This article addresses the issue about the application of Facultative Arbitration and its effect on the redirection of negotiable behaviors of business and gremials organizations in order to achieve some previous agreement before they submitted to an arbitral tribunal. Furthermore, the authors compare the effects of the strike concept variation on the qualification of this like legal or illegal and its relationship with the emergence of Facultative Arbitration that, as an exceptional measure, complement the collective negotiation. / El presente artículo trata sobre la aplicación del Arbitraje Potestativo y su efecto en la redirección de las conductas negociales de las organizaciones gremiales y empresariales a fin de que logren un acuerdo previo antes de someterse a un tribunal arbitral. Asimismo, los autores comparan los efectos de la variación del concepto del derecho a la huelga en la calificación de esta como legal o ilegal y su relación con la aparición del Arbitraje Potestativo que, como medida excepcional, complementa la negociación colectiva.

Orientador: Charlotte Marie Chambelland Galves / Dissertação (mestrado } - Universidade Estadual de de Campinas, Instituto de Estudos e Linguagem / Made available in DSpace on 2018-08-17T13:36:42Z (GMT). No. of bitstreams: 1 Trannin_Juliana_M.pdf: 800167 bytes, checksum: 30e2556dc8ad5b384f28fac47de1e22b (MD5) Previous issue date: 2010 / Resumo: Este trabalho visa analisar os complementos infinitivos selecionados por verbos causativos na história do Português Europeu. Em português, os causativos podem ocorrer nas construções de predicados complexos (fazer-infinitivo e fazer-por), estruturas de ECM e de infinitivo flexionado, que apresentam propriedades distintas em relação à marcação Casual, à posição do sujeito do verbo encaixado infinitivo e à subida de clíticos. Os objetivos da pesquisa são descrever e analisar as características da sintaxe das construções causativas nas gramáticas do Português Clássico (PCl) e do Português Europeu Moderno (PE), e estudar a variação diacrônica dessas construções para tentar localizar uma possível mudança. A análise está fundamentada na teoria de Princípios e Parâmetros e na perspectiva formal da mudança sintática. Os dados são provenientes de 26 textos escritos por autores nascidos entre os séculos XVI e XIX. A classificação e quantificação das sentenças se basearam em três fatores: tipo de construção, tipo de verbo causativo e transitividade do verbo encaixado. Os resultados indicam uma diminuição do verbo mandar e da construção fazer-por a partir do século XVII, quando aumenta a proporção do verbo fazer e da construção fazer-infinitivo. A frequência de construções de ECM permanece relativamente estável no decorrer do tempo, ocorrendo preferencialmente com o verbo deixar. Os dados mostram ainda uma diminuição das formas dativas do causado nos predicados complexos, relacionada à redução da ocorrência de verbo transitivo no complemento destas construções e à perda do fenômeno de acusativo preposicionado. Além disso, os dados revelam uma tendência à maior adjacência entre os verbos do predicado complexo a partir do século XVII. A mudança nas construções causativas, portanto, parece se localizar no século XVII / Abstract: This work aims to analyse the infinitival complement selected by causative verbs in the history of European Portuguese. In Portuguese, causative verbs can occur in three constructions - complex predicates (fazer-infinitivo and fazer-por), ECM and inflected infinitive structures - which present different properties with respect to casual marking, position of the subordinated infinitive subject and clitic climbing. The goals of this research are to describe and to analyze the syntactic properties of causative constructions in Classical Portuguese (ClP) and Modern European Portuguese (EP) grammars, and to study the diachronic variation of these constructions in order to identify a possible change and compare it to other earlier results of EP. The analyses are based on generative grammar, specifically the Principles and Parameters theory and the syntactic change theory. The data were collected from 26 texts written by Portuguese authors born between the 16th and 19th centuries. The sentences were classified and quantified according to three aspects: type of construction, type of causative verb and transitivity of the subordinated verb. The results reveal that both the causative verb mandar and the fazer-por construction predominated in the 16th and 17th centuries, whereas both the causative verb fazer and the fazer-infinitivo construction predominated in the following centuries. The frequency of the ECM construction remains relatively stable in the course of time and it occurs preferentially with the causative verb deixar. The data shows a decrease of the dative forms of causee, related to the reduction of the occurrence of transitive verb in the infinitive complements and to the loss of the prepositioned accusative. In addition, there is a decrease of the insertion of lexical material inside verbal complexes, which denotes a higher adjacency tendency between verbs from the 17th century on. The change in the causative constructions, therefore, is likely to have happened during the 17th century / Mestrado / Linguistica / Mestre em Linguística

L'étude porte sur la classe des verbes latins en -ficare, tels que aedifico « bâtir une maison » et amplifico « rendre ample ». Ce sont 150 verbes simples et 32 préverbés, répertoriés des premiers siècles de la latinité jusqu'à la mort d'Isidore de Séville, en 636. La mise au point du corpus est fondée sur une distinction concernant la structure morphologique des verbes, qui présentent en premier membre le thème d'un substantif (aedi-fico : aedes « maison ») ou d'un adjectif (ampli-fico : amplus « ample »). Une telle distinction s'est revélée cruciale, à la fois sur le plan sémantique et morphosyntaxique. L'alternance entre actif et déponent ne concerne pas les verbes à premier membre adjectival, mais la voix déponente est assignée à ceux des verbes pour lesquels il existe une construction à verbe-support, où facere [+ support] est associé au substantif à l'accusatif apparaissant en premier membre (par ex. paci-ficor « faire la paix » et pacem facere). Tous les verbes sont considérés comme des verbes composés et non comme des dérivés des adjectifs en -ficus correspondants, mais le premier membre est associable dans le type aedifico au complément d'objet, dans le type amplifico à l'attribut du complément d'objet du verbe facere de la locution verbo-nominale correspondante. Les verbes à premier membre adjectival sont toujours des factitifs, les verbes actifs à premier membre subtantival sont des causatifs, notamment des causatifs lexicaux (par ex. fumifico « faire de la fumée »), où le deuxième membre est associable à facere « produire ». Les verbes à premier membre adjectival, qui correspondent soit à des néologismes à l'intérieur du latin soit à des emprunts au grec, sont très bien représentés dans le latin des auteurs chrétiens et des ouvrages de médecine. / The aim of this study is to describe the class of Latin verbs in -ficare, such as aedifico ‘build a house’ and amplifico ‘amplify’. It examines 150 simple verbs and 32 preverbed verbs, collected from the first centuries of the Latin period to the death of Isidore of Seville in 636. The corpus is based on the morphological distinction between verbs whose first term is a noun stem (such as aedi-fico : aedes ‘house’) and verbs whose first term is an adjectival stem (ampli-fico : amplus ‘ample’). Such a distinction has proved to be crucial both morpho-syntactically and semantically. While the alternation between active voice and deponent voice is not shown in the verbs with an adjectival stem, the deponent voice is assigned to those verbs which coexist with a light verb construction, where facere [+ light verb] governs the noun in the accusative which appears as the first term (paci-ficor ‘to make peace’ and pacem facere). All verbs are interpreted as compound verbs, and not as derivatives from the adjectives in -ficus. In the verbs of the aedifico type, the first term can be associated with the direct object, while in the verbs of the amplifico type, the first term is associated with the predicative adjective of the direct object of facere within the correspondent noun-verb construction. The verbs with an adjectival stem as a first term are always factitive verbs, while the active verbs with a noun stem as a first-term are causatives and more specifically, lexical causatives (fumifico ‘make, produce smoke’), in which the second term is associated with facere ‘produce’. The verbs whose first term is an adjectival stem, which correspond to both neologisms in Latin and borrowings from Greek, are well represented in the Latin language used by Christian authors as well as medical texts.

Adolescent suicide and attempted suicide is an unhealthy practice that involves mental illness which led the suicidal behavior to be an important public health problem globally and in Africa. Suicide prevalence rates in young people in South Africa and in all major ethnic groups are a significant cause for concern. The adolescent mental illness causes sleepless nights on the education system. Though much research has been done on this problem it still remains one of the leading causes of death amongst adolescent learners locally and globally. As a parent and an educator reading news articles, attending memorial services and funerals of adolescent learners who took their own lives, gave me enough reason for actions to be taken in order to find out what is causing adolescents to commit suicide. During this emotional experience as the researcher, I have discovered that the adolescent stage is a very fragile stage. I also discovered that when life stresses strike, coping as an adolescent becomes difficult. This study focuses on an in-depth study of the causative factors of suicide and attempted suicide amongst the adolescent learners of Tshwane North (D3) area. The topic was investigated by means of a literature study and an empirical investigation using a qualitative approach. Data was collected by means of focus group discussion and one to one interview using a tape recorder and taking notes. Participant's answers were analysed individually and compared with all others. Findings shows that adolescent suicide and attempted suicide is a mental disorder that need to be addressed by including physicians and psychologists, upon realizing the warning signs of suicide in order to minimalize the practice. It is also clear that adolescence is a fragile stage of growth and adolescents struggle to cope with life challenges such as peer pressure, parent separations, socialization, pregnancy, chronic illness and academic pressure. It is recommended that NGOs in collaboration with the Health and Education Departments need to take action by organizing workshops to address causative factors of suicide and how to find help when realizing a suicidal adolescent learner. The department of education needs to ensure that adolescent suicide and attempted suicide preventative strategies should be taught from primary school level and be added to life skills subject in all grades. Life Orientation educator's to be trained about adolescent suicide to be well equipped to teach learners on how to recognize warning signs in their peers and friends. / Inclusive Education / M. Ed. (Inclusive Education)

Untersuchungsgegenstand der Dissertation sind sprachliche Strukturen, die aus einer Form des Verbs „machen“ und einer objektsprädikativen Adjektivphrase bestehen. Die Arbeit ist eingebettet in einen konstruktionsgrammatischen Rahmen, nach dem Sprache sich als strukturiertes Inventar von Konstruktionen (Form-Funktions-Beziehungen) beschreiben lässt. Ziele der Arbeit sind a) die korpusbasierte Ermittlung lexikalischer Kollokationen und Gebrauchstendenzen innerhalb der Zielstruktur sowie b) die systematische Beschreibung der damit verbundenen Form-Funktions-Beziehungen. Als Arbeitshypothese wurde übereinstimmend mit bisherigen Arbeiten zum selben sprachlichen Gegenstand eine kausative Bedeutung, also die Kodierung einer Ursache-Wirkung-Relation, angenommen. Da konstruktionsgrammatischen Ansätzen zufolge formale Unterschiede mit Unterschieden auf der Ebene der Funktion korrespondieren sollten, wurde empirisch untersucht, in welchen Fällen formale Unterschiede innerhalb der Zielstruktur tatsächlich systematisch zu unterschiedlichen funktionalen Interpretationen führen. Lexikalische Kollokationen innerhalb der Zielstruktur wurden statistisch anhand von Kollostruktionsanalysen („Covarying Collexeme Analysis“; vgl. Gries/Stefanowitsch, 2004) ermittelt. Zur Beschreibung der Bedeutung oder Funktion dienten Frame-semantische Beschreibungen englischer Verben aus dem FrameNet (vgl. Fillmore/Baker, 2010). Eine wesentliche Beobachtung besteht nun darin, dass entgegen der ursprünglichen Annahme keineswegs alle Vorkommen von „machen“ mit einer objektsprädikativen Adjektivphrase eine Ursache-Wirkung-Relation kodieren. Gerade die in der Kombination mit „machen“ hochfrequenten Adjektive korrelieren signifikant mit abweichenden, nicht im engeren Sinne kausativen, Interpretationen im Sinne der jeweils evozierten semantischen Frames. / This dissertation focuses on combinations of a form of the German verb “machen” with an adjective phrase which, according to a working hypothesis, is said to have a resultative reading. The work is grounded in a Construction Grammar approach, viewing language as a structured inventory of Constructions, i.e. form-function mappings. The aims are a) establishing lexical collocations and usage tendencies within these structures involving “machen” and a resultative adjective phrase, based on corpus studies, and b) describing systematically the relevant form-function mappings. As Construction Grammar approaches predict changes in function corresponding to changes in form, the formal collocations established according to aim a) are systematically analyzed with respect to their respective functional interpretations. The methods used involve a series of „Covarying Collexeme Analyses“ (cf. Gries/Stefanowitsch, 2004) to study lexical collocations within the given formal structure, and the application of frame semantic descriptions of English verbs, as found in FrameNet (cf. Fillmore/Baker, 2010), to the German structures found in the corpora. The results indicate that, contrary to the working hypothesis, a great number of “machen” plus adjective tokens does not lead to a causative or resultative interpretation. Especially the most frequent adjectives combined with “machen” exhibit a significant correlation with structures evoking different, not strictly causative, semantic frames.

Adolescent suicide and attempted suicide is an unhealthy practice that involves mental illness which led the suicidal behavior to be an important public health problem globally and in Africa. Suicide prevalence rates in young people in South Africa and in all major ethnic groups are a significant cause for concern. The adolescent mental illness causes sleepless nights on the education system. Though much research has been done on this problem it still remains one of the leading causes of death amongst adolescent learners locally and globally. As a parent and an educator reading news articles, attending memorial services and funerals of adolescent learners who took their own lives, gave me enough reason for actions to be taken in order to find out what is causing adolescents to commit suicide. During this emotional experience as the researcher, I have discovered that the adolescent stage is a very fragile stage. I also discovered that when life stresses strike, coping as an adolescent becomes difficult. This study focuses on an in-depth study of the causative factors of suicide and attempted suicide amongst the adolescent learners of Tshwane North (D3) area. The topic was investigated by means of a literature study and an empirical investigation using a qualitative approach. Data was collected by means of focus group discussion and one to one interview using a tape recorder and taking notes. Participant's answers were analysed individually and compared with all others. Findings shows that adolescent suicide and attempted suicide is a mental disorder that need to be addressed by including physicians and psychologists, upon realizing the warning signs of suicide in order to minimalize the practice. It is also clear that adolescence is a fragile stage of growth and adolescents struggle to cope with life challenges such as peer pressure, parent separations, socialization, pregnancy, chronic illness and academic pressure. It is recommended that NGOs in collaboration with the Health and Education Departments need to take action by organizing workshops to address causative factors of suicide and how to find help when realizing a suicidal adolescent learner. The department of education needs to ensure that adolescent suicide and attempted suicide preventative strategies should be taught from primary school level and be added to life skills subject in all grades. Life Orientation educator's to be trained about adolescent suicide to be well equipped to teach learners on how to recognize warning signs in their peers and friends. / Inclusive Education / M. Ed. (Inclusive Education)

Behaviour problems are a problem in many secondary schools in Zimbabwe. This study attempts to investigate the causes and manifestations of behaviour problems of adolescent learners and to develop guidelines for teachers on how to assist learners with behaviour problems in the classroom. This is a qualitative study using focus group and semi-structured interviews. The main findings contributing to the causes of behaviour problems among adolescent learners are environmental factors, such as the family and the school and peer pressure. Behaviour problems are manifested by adolescents as disruptive behaviour, aggressive and antisocial behaviour, telling lies and theft. The findings highlight important guidelines, which teachers can use to assist and understand learners with behaviour problems in the classroom. The guidelines present an endeavour to solve problem behaviour in the classroom. / Educational Studies / M.Ed. (Special Needs Education)

Behaviour problems are a problem in many secondary schools in Zimbabwe. This study attempts to investigate the causes and manifestations of behaviour problems of adolescent learners and to develop guidelines for teachers on how to assist learners with behaviour problems in the classroom. This is a qualitative study using focus group and semi-structured interviews. The main findings contributing to the causes of behaviour problems among adolescent learners are environmental factors, such as the family and the school and peer pressure. Behaviour problems are manifested by adolescents as disruptive behaviour, aggressive and antisocial behaviour, telling lies and theft. The findings highlight important guidelines, which teachers can use to assist and understand learners with behaviour problems in the classroom. The guidelines present an endeavour to solve problem behaviour in the classroom. / Educational Studies / M.Ed. (Special Needs Education)