to respond to school demands and inability of government to guarantee basic survival conditions to people in social exclusion condition.

This literature-based thesis studies the phenomenon of the regular plural inside compounds according to Giegerich’s (1999) stratal model of English morphology. The strata of his model are defined by their bases: stratum 1 is root-based and stratum 2 is word-based. The model overcomes the failings associated with earlier stratal models defined by their affixes (e.g., Kiparsky, 1982). However, assigning compounding and the regular plural to the same word stratum following Giegerich’s (1999) model leaves an open question in terms of what restricts the interaction between both rules to prevent the generation of ill-formed compounds such as *toys box and *trucks driver. Another question emerges: Should the regular plural inflection be assigned to stratum 2? This question is important because the answer affects how we discuss the interaction between the regular plural and compounding. For example, how do we account for the interaction between a stratum-2 rule and a syntactic rule if we are not dealing with an interaction of two lexical rules at the same stratum? This thesis challenges the theory that inflectional morphology is separate from the lexicon (Anderson, 1988, 1982; Perlmutter, 1988) with supporting evidence from the properties of the possessive inflection. This research contributes significantly to the literature in its analysis of a number of compounds within texts extracted from books, which demonstrates that the internal regular plural morpheme has an evident semantic function that restricts it from appearing inside compounds (that is, on stratum 2 of the base-driven stratification model). The study thereby challenges Lieber and Štekauer’s (2009) view that the internal regular plural morpheme is purposeless and therefore should be regarded as a linking element. I also argue that the possessive inflection is assigned to stratum 2 and can interact with compounding to form possessive compounds, but is restricted by the semantic feature of the non-head element.

This dissertation is a theoretical and experimental investigation of number marking in Yucatec Maya, a language in which number marking has different properties than better known Indo-European languages with inflectional plural marking and obligatory number agreement. The primary goal of this thesis is to propose a formal syntactic analysis of plural marking in Yucatec Maya in the nominal and verbal domains. I do this by examining the distribution and interpretation of the plural morpheme and by proposing an analysis within a Minimalist framework. The secondary goal is to investigate how the formal representation of plural marking interacts with real-time sentence processing mechanisms. I do this through timed translation experiments (and a picture description experiment) with bilingual speakers of Yucatec Maya and Spanish, two languages in which the formal representation of number marking and agreement differs. These experiments are tests of the formal syntactic analyses proposed in this thesis, and they examine the effect of language-particular syntax on sentence processing mechanisms. In the nominal domain, I argue that the plural marker is adjoined to the Determiner Phrase, rather than heading a Number Phrase, following the syntax of plural marking proposed by Wiltschko (2008). It merges as an adjunct to the DP, lacking the ability to change the label of the element with which it merges. This analysis explains the distributional and interpretational properties of plural marking as well as the otherwise peculiar lack of morphosyntactic persistence in certain conditions in an experimental translation task. I also propose an analysis of plural marking in the verbal domain and its relationship to word order. In verb-initial clauses, the aspect-mood particle is the main predicate in T⁰ which is φ-deficient. There is no Agree for number between the plural-marked full DP and verb due to the absence of C⁰ (Chomsky 2008). For DP-initial clauses, a DP bearing plural morphology moves to the CP domain, triggered by a topic or focus feature. The uninterpretable number feature on C⁰ probes via T⁰ for an interpretable valued feature in its domain (Chomsky 2001). This analysis predicts asymmetric number agreement in Yucatec Maya, which is tested experimentally.

This research offers permeable Spirit ecclesiology as a viable way forward for the churches in the context of the challenges in North India. Broadly, the challenges of the church in North India are twofold: one, to be an Indian Christian church amidst the plural religio-cultural context; second, to be in solidarity with the struggles of the marginalised. In other words, the church arguably ought to be relational with other communities and rooted in the North Indian context; on the other, it should critically and distinctly witness for Christ as a community of liberation in the context of the struggles of the marginalised. Thus, the church in North India arguably needs a relational-distinctive dialectics to address the challenges. This calls for a church with permeable borders to uphold the above in tension. I show that such dialectics can be upheld if ecclesiology in North India is construed from a pneumatological perspective with a Christological dimension. In dialogue with both Western and Indian theologians I show that a permeable Spirit ecclesiology is a viable way forward for the churches in North India.

Zugl.: Freiburg (Breisgau), Univ., Diss., 2007

Zugl.: Uppsala, Univ., Diss., 2009

Univ., Diss., 2007--Freiburg (Breisgau).

Entre 1936 et 1969, le groupe très hétérogène des Créoles de l’île Maurice va être projeté dans la longue décolonisation de son petit territoire insulaire. Dans la lutte pour l’acquisition de meilleurs droits sociaux et politiques, d’une égalité avec les colons, les Créoles deviennent une force politique incontournable. Mais, bien vite, affaiblis par leurs divisions et leurs fragilités socio-économiques, ils se font dépasser par la majorité indienne de cette île de plantations de l’Océan Indien. Il s’en suit la création d’un front chrétien qui va combattre une indépendance indienne redoutée par les minorités. Dans cette lutte, les Créoles vont enfin prendre conscience de l’identité de leur propre groupe. Mais lors de la défaite électorale de 1967 et les malheurs issus des émeutes de 1968 qui en découlent, ils comprennent, que, dans cette société plurale, le communalisme les a durement frappés. Entre l’exil et la mise en marge de la société mauricienne, cette nouvelle communauté, qui venait juste d’émerger des tourbillons de la décolonisation, s’enfonce dans une crise profonde, un « malaise créole » qui la poursuit dramatiquement jusqu’à aujourd’hui. / Between 1936 and 1969, the very heterogeneous group of Creoles of Mauritius will be projected in the long decolonization of its small island territory. In the struggle for better social and political rights and equality with the settlers, the Creoles became an indispensable political force. But soon, weakened by their divisions and socio-economic fragility, they were overtaken by the Indian majority of this island of plantations of the Indian Ocean. The result is the creation of a Christian front that will fight an Indian independence feared by the minorities. In this struggle, the Creoles will finally become aware of the identity of their own group. But during the electoral defeat of 1967 and the misfortunes of the ensuing 1968 riots, they realized that in this pluralistic society communalism had struck them hard. Between the exile and the marginalization of Mauritian society, this new community, which had just emerged from the vortices of decolonization, is sinking into a deep crisis, a "Creole malaise" which dramatically pursues it today.

I investigated the maternal effects that take place in a joint-nesting bird: the smooth-billed ani. Female anis were shown to respond to increasing group size by increasing the number of eggs produced per capita, by tossing and burying more eggs per capita, and by taking longer to reach the dedicated incubation phase. These results support the hypothesis that females respond to increased egg laying competition by trying to skew the contents of the final incubated clutch of eggs in their own favor. I showed that in ani groups, yolk testosterone and estradiol deposited by females in eggs increased from early- to late-laid eggs. Increases in yolk steroid levels over the laying sequence may function to mitigate the disadvantage of being a later-hatched chick. This maternal influence may not be a mere reflection of a female's hormonal status as female plasma circulating levels of testosterone and estradiol did not vary in the same direction as yolk hormone profiles. I showed that yolk corticosterone levels, an indicator of maternal physiological stress, increased with laying order in multi-female groups, but not in single-female groups. Results suggest that laying females experience higher levels of stress in multifemale groups. The above results suggest that communal life in anis generates competition and egg production waste that likely reduces short-term per capita reproductive benefits. Female anis can vary egg quality via deposition of hormones in eggs, and also lay eggs of different sizes. I showed that circulating plasma testosterone levels were higher in nestlings with better begging abilities. Furthermore, nestlings hatched from eggs laid late in the laying sequence had better begging abilities. These results suggest that testosterone is an important controlling mechanism of begging behaviour, and that female testosterone depositions in eggs rave long lasting effects on offspring development and behavior. / Thesis / Doctor of Philosophy (PhD)