Umfassende und konsistente Darstellung der Syntax des Filipino (Tagalog) mit mehr als 1000 Sätzen und Phrasen, die authentisch Umgangs- und Schriftsprache des modernen Filipino widerspiegeln. Unter maßgeblicher Beteiligung vieler Muttersprachler "vor Ort" wurde die sprachliche Wirklichkeit erfasst, und darauf basierend konnte die grammatische Analyse erarbeitet werden, ohne sich an von anderen Sprachen übernommene syntaktische Modelle anzulehnen. Als wesentliche Eigenschaft der Sprache wird gesehen, dass durch vorangestellte Bestimmungswörter die syntaktische Funktion der Satzglieder (Phrasen) festgelegt wird. Die filipinische Sprache besitzt sechs dieser Funktionsphrasen, zwei davon sind Prädikat und Subjekt. Die inhaltliche Aussage der Phrasen wird durch Inhaltswörter realisiert, deren Klassen den Wortarten wie Verb oder Nomen vergleichbar sind. Entscheidend wird die Syntax durch die häufig verwendeten enklitischen Konstruktionen beeinflusst. Die Analyse zusammengesetzter Sätze wird dadurch geprägt, dass der syntaktische Aufbau der unterschiedlichen Teilsätze (wie Haupt- und Nebensatz) nahezu gleich ist. Zusätzlich zur Syntax werden die zum Verständnis notwendigen Elemente von Phonologie und Morphologie dargestellt. Ausführlich und kritisch wird die hier vorgestellte grammatische Analyse mit Arbeiten der verschiedenen linguistischen Schulen über Filipino (Tagalog) verglichen. / Comprehensive and consistent presentation of the syntax of the Filipino (Tagalog) language supported by more than 1000 sentences and phrases authentically reflecting up-to-date written and colloquial Filipino. With decisive participation of many native speakers "on the spot", the true language reality was captured and became the foundation of the grammatical analysis avoiding the need to rely on syntactical models appropriate to other languages. In Filipino, the syntactical function of the phrases of the sentence is marked by a class of determiners. This is considered as essential feature of the language. There are six of those function phrases, two of them predicate and subject. The semantic message of the phrases is realized by content words which can be categorized into classes comparable to conventional parts of speech (e.g. verb or noun). Decisively, the syntax is influenced by the frequent use of enclitic constructions. Crucial for the build-up of compound sentences is the fact that, in principle, all kinds of clauses have the same syntactical structure. Additionally, some basic elements of Filipino phonoloyg and morphology are presented. Comprehensively, works of the different linguistic schools about Filipino (Tagalog) are critically reviewed.

The master thesis "The Fall of Ferdinand Marcos and the Transition to Democracy in the Philippines" deals with the analysis of politico-historical development of the Philippines and the aim is describe the fall of nondemocratic regime and the subseguent transition do democracy. The attention is paid to the role and tactics of opposition groups among which leadership stakes took place during democratic consolidation. To be place into the context the master thesis deals as well with historical development of political system and its practise.

Umfassende Darstellung der Syntax des Filipino (Tagalog) mit mehr als 2000 Sätzen und Phrasen, die authentisch Umgangs- und Schriftsprache des modernen Filipino widerspiegeln. Unter maßgeblicher Beteiligung vieler Muttersprachler 'vor Ort' wurde die sprachliche Wirklichkeit erfasst, und darauf basierend konnte die grammatische Analyse erarbeitet werden, ohne sich an von anderen Sprachen übernommene syntaktische Modelle anzulehnen. Als wesentliche Eigenschaft der Sprache wird gesehen, dass durch vorangestellte Bestimmungswörter die syntaktische Funktion der Satzglieder (Phrasen) festgelegt wird. Die filipinische Sprache besitzt sechs dieser Funktionsphrasen, zwei davon sind Prädikat und Subjekt. Die inhaltliche Aussage der Phrasen wird durch Inhaltswörter realisiert, deren Klassen den Wortarten wie Verb oder Nomen vergleichbar sind. Entscheidend wird die Syntax durch die häufig verwendeten enklitischen Konstruktionen beeinflusst. Die Analyse zusammengesetzter Sätze wird dadurch geprägt, dass der syntaktische Aufbau der unterschiedlichen Teilsätze (wie Haupt- und Nebensatz) nahezu gleich ist. Zusätzlich zur Syntax werden die zum Verständnis notwendigen Elemente von Phonologie und Morphologie dargestellt. Ausführlich und kritisch wird die hier vorgestellte grammatische Analyse mit Arbeiten der verschiedenen linguistischen Schulen über Filipino (Tagalog) verglichen. Der deutschsprachige Teil der vorliegende Arbeit ist eine verbesserte Ausgabe der elektronischen Publikation A. Möller, Syntax der filipinischen Sprache, 2010 (http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-37909). Angefügt ist eine Fassung in filipinischer Sprache Palaugnayan ng Wikang Filipino.:Teil 1: Syntax der filipinischen Sprache Seiten S 1 - 688 Teil 2: Palaugnayan ng Wikang Filipino (Übersetzung von Teil 1 in die filipinische Sprache) Seiten P 1 - 616 / Comprehensive and consistent presentation of the syntax of the Filipino (Tagalog) language supported by more than 2000 sentences and phrases authentically reflecting up-to-date written and colloquial Filipino. With decisive participation of many native speakers 'on the spot', the true language reality was captured and became the foundation of the grammatical analysis avoiding the need to rely on syntactical models appropriate to other languages. In Filipino, the syntactical function of the phrases of the sentence is marked by a class of determiners. This is considered as essential feature of the language. There are six of those function phrases, two of them predicate and subject. The semantic message of the phrases is realized by content words which can be categorized into classes comparable to conventional parts of speech (e.g. verb or noun). Decisively, the syntax is influenced by the frequent use of enclitic constructions. Crucial for the build-up of compound sentences is the fact that, in principle, all kinds of clauses have the same syntactical structure. Additionally, some basic elements of Filipino phonology and morphology are presented. Comprehensively, works of the different linguistic schools about Filipino (Tagalog) are critically reviewed. The present paper is an improved edition in German and Filipino language of the electronic publication A. Möller, Syntax der filipinischen Sprache, 2010 http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-37909).:Teil 1: Syntax der filipinischen Sprache Seiten S 1 - 688 Teil 2: Palaugnayan ng Wikang Filipino (Übersetzung von Teil 1 in die filipinische Sprache) Seiten P 1 - 616

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What human rights or fundamental rights of stakeholders do insolvency norms and laws affect? Will a human rights perspective help in striking a balance between the affected stakeholders? These are the primary questions addressed in this thesis. The idea that human rights values are relevant to he theoretical discussion about insolvency policy is relatively novel. Insolvency after all conjures images of banks and other creditors who are simply attempting to recover their investment. A thorough examination of the dynamics of insolvency however reveals that insolvency is not just about debt collection. It is a complex process that also implicates interests and stakes beyond the interest of banks and other creditors. Globalization further exacerbates this complexity, more so under circumstances of economic decline in the world economy. Using literature review and interdisciplinary or critical legal analysis as methods, the thesis analyzes the axiology of corporate insolvency. While “law and economics” has been identified as an influential value in policy formulation, normative values like human rights were identified to be equally relevant. The thesis draws upon stakeholder theory and corporate responsibility vis-à-vis human rights law to lay the foundation for stakeholder conflict analysis in the context of corporate insolvencies. Concluding that the likely conflict situations in corporate insolvency involve human rights, the thesis suggests the use of the proportionality principle as a balancing tool. In the functional part of the thesis, the author analyzes the relevant provisions of the Philippine insolvency law and singles out the conceptual disconnect of the law with mainstream stakeholder theory in the way it defines the term “stakeholder.”

In many cases, the need to survive has been the reason for many individuals to leave their country and to start anew in a foreign land. Indeed, migration has played its role as one of the solutions to struggle against poverty among many migrants. Nevertheless, migration can also be an excellent way to improve or develop one’s linguistic, professional and cultural competencies. And one way of doing this is to be part of the au pair cultural exchange program. The interest to be an au pair as well as the interest to have an au pair has been the subject of colorful debates in Denmark, and pushing politicians to make an action due to reports of abuse by many host families. Where the au pair program will end up is still a question hanging up in the air. This study is about the journey of many young and educated Filipino migrants who have decided to embark on the au pair expedition. The theme is anchored on deprofessionalization and deskilling. Transnationalism, civic culture and cultural citizenship, and media are the central theories of the study. Feedback from the participants indicates that there is a need to shift the discussion and focus. It is also important that the au pairs’ knowledge and skills are recognized. The study recommends further research on how participatory communication can be utilized or applied to engage all the stakeholders: au pairs, host family, social organizations, sending and receiving countries, and mass media, in finding long term solutions. The ‘cultural exchange or cheap labor’ argument must not be ignored; however, debates should not be limited to this alone. Most of the au pairs are educated. Recognition of such qualifications must be done to create a new arena for discussions. Oftentimes, many au pairs themselves do not see this side of their background as something valuable. From a communication for development perspective, behaviour change- the au pairs should not see themselves as domestic workers, but as educated migrants, and this must be promoted and advocated, so that au pairs and members of the host society can acknowledge this unknown aspect of these unsung migrants. They are education migrants; it is only right and logical that the au pairs are supported to enhance their qualifications. Deprofessionalization and deskilling must be avoided.

Educational leadership preparation is not an explicit priority in the scholastic formation of future Catholic priests in the Philippines. Consequently, there may be those assigned to lead in parochial mission schools early on in their ordained ministry but lack leadership training and experience. Thus, this study sought to answer the following research questions: What are the experiences of educational leadership successes and challenges of newly ordained Jesuit priests assigned as directors of Jesuit mission high schools in the Philippines? What are the perceptions of newly ordained Jesuit priests assigned as directors of Jesuit mission high schools in the Philippines on how their seminary formation contributed to their preparation as school leaders? This phenomenological research explored the experiences of seven first-time Jesuit school directors of mission high schools in the Southern Philippines and examined their perceptions about the leadership formation that they received as seminarians before being missioned to the ministry of leading high-needs schools in the peripheries of rural Philippines. Through a modified educational leadership preparation framework presented originally by Capper, Theoharis, and Sebastian (2006), I analyzed the qualitative data from the field and determined how the participants’ peculiar leadership experiences and keen assessment of their seminary formation can inform enhancements in the Jesuit leadership formation’s context-specific curriculum, andragogy, and holistic evaluation to prepare future Jesuit educational leaders’ critical consciousness and socially just leadership knowledge and skills. In line with this, I recommended the institutionalization of programmatic leadership training modules for Jesuits before they are missioned as first-time school directors.