CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / Este trabalho tem como objetivo descrever as diferentes formas e funÃÃes do processo de introduÃÃo referencial. Partindo da noÃÃo de texto como lugar de interaÃÃo; de ReferenciaÃÃo como atividade dinÃmica, sociocognitiva, negociada, e realizada para a construÃÃo de objetos de discurso, defendemos que tal atividade à iniciada por uma inauguraÃÃo do referente manifestada por vÃrias estratÃgias textuais e discursivas, as quais nÃo se limitam a apenas representar a primeira apariÃÃo do referente no texto/discurso. Como pressuposto teÃrico fundamental, revisamos os estudos sobre ReferenciaÃÃo e as propostas classificatÃrias dos processos referenciais para sugerir uma anÃlise diferente das realizadas atualmente na LinguÃstica Textual, que contemplasse as funÃÃes das introduÃÃes referenciais. Observamos os elementos formais e funcionais ativados na introduÃÃo de referentes, em quatro gÃneros textuais distintos, e relacionamos os dados encontrados com os propÃsitos comunicativos do gÃnero em que eles aparecem. Propusemos, dessa forma, um estudo que considerasse os elementos verbais e/ou nÃo verbais presentes na composiÃÃo textual. Assim, optamos por analisar, nesta tese, quarenta textos, divididos em quatro gÃneros textuais jornalÃsticos (a saber, nota jornalÃstica, editorial, charge e tirinha), distribuÃdos em dez exemplares de cada gÃnero textual. Partimos da ideia de que à possÃvel: 1) inaugurar um objeto de discurso sem expressÃo referencial, 2) descrever a construÃÃo de sentido realizada por meio de um amÃlgama entre o verbal e o visual, 3) introduzir um referente utilizando marcas intertextuais, 4) verificar a existÃncia de expressÃes referenciais marcadas com recategorizaÃÃo. A partir dessas hipÃteses, aplicadas à anÃlise de nossa amostra, definimos algumas formas e funÃÃes para esse processo referencial: quanto à forma, encontramos expressÃes referenciais aparentemente neutras, ou seja, sem quaisquer marcas com cargas avaliativas; referentes manifestados por imagens; palavras e/ou imagens com marcas intertextuais; e expressÃes referenciais com marcas explicitamente avaliativas e, portanto, recategorizadoras. Em relaÃÃo à funÃÃo, encontramos o papel jà esperado de inauguraÃÃo dos referentes no texto/discurso; a orientaÃÃo do ponto de vista desde o tÃtulo e ao longo do texto; o encapsulamento de porÃÃes textuais e o âestranhamentoâ inicial sobre o referente, fazendo o leitor buscar, durante a leitura, a confirmaÃÃo de quem à o objeto citado nas palavras e/ou imagens utilizadas no gÃnero textual. / The objective of this work is to describe the different forms and functions of the process of referential introduction. Departing from the notion of the text as the place of interaction; of Referentiation as socio- cognitive, dynamic activity negotiated and realized for the construction of the objects of discourse, we defend that such activity is initiated by an inauguration of the referent manifested by various discursive and textual strategies, of which not limited only to represent the first appearance of the referent in the text/discourse. As fundamental theoretical assumption, we reexamine the studies on Referentiation and the classificatory proposals of the referential processes in order to suggest a different analysis from the ones realized currently in the Textual Linguistics, that used to contemplate on the functions of the referential introductions. We observe the functional and formal elements activated in the introduction of the referents, in four distinctive textual types, and relating the data found to the communicative purpose of the type in which they appear. We proposed, this way, a study that would consider verbal and/or non- verbal elements present in the textual composition. Thus, we opted to analyze in this thesis, forty texts, divided into four journalistic textual types (those are: journalistic note, editorial, charge and comic strip), distributed on ten exemplars of every textual type. Departing from the idea that it is possible to: 1) inaugurate an object of discourse without referential expression, 2) describe the construction of meaning realized through an amalgam between the verbal and the visual, 3) introduce a referent utilizing inter-textual marks, 4) verify the existence of the referential expressions marked with recategarization. From this hypothesis, applied to the analysis of our sample, we defined some forms and functions for this referential process: as to the form, we found referential expressions apparently neutral, namely, without any marks with evaluative weight and, therefore, recategorizing. In relation to the function, we found the already expected role of the inauguration of the referents in the text/discourse; the orientation from the point of view since the tittle and along the text; the encapsulation of the textual portions and the initial Âstrangeness about the referent, making the reader search, during the reading, the confirmation of who the object cited is, in the words and/or the images utilized in the textual type.

Charybdis hellerii (A. Milne-Edwards, 1867), espécie de siri nativa do Indo-Oeste Pacífico, dispersou-se para o mar Mediterrâneo com a abertura do canal de Suez. Em 1987, foi registrada pela primeira vez no Atlântico Ocidental, onde populações estabelecidas são reconhecidas dos EUA ao sul do Brasil. Acredita-se que sua introdução no continente americano teria ocorrido por meio de água de lastro de navios provenientes do mar Mediterrâneo. Por meio de análises moleculares utilizando-se três marcadores genéticos (um nuclear, H3, e dois mitocondriais, COI e 16S rDNA), de forma integrada à morfologia comparativa, realizou-se uma investigação do status taxonômico de C. hellerii e dos aspectos relacionados ao seu histórico de introdução. Para este último fim, objetivou-se: (1) o reconhecimento de regiões de origem e rotas de introdução; (2) a detecção ou não de gargalo genético e (3) de introduções múltiplas. A validade de C. hellerii como uma única entidade foi corroborada por alguns resultados: 100% de similaridade no marcador nuclear; monofilia de C. hellerii nos filogramas construídos com diversas espécies de Thalamitinae; divergência genética intraespecífica (COI - 0 a 4,2% e 16S rDNA - 0 a 0,9%) inferior à interespecífica esperada (COI - 6,2 a 21,5% e 16S rDNA - 3,9 a 15,2%) e total similaridade genética entre indivíduos com características morfológicas distintas. Estruturação genética e morfométrica foi detectada nas localidades nativas (+ mar Mediterrâneo), evidenciando dois grupos: Índico oeste + mar Mediterrâneo e Índico leste + Pacífico. A AMOVA para COI mostrou que 38,739% da diversidade encontrada está entre esses dois grupos (ct = 0,38, p = 0,00). A diferenciação genética entre o Índico e o Pacifico é recorrentemente associada a baixas do nível no mar na conexão entre estes oceanos no Pleistoceno. Essa estruturação nas áreas de origem foi fundamental para a detecção de introduções múltiplas na costa americana. A maior parte dos indivíduos da América se agrupou com o Índico oeste + mar Mediterrâneo, suportando o mar Mediterrâneo como a principal origem das populações americanas. No entanto, o agrupamento de espécimes do sul do Brasil com o grupo Índico leste + Pacífico também revelou introduções provenientes dessa região. Um grupo geneticamente distinto detectado na costa americana e geneticamente mais próximo do Índico leste + Pacífico sugere introdução proveniente de uma localidade não amostrada nas áreas de origem. Para ambos os marcadores mitocondriais, os valores de diversidade haplotípica nas áreas exóticas foram comparáveis aos das de origem e a diversidade nucleotídica foi predominantemente superior nas primeiras em relação às segundas. Estes resultados estão possivelmente relacionados à ocorrência de introduções múltiplas de áreas geneticamente distintas. Dos haplótipos de COI detectados no agrupamento Índico oeste + mar Mediterrâneo, apenas dois não foram encontrados nas populações americanas, sugerindo a não ocorrência de um gargalo genético expressivo. Para a introdução proveniente do Índico oeste + Pacífico, gargalo genético significativo possivelmente ocorreu, uma vez que dos 22 haplótipos encontrados nos 40 espécimes do agrupamento Índico leste + Pacífico, apenas três foram encontrados em quatro dos 87 indivíduos amostrados na América. Por fim, análises moleculares e morfológicas demonstraram que Charybdis variegata, espécies congênere recentemente registrada como uma nova espécie exótica na América, consiste na realidade em mais um exemplar de C. hellerii. / Charybdis hellerii (A. Milne-Edwards, 1867), an invasive swimming crab species native to the Indo-West Pacific, dispersed to the Mediterranean Sea via Suez Canal. In 1987, it was first reported to the western Atlantic, where self-maintaining populations are currently found from the USA to southern Brazil. It is suggested that animals were transported to America in their larval stages through ballast water from ships probably loaded at Mediterranean ports. An integrative approach of morphological and molecular analyses using three molecular markers (one nuclear, H3 and two mitochondrial, COI and 16S rDNA) was performed in order to check the taxonomic status of C. hellerii and investigate its introduction history. For the latter purpose, this study aimed: (1) to track potential sources, routes of introduction, (2) assess the occurrence or not of multiple introductions and (3) of genetic bottlenecks. C. hellerii was confirmed as a single entity according to the following results: 100% of similarity for the nuclear marker; monophyly of C. hellerii clade in the phylograms including several species of the subfamily Thalamitinae; intraspecific genetic diversity (COI - 0 to 4.2% and 16S rDNA - 0 to 0.9%) inferior to interspecific value expected for the studied loci (COI - 6.2 to 21.5% and 16S rDNA - 3.9 a 15.2%) and total genetic similarity of individuals with different morphological traits. Genetic and morphometric structure was detected in C. hellerii native range (and the Mediterranean Sea), showing two groups: Western Indian Ocean + Mediterranean Sea and Eastern Indian + Pacific Oceans. The AMOVA results for COI revealed that 38.739% of variation was between both groups (ct = 0.38, p = 0.00). This genetic break between the Pacific and Indian Oceans is constantly associated with sea level fluctuations in the connection between both Oceans during the Pleistocene glaciation events. This genetic structure allowed the detection of independent introduction events along the American coast. As most animals from this exotic range were clustered with the Western Indian Ocean + Mediterranean Sea group, the Mediterranean populations were supported as the main source of the American ones. However, the cluster of animals from the southern Brazil with the Eastern Indian + Pacific Oceans group indicated that introductions from these native regions might also have occurred. A third group found solely in the American range and genetically related to Eastern Indian + Pacific also suggested introductions from an unsampled locality of native range. The haplotype diversities of American localities were comparable to those of source ones, whereas the nucleotide diversities were predominantly higher in the non-native localities. These diversity indexes results might be related to the occurrence of multiple introductions from genetic distinct areas. Among all haplotypes of the Indian Ocean + Mediterranean Sea cluster, only two were not found in America, what suggests no expressive bottleneck in the introduction from this source. However, a genetic bottleneck might explain the low number of equal haplotypes between the Eastern Indian + Pacific Ocean cluster and the Atlantic range. Only three haplotypes were detected in four specimens out of 87 collected in American localities in comparison to 22 found in the native group. In addition, the molecular and morphological analyses confirmed that a congeneric species, Charybdis variegata, recently recorded on the American coast, is actually another C. hellerii specimen.

O trabalho reflete uma pesquisa sobre o processo de ensino e aprendizagem inicial do teatro, desenvolvido pela própria pesquisadora, no ano de 2007, que tem como sujeitos os alunos participantes do Curso de Extensão Introdução à interpretação Teatral: Corpo, Voz, Ação, do Departamento de Arte Dramática do Instituto de Artes da Universidade Federal do Rio Grande do Sul. O estudo busca compreender como os alunos que frequentaram o Curso caracterizam o processo de iniciação teatral em que estiveram inseridos. A partir dos depoimentos desses sujeitos, analisados de acordo com as teorias de Constantin Stanislavski, Jean Piaget, Viola Spolin, Sandra Chacra, Ingrid Koudela, dentre outros, considera-se que a "interação" é um dos aspectos constitutivos da arte teatral, que se desenvolve na medida da relação do ator consigo mesmo e com o mundo que o cerca, no sentido da progressiva "descentração". Nessa direção, o desenvolvimento das capacidades de "ver e ouvir" é compreendido como um caminho possível para o estabelecimento de uma ação consciente e presente durante a cena teatral. / This research expose a theoretical reflection regarding the learning process developed by its own author in 2007, which subjects analyzed were students who have attended the academic course Introduction to the Theatrical Interpretation: voice, body and action, offered to the community by the Institute of Arts' Theater Chapter, UFRGS. This scientific contribution was proposed in order to understand how those students realized the theatrical introduction process in which they were evolved with. Their speeches were analyzed under the theories of Constantin Stanislavski, Jean Piaget, Viola Spolin, Sandra Chacra, Ingrid Koudela. The research's outcome brought into light the interaction as a constitutive part of the Art of Theater, that is developed whereas starts the relationship between the actor, itself and the beyond context, achieving a relative conscioness called "descentração". In this perception level, the development of the capacity of seeing and listening is an important way to achieve a conscious and present action during the theatrical scene.

Esta pesquisa tem como objetivo principal analisar as condições de ensino de Contabilidade Introdutória, no curso de Graduação em Ciências Contábeis nas 90(noventa) universidades públicas brasileiras, por meio de levantamento de dados visando: 1. Conhecer os métodos e meios de ensino utilizados na disciplina, bem como avaliar o interesse de seus professores pela utilização de tecnologias educacionais (uso de computadores na educação, softwares educativos, videoconferência etc.); 2. Conhecer a estrutura dos departamentos, para a utilização das tecnologias supra mencionadas. Para a execução deste propósito os professores foram consultados por meio de questionários enviados por correio eletrônico. Nos questionários procurou-se investigar sobre a distribuição do conteúdo programático, sobre a qualificação do corpo docente, a bibliografia adotada, a metodologia de ensino aplicada, a estrutura dos departamentos, a utilização de softwares aplicativos nas atividades didáticas e o interesse por software educativo. No período de março a agosto de 2001, atenderam à pesquisa 22 universidades que representam 24% da população alvo. Dos resultados obtidos constatou-se que 100% dos professores, utilizam o estilo de aula expositiva, muito embora a mesma proporção deseja utilizar software educativo para o ensino de Contabilidade, bem como acredita no aprimoramento do processo de ensino e aprendizagem com a utilização de tal ferramenta. Foi possível ainda identificar que mais da metade obedece ao regime de tempo integral de serviço; 30% já possui o título de Mestre em Contabilidade, além de 73% possuir experiência profissional em departamentos de contabilidade. / The main purpose of this research is to analyse the conditions of accounting teaching in Accountancy in Brazilian public universities from the survey. The work aims at: 1. Know the teaching methods and teaching means used on the discipline Financial Accounting or Introduction to Accounting courses, as well as to evaluate the interest of your professors in using educational technologies (use of computers with educational purposes, software, videoconference etc.); 2. Verify the infrastructure of the departments of public universities that have the course of Accountancy, in order to check which ones have conditions for the development of educational technologies mentioned. In order to analyse the current situation, professors of ninety Brazilian public universities (all of them have Accountancy as a under faculty members) were asked. These professors teach introduction courses. Considering the period between March and August of 2001, 22 universities attended to the research, which means 24% of the target population. The results show that 100% of professors of the introduction courses still deliver lectures (without interaction), despite all of them want to use educational software to teach Accounting. They believe the teaching/learning process would improve with such a tool. It was still possible to identify that more of the half obeys the regime of integral time of service; 30% already possess Master's title in Accounting, besides 73% to possess professional experience in accounting departments.

Les activités humaines sont à l’origine de profondes modifications de la distribution naturelle des espèces. Les introductions d’espèces sont en particulier à l’origine de contacts secondaires entre espèces non isolées reproductivement et ayant divergé en allopatrie. Cette situation est un cas d’étude particulièrement intéressant pour étudier des processus éco-évolutifs, tels que la coexistence d’espèces occupant de même niches écologiques ou les flux de gènes contemporains (i.e. hybridation et introgression) entre espèces indigènes et non-indigènes. Cette thèse s’est ainsi intéressée aux interactions écologiques et génomiques entre deux ascidies congénériques et interfertiles, Ciona robusta et Ciona intestinalis. Ces deux ascidies, abondantes dans les habitats portuaires, sont en sympatrie en Manche Occidentale suite à l’introduction récente de C. robusta (supposée originaire du Pacifique Nord-Ouest) dans l’aire de distribution naturelle de C. intestinalis. Par une étude de la distribution spatiale et temporelle (inter-saisonnière et inter- annuelle) des adultes des deux espèces et de la sédentarisation de leurs juvéniles, nous avons montré que les deux espèces coexistent de façon durable, au sein de communautés similaires, à l’échelle régionale. Elles vivent en syntopie dans la majorité des habitats portuaires étudiés, bien qu’il existe une importante dynamique saisonnière de leur abondance relative : C. robusta est surtout présente en fin d’été et en automne, et toujours en moindre abondance par rapport à sa congénère indigène. Cette syntopie, l’interfertilité des deux espèces et le synchronisme de leur maturité sexuelle indiquent un potentiel d’hybridation important entre les deux espèces. L’hybridation réalisée est pourtant faible, comme montré avec quatre marqueurs moléculaires diagnostiques des deux espèces, analysés sur plus de 3000 individus : seulement 4% des individus présentent des génotypes compatibles avec de l’hybridation ou de l’introgression. Ces résultats ont été complétés par une étude de génomique des populations (310 marqueurs SNPs et 450 individus collectés dans différents océans) : ils confirment que les flux de gènes interspécifiques sont très rares. Par ailleurs, les rares locus présentant du polymorphisme partagé montrent un taux d’introgression hétérogène, et l’introgression est également observée dans des localités où seule l’une des espèces existe (ex. côtes américaines et chiliennes). L’ensemble des résultats génétiques et génomiques indiquent que le flux de gènes interspécifique observé résulte d’introgressions anciennes (probablement au Pléistocène) et non contemporaines. Une dernière étude menée à l’échelle mondiale avec des marqueurs mitochondriaux a par ailleurs permis de montrer que les processus d’introduction de C. robusta diffèrent selon les régions d’introduction et pose la question du statut réellement non-indigène des deux espèces dans certaines régions. Ainsi, cette thèse a montré la (quasi)-absence d’hybridation actuelle entre C. robusta et C. intestinalis, en situation de syntopie. Elle ouvre des perspectives quant à l’étude des mécanismes d’isolement reproductif entre ces deux espèces. La question du devenir à long terme des deux espèces, qui par leur coexistence étroite sont en compétition, est posée. Cette compétition pourrait être modulée par leurs préférences environnementales et les changements climatiques en cours dans l’Atlantique Nord. Enfin, cette thèse illustre comment des processus contemporains et anciens interagissent pour façonner la distribution et l’évolution des espèces, la structure génétique de leurs populations et l’architecture de leur génome. / Human activities severely alter species ranges that have been built on evolutionary time scales, and biological introductions promote secondary contacts between non-reproductively isolated species that were in allopatry. Such a situation is a very interesting case-study to examine eco-evolutionary processes, for instance coexistence between species sharing the same ecological niche or inter-specific gene flow (i.e. hybridization and introgression) between native and non-native species. This PhD thesis studied ecological and genomic interactions between two biologically similar, interfertile and congeneric tunicates, namely Ciona robusta and Ciona intestinalis. They are both abundant in harbours and marinas. They are sympatric in the Western English Channel because of the recent introduction of C. robusta (putatively native to Asia) in the natural range of C. intestinalis. Based on spatial and temporal (seasons and years) adult abundance data and examination of recruitment patterns of the two species, we showed that the two species are sustainably coexisting at a regional scale in Brittany, within similar communities. They live in syntopy in most of the study marinas. However, there are significant changes in their relative abundance through time: C. robusta is mostly present at the end of the summer and in the autumn, although always being less abundant than its native congener. Syntopy, interfertility between the two species and synchronous sexual maturity all indicated a high likelihood of hybridization between the two species. The realized hybridization is however very low, as shown by 4 species-diagnostic molecular markers genotyped over more than 3000 individuals: only 4% of the individuals displayed a genotype compatible with hybridization or introgression. This result has been confirmed with a population genomics study (310 SNPs; 450 individuals collected worldwide): inter-specific gene flow is very low. In addition, the few loci showing shared polymorphism displayed variable introgression rates and introgression was observed even in allopatric localities (where only one of the two species exists nowadays). Overall, the genetic and genomic results indicate that interspecific gene flow is most likely due to past introgression events (that may have occurred during the Pleistocene). Finally, a study carried out at a worldwide scale with two mitochondrial loci, showed that the introduction processes of C. robusta are different among the introduced regions. This study also questions the non-native status of the two Ciona species in some regions. This work showed the near absence of contemporary hybridization between C. robusta and C. intestinalis, even in syntopy, opening new research perspectives about the mechanisms preventing their reproduction in the wild. It also questions the fate of these two competing species; this competition may depend on the interaction between their specific environmental preferences and on on-going climatic changes in the North Atlantic. Altogether, this work illustrates the interplay between contemporary and past processes on species distribution and evolution, population genetic structure and genomic architecture.

The requirement of the South African Qualifications Authority (SAQA) for unit standards to be written for all fields of learning has given music educators a unique opportunity to identify the needs of the whole community and reassess the priorities of music education in South Africa. The field of African musics poses some special problems because it has been excluded from the curriculum in the past and because the informal learning traditions need careful attention if they are to be adapted to formal learning contexts. A simple substitution of African for Western music theory, history and instrumental practice is not an appropriate course of action, as African musics are rooted in a philosophical framework that is quite different from that of Western music. In order for culturally appropriate unit standards to be written, a philosophical basis of African music-making must first be identified from a study of African music practices. Secondly, an examination of the general principles of the musics of South Africa, with judicious examples taken from other parts of Africa will guide the approach to the writing of unit standards for African musics. Curriculum frameworks from other countries which have developed standards within an outcomes-based education (OBE) context, and the specific outcomes for Arts and Culture, are the third element to inform the writing of unit standards for African musics. The problems of implementation are various, including the shift from informal learning contexts to formal, but in the praxial approach to music education this dilemma can potentially be resolved. Most pressing are the limited resources of provincial education departments, and an emphasis on training to develop the musicianship of educators is of primary importance. African musics in the curriculum will require not only fresh musical material but also a shift in approach, incorporating the community values of the music which affirm the processes of music-making. / Dissertation (MMus)--University of Pretoria, 2006. / Music / unrestricted

The purpose of this study was to explore the relationship between learning styles and the choice of learning environment for Hospitality and Tourism undergraduate students. An anonymous two-part survey was sent to the instructors of Introduction to Hospitality and Tourism Management courses (both online and face-to-face) in four schools in the state of Florida. The survey was designed to gather information related to the following three research questions related to MBTI profiles for undergraduate students in attempt to identify differences between students enrolled in online classes and those in face-to-face classes. In order to determine the probability of predicting course choice behavior of undergraduate Hospitality and Tourism students, the following factors were controlled in this research: age; gender; enrollment status; employment status; university; whether they had taken an online course previously in high school, college, or other places; how many online courses they previously took; and who helped them select the delivery mode of their courses. There were 323 usable responses, which included a majority of the most common types as ESTJ. When the differences between online and face-to-face course students were analyzed through chi-square tests, the results showed significant differences between two groups for all four profiles. Overall, the most common profile for face-to-face students was ESTJ, while the most common profile for online students were ISTP. In order to examine the unique contribution of learning styles on Hospitality and Tourism students’ course choice, a hierarchical logistic regression model was used. The results of the model indicated that only profile one (P1) and profile four (P4) were significant predictors among the four profiles, along with the total number of online courses previously taken. The conclusions suggested that by looking at P1, P4, and toc1, with a 95% confidence level, the probability of students choosing face-to-face classes can be predicted if the students are extrovert, judging, and previously had taken less than five online courses. If learning styles can be determined ahead of time, students can choose appropriate courses, instructors can develop teaching strategies that will match students’ desirable learning styles, and the number of face-to-face and online courses can be adjusted in each program to offer an appropriate number of courses each semester.

This diploma thesis deals with the prospect of introducing the euro in the Czech Republic under the actual circumstances. The process of entering the Economic and Monetary Union is described, as well as the criteria comparison of nominal and real convergence and the hitherto development of fulfilment of conditions for introducing the euro in the Czech Republic. The other part of the diploma work compares, according to some chosen data, the development of Czech and Slovak Economies in 2004-2008, when both countries had their national currencies, and in 2009 when euro was introduced in the Slovak Republic. The aim of the analysis is to show, whether it is more beneficial for the economy to introduce euro in the current economic crisis and the prospects of euro introduction in the Czech Republic.

Masters thesis creates project of public transport in Česká Třebová. Confronts the current situation in the city with its needs and taking account of the planned solution to the traffic situation creates new and better project.

The author of this thesis deals with the criminal liability of legal persons. Compares the concept of criminal liability of legal persons established in 2012 in the Czech Republic with foreign laws. It deals with the arguments of supporters and opponents of implementation, as compared to criminal and administrative sanctions of legal persons. The author critically assesses the reasons which led to the adoption of the law on criminal liability of legal persons and proceedings against them. There is also a description of the problematic provisions of this Act. The main attention is devoted to analyzing the impact of the introduction of criminal liability of legal persons for the functioning of individual legal entities.