L’intérêt d’utiliser des marqueurs de relations conceptuelles pour élaborer des ressources terminologiques à maintes fois été souligné, car ils permettent de passer d’un triplet repéré en corpus comme « Terme1 – Marqueur – Terme2 », à un triplet interprété comme « Terme1 – Relation – Terme2 » permettant une représentation sous forme relationnelle des connaissances. Le passage d’un triplet à l’autre soulève néanmoins la question de la stabilité d’un tel lien, indépendamment de tout corpus. Dans cette thèse, nous étudions la variation du fonctionnement des candidats-marqueurs de relation en prenant en compte le domaine et le genre textuel. Pour cela, nous avons constitué la liste des marqueurs des relations d’hyperonymie, de méronymie, et de cause en français et avons analysé le fonctionnement de chacune des occurrences de ces candidats-marqueurs dans un corpus traitant de deux domaines (volcanologie et cancer du sein) et relevant de deux genres textuels (scientifique et vulgarisé). La description systématique des contextes comportant un candidat-marqueur nous a permis de mesurer la précision de chacun des candidats-marqueurs, c’est-à-dire sa capacité à indiquer la relation attendue. Les analyses menées démontrent finalement la pertinence d’intégrer ces paramètres dans la description linguistique des candidats-marqueurs de relations. / The use of markers of conceptual relation for building terminological resources has been frequently emphasized. Those markers are used in corpora to detect “Term1 – marker – Term2” triple, which are then interpreted as “Term1 - Conceptual Relation – Term2” triple allowing to represent knowledge as a relational system model. The transition from one triple to another questions the stability of this link, regardless of corpora. In this thesis, we study the variation of the “candidate-markers” of relation taking into account the domain and the text genre. To this end, we identified the French markers for the hyperonym, the meronym and the causal relation, and systematically analyzed their functioning within corpora varying according to the domain (breast cancer vs. volcanology) and the text genre (popular science vs. specialized texts). For each context containing a candidate-marker, we evaluated the capacity of the candidate-marker to really indicate the required relation. Our researches attest to the relevance of taking into account the domain and the text genre when describing the functioning of conceptual relation markers.

Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2016-11-01T14:18:17Z No. of bitstreams: 1 Cândida Manuela Selau Leite_.pdf: 833538 bytes, checksum: 205ffb67460f971f6df6865d5b658939 (MD5) / Made available in DSpace on 2016-11-01T14:18:17Z (GMT). No. of bitstreams: 1 Cândida Manuela Selau Leite_.pdf: 833538 bytes, checksum: 205ffb67460f971f6df6865d5b658939 (MD5) Previous issue date: 2016-02-26 / FAPERGS - Fundação de Amparo à Pesquisa do Estado do Rio Grande do Sul / Neste trabalho, tento responder ao seguinte questionamento: como acontecem as atividades que visam ao desenvolvimento da linguagem de alunos com deficiência intelectual em atendimentos educacionais especializados, e em que medida essas contemplam a noção de letramento? Foi possível responder a essa pergunta ao observar e analisar dados – provenientes da pesquisa Aprendizagem de língua materna: contextos, desafios e perspectivas por um Ensino Fundamental para todos (Processo nº. 11/1273-4) – que evidenciavam como era realizado o trabalho com a língua/linguagem de alunos em AEE. Através desse corpus, foi observada a interação de duas alunas com diagnóstico de deficiência intelectual, de 13 e 14 anos, respectivamente, através de 11 gravações audiovisuais feitas no período letivo de 2013, em uma sala de recursos multifuncional da rede pública, situada na região do Vale do Rio dos Sinos. Essas interações foram transcritas e, assim, permitiram que se tornassem claras (1) a concepção de letramento presente em atendimentos realizados na sala de recursos multifuncional (SRM), (2) a recepção das atividades propostas pela professora para as alunas em atendimento e (3) a relevância do favorecimento das habilidades de linguagem que fazem uma intersecção entre alfabetização e letramento. Além de estar edificada em trabalhos iniciais – Leite e Fronza (2014); Haag e Fronza (2014); Wolf et. al. (2014) –, este estudo se constrói a partir das reflexões presentes em Bridi (2011), em Cárnio e Shimazaki (2011), em Haag (2015), em Marques e Delpretto (2012), em Pires (2010), em Rojo (2009, 2012), em Scherer (2015) e em Soares (2004, 2006), entre outros. À luz desse escopo teórico, as interações analisadas evidenciam uma leve aproximação das atividades desenvolvidas na SRM com a proposta de letramento; demonstram que nem sempre ocorria receptividade das atividades propostas; e apontam que é necessária ênfase em atividades de letramento que promovam um trabalho com a linguagem de qualidade. Pelas constatações feitas, acredita-se que as atividades de letramento desenvolvidas na Sala de Recursos Multifuncionais podem se constituir em uma possibilidade ímpar de valorização da linguagem de alunos com diagnóstico de deficiência intelectual. / Observing gaps, especially in Linguistics studies, it was possible to elaborate the following question: how do the activities which aim the development of language students with intellectual disabilities in specialized educational care take place, and to what extent these activities include the notion of literacy? It was possible to answer this question by observing and analyzing data from the research project "Mother tongue learning: contexts, challenges and prospects for a primary education for all" (Number 11/1273-4.) which evidenced how the first language teaching and learning was developed with students in Specialized Educational Attendance (SEA). Through the corpus, I observed the interaction between two students who were diagnosed with intellectual disabilities - aged 13 and 14, respectively – using 11 audiovisual recordings made in the 2013 school year, in a Multifunction Resource Rooms (MRR) from the public educational system, located in the metropolitan area of Vale dos Sinos, Brazil. Those interactions were transcribed, enabling some aspects to become clear, such as: (1) the notion of literacy in a MRR, (2) the reception of the activities proposed by the teacher to the students in attendance, and (3) the relevance of the development of the language skills which make an intersection between initial reading instruction and literacy. Besides being built based on earlier work, such as Leite and Fronza, 2014; Haag and Fronza, 2014; and Wolf at. al. 2014, this research is developed based on the reflections present on Bridi (2011), in Cárnio and Shimazaki (2011) in Haag (2015), in Marques and Delpretto (2012), in Pires (2010), in Rojo (2009 , 2012), in Scherer (2015) and Smith (2004, 2006), among others. Having this theoretical scope, the analyzed interactions: revealed a slight approximation between the activities developed in the MRR with the proposal of literacy; demonstrate that the recipiency of the proposed activities not always occurred; and, finally, data revealed that it is necessary some emphasis on literacy activities that promote the quality of language in classroom. According to those findings, we believe that the literacy activities which are developed in MRR may constitute a unique possibility of appreciation of the language of students diagnosed with intellectual disabilities.

Le propos de la thèse est d’étudier le traitement social de la sexualité des personnes désignées comme « handicapées mentales » en Suisse et en France, par le biais d’une enquête qualitative réalisée par entretiens avec des personnes considérées comme « handicapées mentales », des parents, des éducateurs spécialisés et des assistants sexuels.Une première partie étudie les représentations des personnes désignées comme « handicapées mentales » au sujet de la sexualité et met en lumière des formes de leur vie sexuelle, souvent commentée mais qui restait inexplorée. Puis, la deuxième partie porte sur l’analyse des représentations et des pratiques institutionnelles et parentales relatives à l’accompagnement de la sexualité des personnes « handicapées mentales » dans le contexte actuel de la « santé sexuelle ». Enfin, la troisième partie de la thèse est consacrée à l’étude de l’assistance sexuelle telle que cette activité est récemment apparue en Suisse.En mobilisant le handicap mental et la sexualité comme des révélateurs mutuels, cette recherche se donne ainsi pour objectif d’analyser comment les différentes catégories d’acteurs impliqués dans l’accompagnement de la sexualité des personnes « handicapées mentales » co-construisent les normes qui régissent la vie sexuelle de ces dernières. Elle vise à offrir une étude la plus complète possible du traitement social de leur sexualité et des logiques qui le sous-tendent. / The subject of this dissertation is to study the social construction of the sexuality of people labelled as « intellectually disabled » in Switzerland and in France by means of a qualitative survey realized through interviews with persons considered as « intellectually disabled », parents, specialized educators and sexual assistants.A first part deals with the analysis of the representations of persons labelled as « intellectually disabled » regarding sexuality and with bringing to light the forms of their sexual life, often commented but still unexplored. The second part aims at analyzing the institutional and parental representations and practices towards the sexuality of people considered as « intellectually disabled » in the current context of « sexual health ». Finally, the third part of this dissertation studies the recent activity of sexual assistance in Switzerland.By mobilizing intellectual disability and sexuality together, this research aims at analyzing how the different categories of actors implied in accompanying « intellectually disabled» people in their sexuality co-build the norms that govern their sexual life. It aims at proposing a complete study of the social treatment of their sexuality and the logics that underlie them.

本研究在探討目前臺北市高中圖書館人員具備專業資格之情形，以及學校相關人士對高中圖書館人員任用之意見，藉此分析高中圖書館人員任用資格及職系的適切性，以提出高中圖書館人員任用及專業知能提昇上之建議。本研究對臺北市28所公立高中圖書館進行問卷調查，瞭解各校圖書館業務分組、人員專業資格與任用之現況；並透過訪談瞭解學校人員對高中圖書館專業人力配置、人員任用、學校職系規劃、職員輪調制度及專業知能提昇之看法。 研究結果顯示，高中圖書館人員之主要任務為支援教學及協助學習，甚具專業性；人力的專業性在圖書館之經營管理上具有顯著差異，而積極與熱忱的個人特質更是為圖書館人員深化服務之要素。為達成核心任務、健全教學資源中心發展，實應明訂高中圖書館之分組編制及配置圖書資訊專業人員，但法規制度的不夠周延造成目前高中圖書館仍嚴重缺乏專業人力配置，且分組受限、職務權責劃分亦造成資訊人力配置之現況難以深入支援教學資源中心之發展。在人員任用方面，學校主管認為圖書館組長及職員應比照主任，具有專業知能規範，且圖書館專門科目20學分提供了教師兼任圖書館工作者獲得專業知識及資格之重要途徑；高中學校需落實圖書資訊職系設立，且不宜參與學校一般行政人員之輪調，以期專才專用，發揮人才培育的價值。在提昇專業知能方面，繼續教育之型態未來可朝向數位課程發展，以突破人力不足及進修管道缺乏影響人員專業知能提昇之困境。 最後建議，為解決高中圖書人員任用困境，現階段紓解專業人力資源不足之可行方式如下：透過人力資源整合，集眾人之力使知識技能互補而多元；善用數位學習方式及適時搭配實體課程，提供多元圖書資訊進修管道，並鼓勵圖書館工作人員參與進修、組織學習社群，以提昇專業知能、促進專業成長。而更積極的作為是：加強與校長進行溝通，使其瞭解圖書館的功能與價值，以獲得校長對圖書館專業發展的支持；最重要的是能由法規政策進行專業資格制度、圖書資訊職系設立的落實，以獲得圖書資訊專業人力的資源；考量高中圖書館的專業發展，未來建立認證制度以作為專業能力的證明將有其必要性。 / The purpose of reserach is to discuss the librarian’s qualification of senior high school in Taipei city and the current school staff’s opinion on librarian appointment of senior high school, so as to analyize the qualification and job relevance of librarian of senior high school then to make suggestion on librarian appoinment and their professional knowledge improvement. The research implements questionnaries to libraries of twenty eight national senior high schools to realize the library grouping, staff ‘s professional qualification and the appointment of each school; meanwhile, through interviewing and investigating school staff’s opinion on human resource arrangemnt , employment, grade planning, personnel rotation system and professional knowledge improvement. The result shown librarian’s major task is to support teaching, help learning, which combines profession, the professions of human resource in the library management have significant difference and the positive and sincere individual personality is the factor that deepens the service of librarian. For achieving core task and completing the development of teaching resource center, to set up a professional personnel arrangement in the library is needed; however, the regulation is not complete which causes the insufficient professional staff arrangement in the senior high school library; moreover, the current arrangement of information human resource is not able to develop in the supporting learning resource center due to limited grouping and job responsibility division. From personnel appointment; currently, school staff think librarian director and the staff should follow the precedent of director to have professional knowledge; furthermore, the library specialized subject of 20 credits provides teachers who also work at library an important access to obtain professional knowledge and qualification; it is necessary to set up a library and information job system and which is not allowed to have job rotation so that specialized staff can elaborate their profession well and the value of human resource can be developed. In the part of enhancing professional knowledge, further education could be developed toward to digital courses so as to break through the difficulty of insufficient human resource and the access of further education. The classified results suggest, in order to resolve the problem of librarian appointment of senior high school; currently, the available method are as followings: from integration of human resource to combine the power of the general public which enables the knowledge skill to be more complementary and diversified; making the best of digital learning method and properly collocating with substantive course to provide diversified further education accesses of library and information and also to encourage librarian to participate in further study and learning group to enhance their professional knowledge and facilitate their professional growth. The more positive ways are: to strengthen the communication with the school principal to make him more understand the function and value of library then to obtain his support to develop the profession of library; the most significant is to carry out the profession system and job system of library and information so as to obtain the professional human resource of library and information; to consider the professional development of library and to set up a certification system for certificating the profession in the future would be necessary.

Abstract The disquiet around parent-school relationships is the focus of this study. During transitioning to high school, the boundaries around this relationship changes. Few studies have addressed these changes, particularly from parents’ perspectives. It is parents’ voices which are central to this study. This dissertation uses the standpoint of parents, which is often absent or silent in educational literature and research. Within a critical and constructivist paradigm, and influenced by Institutional Ethnography, two elementary schools (divergent in race, social class, ethnicity and immigrant status) and one high school are the sites for interviews with 14 parents and 13 educators. 11 parents were re-interviewed after their children entered high school. Four questions were addresses: How has parent involvement come to be understood? How is the parent-school relationship experienced by parents and educators? How and why are decisions made around the transition and school choice process? Do parents’ perceptions align/vary from those of educators? Based on historically constructed notions and assumptions, parent involvement is usually understood as a visible and public demonstration of appropriate and caring parenting ignoring interactions outside of the public’s gaze. Illustrated through Parent Council membership, parent involvement is gendered, classed, culturally related and race, ethnic and immigrant status specific. Some parents had more social, cultural, economic and emotional capital to bring to the transition process, while others were marginalized and had to rely on/trust the education system. School and Board policies and procedures were examined and their varied affects on parents’ experiences and choices analysed. Educators assisted in disseminating assumptions around parent-school relationships and contributed to inequitable parent knowledge, partially as a result of too little training. By examining social, economic and cultural positioning of parents within local school communities, positive parent-school relationships can be nurtured, which political pundits and educationalists have failed to accomplish. During transitioning, organization and social discontinuities contributed to parent and school disconnects and constructed borderlands in the parent-child-school relationship. This study evidenced the fragility of the parent-school relationship, especially during this vulnerable time for parents and thus, reflective questions are presented in hope of initiating a crucial conversation in local school communities.

Abstract The disquiet around parent-school relationships is the focus of this study. During transitioning to high school, the boundaries around this relationship changes. Few studies have addressed these changes, particularly from parents’ perspectives. It is parents’ voices which are central to this study. This dissertation uses the standpoint of parents, which is often absent or silent in educational literature and research. Within a critical and constructivist paradigm, and influenced by Institutional Ethnography, two elementary schools (divergent in race, social class, ethnicity and immigrant status) and one high school are the sites for interviews with 14 parents and 13 educators. 11 parents were re-interviewed after their children entered high school. Four questions were addresses: How has parent involvement come to be understood? How is the parent-school relationship experienced by parents and educators? How and why are decisions made around the transition and school choice process? Do parents’ perceptions align/vary from those of educators? Based on historically constructed notions and assumptions, parent involvement is usually understood as a visible and public demonstration of appropriate and caring parenting ignoring interactions outside of the public’s gaze. Illustrated through Parent Council membership, parent involvement is gendered, classed, culturally related and race, ethnic and immigrant status specific. Some parents had more social, cultural, economic and emotional capital to bring to the transition process, while others were marginalized and had to rely on/trust the education system. School and Board policies and procedures were examined and their varied affects on parents’ experiences and choices analysed. Educators assisted in disseminating assumptions around parent-school relationships and contributed to inequitable parent knowledge, partially as a result of too little training. By examining social, economic and cultural positioning of parents within local school communities, positive parent-school relationships can be nurtured, which political pundits and educationalists have failed to accomplish. During transitioning, organization and social discontinuities contributed to parent and school disconnects and constructed borderlands in the parent-child-school relationship. This study evidenced the fragility of the parent-school relationship, especially during this vulnerable time for parents and thus, reflective questions are presented in hope of initiating a crucial conversation in local school communities.

En esta investigación se ha desarrollado un método basado en el análisis de un corpus que facilita la identificación semiautomática del vocabulario especializado, combinando criterios cualitativos y cuantitativos, y en función de las variables de frecuencia, distribución, restricción y representatividad de una unidad léxica en el dominio especializado. Se ha diseñado y recopilado un corpus lingüístico especializado del inglés escrito, profesional y académico, de la Ingeniería de Telecomunicaciones (5,5 millones de palabras).El repertorio obtenido comprende las formas especializadas, con diferentes grados de especialización, estadísticamente más significativas y representativas. Entre ellas se encuentran términos puramente técnicos que no aparecerían en otro dominio, y unidades léxicas propias del lenguaje general, del académico y de otras áreas del saber que adquieren un significado especial en las telecomunicaciones.La caracterización léxica se complementa con el estudio de las relaciones sintagmáticas, mediante la exploración de los colocados contiguos, colocados significativos, combinaciones especializadas y clusters. / A corpus-based method has been developed to facilitate the semi-automatic detection of specialized vocabulary, by combining qualitative and quantitative criteria in relation to the variables of frequency, distribution, restriction and representativiness of a lexical unit in a specialized domain. The specific corpus designed and compiled for research purposes covers the academic and professional written English of Telecommunication Engineering (5.5 millions words).The obtained lexical repertoire is a list of the statistically most significant and representative specialized forms within a range of different degrees of specialization. There are both highly technical terms restricted to the domain and lexical units from the general, academic and other subject areas language, which activate a specialized meaning in telecommunications.The lexical characterization is completed with the study of sintagmatic relations by exploring adjacent collocates, significant collocates, specialized combinations and clusters.

The purpose of this essay is to examine and explain how the Swedish mining court of Stora Kopparberget (the Great Copper Mountain) implemented its judicial legislation between 1641-1682. Questions are asked about which counts of indictments the court tried, which sentences they handed out, in what quantities and how these results looks in comparison with other contemporary courts. The index cards of the court judicial protocols are the primary source of information. The methods are those of quantity- and comparative analysis.The results show that theft of copper ore was the most common crime ransacked by the court. Other common crimes were (in order): sin of omission, transgression of work directions, fights, slander and disdain, trade of stolen ore, failing appearance in court etc.Fines were by far the most common sentence followed by shorter imprisonments, gauntlets, loss of right to mine possession, twig beating, loss of work, penal servitude, banishment, “wooden horse riding” and finally military transcription. Even though previous re-search, in the field of Swedish specialized courts, is almost non existent evidence confirms great similarities between the Stora Kopparberget mining court and Sala mining court. This essay will, hopefully, enrich our knowledge of specialized courts, of 17th century mining industry and society and let us reach a broader understanding of the working conditions of the mountain.

Darbo tikslas. Įvertinti pacientų pasitenkinimą terapinio profilio (neurologo, kardiologo, endokrinologo) ambulatoriškai teikiamomis paslaugomis apskrities ligoninės Konsultacinėje poliklinikoje. Tyrimo metodai. 2008-01-21 – 01-31 apskrities ligoninės Konsultacinėje poliklinikoje atlikta pacientų besikreipiančių neurologo, kardiologo ir endokrinologo konsultacijai anoniminė anketinė apklausa. Išdalinta 400 anketų. Užpildytos 387 anketos (atsako dažnis 96,75%). Statistinė duomenų analizė buvo atlikta personaliniu kompiuteriu, naudojant statistinės analizės SPSS 10.03 programinį paketą. Įvairūs pasitenkinimo aspektai įvertinti pagal Licherto skalę 5 balų sistemoje. Rezultatai. 89,2% respondentų buvo patenkinti arba labai patenkinti paslaugos kokybe. Labiausiai respondentus tenkino neurologo konsultacijos kokybė ir jų pasitenkinimas, išreikštas balų vidurkiu buvo 4,44 iš 5 galimų. 93,7% apklaustųjų buvo patenkinti gydytojų bendravimu. Gydytojų bendravimas labiausiai tenkino neurologo pacientus ir išreikštas balų vidurkiu buvo 4,52. 40,9% respondentų pateko pas gydytojus konsultacijai tą pačią ar kitą dieną, 20,7% - per 3-10 dienų nuo registravimosi. 10,6% respondentų laukė 11-14 dienų, 23,3% pateko po 2-4 savaičių, 4,5% laukė ilgiau nei mėnesį. Laukimo laikas tenkino 65,2% respondentų. Aukštesnio išsilavinimo ar jaunesnio amžiaus respondentai buvo mažiau patenkinti laukimu. Pasitenkinimas kardiologo konsultacijos laukimu buvo didžiausias (4,21 balo). 89,4%... [toliau žr. visą tekstą] / Aim of the study: to evaluate the patients satisfaction with out-patient care services in therapeutic care (neurology, cardiology, and endocrinology) at consultation clinics of county hospital. Material and methods. The anonymous survey was conducted in January 2008 at consultation clinics of county hospital. The sample comprised of patients seeking consultation of neurology, cardiology or endocrinology specialists. Altogether, 400 questionnaires were distributed, out of which 387 counted as properly fulfilled (response rate 96.75%). Statistical data analysis was performed using statistical package „SPSS for Windows 10.03“. The satisfaction items were evaluated using Likert scale (scoring 1 to 5). Results. Altogether, 89.2% of responders were satisfied with the quality of care. Mostly, they were satisfied with neurology consultations (average Likert score 4.44). The communication with physician was also evaluated highly – 93.7% of responders were satisfied with it. Again, this was mostly expressed in neurology (average Likert score 4.52). Access to consultation was different: 40.9% of patients got consultation the same or following day after registration, 20.7% following 3–10 days, 10.6% following 11–14 days, 23.3% following 2–4 weeks, and 4.5% waited for longer than one month. The duration of waiting time was evaluated as satisfactory by 65.2% of responders, with the highest scores in cardiology (average Likert score 4.21). Higher education and younger age was related with... [to full text]

Multilingual terminological resources do not always include valid equivalents of legal terms for two main reasons. Firstly, legal systems can differ from one language community to another and even from one country to another because each has its own history and traditions. As a result, the non-isomorphism between legal and linguistic systems may render the identification of equivalents a particularly challenging task. Secondly, by focusing primarily on the definition of equivalence, a notion widely discussed in translation but not in terminology, the literature does not offer solid and systematic methodologies for assigning terminological equivalents. As a result, there is a lack of criteria to guide both terminologists and translators in the search and validation of equivalent terms. This problem is even more evident in the case of predicative units, such as verbs. Although some terminologists (L‘Homme 1998; Lerat 2002; Lorente 2007) have worked on specialized verbs, terminological equivalence between units that belong to this part of speech would benefit from a thorough study. By proposing a novel methodology to assign the equivalents of specialized verbs, this research aims at defining validation criteria for this kind of predicative units, so as to contribute to a better understanding of the phenomenon of terminological equivalence as well as to the development of multilingual terminography in general, and to the development of legal terminography, in particular. The study uses a Portuguese-English comparable corpus that consists of a single genre of texts, i.e. Supreme Court judgments, from which 100 Portuguese and 100 English specialized verbs were selected. The description of the verbs is based on the theory of Frame Semantics (Fillmore 1976, 1977, 1982, 1985; Fillmore and Atkins 1992), on the FrameNet methodology (Ruppenhofer et al. 2010), as well as on the methodology for compiling specialized lexical resources, such as DiCoInfo (L‘Homme 2008), developed in the Observatoire de linguistique Sens-Texte at the Université de Montréal. The research reviews contributions that have adopted the same theoretical and methodological framework to the compilation of lexical resources and proposes adaptations to the specific objectives of the project. In contrast to the top-down approach adopted by FrameNet lexicographers, the approach described here is bottom-up, i.e. verbs are first analyzed and then grouped into frames for each language separately. Specialized verbs are said to evoke a semantic frame, a sort of conceptual scenario in which a number of mandatory elements (core Frame Elements) play specific roles (e.g. ARGUER, JUDGE, LAW), but specialized verbs are often accompanied by other optional information (non-core Frame Elements), such as the criteria and reasons used by the judge to reach a decision (statutes, codes, previous decisions). The information concerning the semantic frame that each verb evokes was encoded in an xml editor and about twenty contexts illustrating the specific way each specialized verb evokes a given frame were semantically and syntactically annotated. The labels attributed to each semantic frame (e.g. [Compliance], [Verdict]) were used to group together certain synonyms, antonyms as well as equivalent terms. The research identified 165 pairs of candidate equivalents among the 200 Portuguese and English terms that were grouped together into 76 frames. 71% of the pairs of equivalents were considered full equivalents because not only do the verbs evoke the same conceptual scenario but their actantial structures, the linguistic realizations of the actants and their syntactic patterns were similar. 29% of the pairs of equivalents did not entirely meet these criteria and were considered partial equivalents. Reasons for partial equivalence are provided along with illustrative examples. Finally, the study describes the semasiological and onomasiological entry points that JuriDiCo, the bilingual lexical resource compiled during the project, offers to future users. / Les ressources multilingues portant sur le domaine juridique n‘incluent pas toujours d‘équivalents valides pour deux raisons. D‘abord, les systèmes juridiques peuvent différer d‘une communauté linguistique à l‘autre et même d‘un pays à l‘autre, car chacun a son histoire et ses traditions. Par conséquent, le phénomène de la non-isomorphie entre les systèmes juridiques et linguistiques rend difficile la tâche d‘identification des équivalents. En deuxième lieu, en se concentrant surtout sur la définition de la notion d‘équivalence, notion largement débattue en traductologie, mais non suffisamment en terminologie, la littérature ne propose pas de méthodologies solides et systématiques pour identifier les équivalents. On assiste donc à une absence de critères pouvant guider tant les terminologues que les traducteurs dans la recherche et la validation des équivalents des termes. Ce problème est encore plus évident dans le cas d‘unités prédicatives comme les verbes. Bien que certains terminologues (L'Homme, 1998; Lorente et Bevilacqua 2000; Costa et Silva 2004) aient déjà travaillé sur les verbes spécialisés, l‘équivalence terminologique, en ce qui concerne ce type d‘unités, bénéficierait d‘une étude approfondie. En proposant une méthodologie originale pour identifier les équivalents des verbes spécialisés, cette recherche consiste donc à définir des critères de validation de ce type d‘unités prédicatives afin de mieux comprendre le phénomène de l‘équivalence et aussi améliorer les ressources terminologiques multilingues, en général, et les ressources terminologiques multilingues couvrant le domaine juridique, en particulier. Cette étude utilise un corpus comparable portugais-anglais contenant un seul genre de textes, à savoir les décisions des cours suprêmes, à partir duquel 100 verbes spécialisés ont été sélectionnés pour chaque langue. La description des verbes se base sur la théorie de la sémantique des cadres (Fillmore 1976, 1977, 1982, 1985; Fillmore and Atkins 1992), sur la méthodologie de FrameNet (Ruppenhofer et al. 2010), ainsi que sur la méthodologie développée à l‘Observatoire de linguistique Sens-Texte pour compiler des ressources lexicales spécialisées, telles que le DiCoInfo (L‘Homme 2008). La recherche examine d‘autres contributions ayant déjà utilisé ce cadre théorique et méthodologique et propose des adaptations objectives du projet. Au lieu de suivre une démarche descendante comme le font les lexicographes de FrameNet, la démarche que nous décrivons est ascendante, c‘est-à-dire, pour chaque langue séparément, les verbes sont d‘abord analysés puis regroupés par cadres sémantiques. Dans cette recherche, chacun des verbes « évoque » un cadre ou frame, une sorte de scénario conceptuel, dans lequel un certain nombre d‘acteurs obligatoires (core Frame Elements) jouent des rôles spécifiques (le rôle de juge, le rôle d‘appelant, le rôle de la loi). Mis en discours, les termes sont souvent accompagnés d‘autres renseignements optionnels (non-core Frame Elements) comme ceux des critères utilisés par le juge pour rendre une décision (des lois, des codes, d‘autres décisions antérieures). Tous les renseignements concernant les cadres sémantiques que chacun des verbes évoque ont été encodés dans un éditeur xml et une vingtaine de contextes illustrant la façon spécifique dont chacun des verbes évoque un cadre donné ont été annotés. Les étiquettes attribuées à chaque cadre sémantique (ex. [Compliance], [Verdict]) ont servi à relier certains termes synonymes, certains termes antonymes ainsi que des candidats équivalents. Parmi les 200 termes portugais et anglais regroupés en 76 cadres, 165 paires de candidats équivalents ont été identifiés. 71% des paires d‘équivalents sont des équivalents parfaits parce que les verbes évoquent le même scénario conceptuel, leurs structures actancielles sont identiques, les réalisations linguistiques de chacun des actants sont équivalentes, et les patrons syntaxiques des verbes sont similaires. 29% des paires d‘équivalents correspondent à des équivalents partiels parce qu‘ils ne remplissent pas tous ces critères. Au moyen d‘exemples, l‘étude illustre tous les cas de figure observés et termine en présentant les différentes façons dont les futurs utilisateurs peuvent consulter le JuriDiCo, la ressource lexicale qui a été compilée pendant ce projet.