Machado de Assis ensinando direito das sucessões: o conto “Verba testamentária”

Understanding jurisdictional boundaries between law administration and civil law becomes aspect important in education law. This study analyzes position treatise auction in law state administration and the implications of learning law in college high. The method used is qualitative descriptive with a normative approach, focused on the analysis of regulation legislation, including Constitution Number 5 of 1986 concerning State Administrative Court and Regulation implementation auction, as well as relevant literature in civil and administrative law. Research results show that treatise auctions are more appropriately categorized in civil law because they document administrative transaction auctions without decision ties in a way law administration does. Uncertainty jurisdiction between Justice Civil and PTUN confirmed the need for a comprehensive approach to learning law. Implications study. This covers strengthening understanding of normative, studying case treatise auction in the eye, studying law state administration, and integrating interdisciplinary approaches. Thus, students can develop an analysis critical to the system of justice and understand the complexity of jurisdiction law in Indonesia.

This paper aims to analyze the selection of literary texts in Malaysian lower secondary schools. Literary text selection involves two factors, the text and the reader. As the study required in-depth knowledge on both the factors, the research design includes quantitative and qualitative research methods. Research design includes quantitative and qualitative research methods. In the first phase of the study, a cross-sectional survey was conducted. A set of questionnaires containing 150 questions was distributed to 450 respondents from Form One to Form Three in five districts in Perak to address students' views on cultural familiarity of the texts, interest and motivation in reading literary texts, and physical features of the literary texts. In the second phase, six Form Two students participated in a retelling session to identify students' strengths and weaknesses in text comprehension. The findings from quantitative data showed positive results especially on cultural aspects. Students from Form One to Form Three understand the cultural aspects portrayed in the short stories. On the physical aspects of the literary texts, Form Two and Form Three students find the cover of their text book to be unattractive. In terms of students' preference of literary texts, Form One to Form Three students preferred reading foreign texts compared to Asian texts. As for the qualitative data, the session on retelling revealed the participants were able to relate main ideas and supporting details sequence the story line in order and understand text organization. The implication of the research indicates the literary texts selected, caters to Malaysian lower secondary students in Perak.

The paper dwells on functioning of cognitive metaphor in the literary texts. The metaphor in literary text is the active creative mechanism. Many researches focused on the analysis of the development of metaphorical relations, images, concepts that evolve from myth to symbol. The metaphor in the literary text is not just a means of expression, but a way of thinking and knowing the world. The academic novelty of the paper consists in the study of the author’s perception of reality through conceptual images that expand the boundaries of the metaphorical space of the text. The study reveals the ways cognitive metaphors function in the short stories by Lyudmila Petrushevskaya, also describing the author’s individual style, the manner of understanding reality, the peculiarity of author’s thought, her contribution to the development of metaphorization, and the expansion of the metaphorical space of the text. The author’s interpretation of already known symbols, images, concepts is of great importance. A substantive base that forms a metaphor in the work of Petrushevskaya is also relevant, together with the factors that influence the development of metaphorical relations, those events or phenomena that are an incentive for the development of a metaphor in the writer’s work. The paper identifies algorithms of metaphorical transformations, as well as metaphorical structure of cognitive metaphor, typical of author’s way of thinking and individual artistic style.

In this chapter we think about ways of encouraging our students to enjoy literature by themselves by making use of a self-access literature centre. Setting up a literature self-access centre requires planning and resources, the second of which may be in fairly short supply. But even with fairly limited resources it may be possible, with imagination and initiative, to establish a centre of some kind. We begin this chapter by describing a self-access centre and then listing some of the reasons for establishing one. In the rest of the chapter we consider ways in which a centre can be set up and how we can encourage our students to use it.

Studies have shown that literary texts such as short stories have been able to develop students’ interpretative skills as well as provide opportunities for students to enhance their critical thinking skills. This study aimed at investigating the use of short stories on enhancing students’ reaction writing. The purpose of the study was to look into a new method that can assist students in expressing their views and opinions about current issues. Thus, a study was conducted to investigate whether the use of short stories as an authentic material can assist students in enhancing their reaction writing. An experimental study was employed on a group of technical students. A pre-test was administered followed by treatment sessions and finally a post-test before a semi-structured interview was conducted on lecturers. The study gathered data on the lecturers’ perceptions towards the idea of incorporating literary texts in their English language lessons. The findings showed that the use of the short story had assisted students to generate ideas to write their reaction paper although a lot of guidance had to be given by the lecturer. The students as well as the lecturers were optimistic on the idea of incorporating literature in the English language course. However, the choice of literary texts needs to be carefully selected and also students’ interests and needs are taken into consideration in order for them to write their reaction paper.

Considerando os promissores resultados do Direito na Literatura, suas interfaces e conexões, este trabalho busca defender o diálogo interdisciplinar como prática pedagógica na formação da sensibilidade humanística do jurista, tendo como princípio norteador a hermenêutica jurídica e literária. Por meio do método dedutivo, utilizado em pesquisa qualitativa, esta pesquisa engloba a importância da interdisciplinaridade na formação da sensibilidade humanística do jurista, a contribuição da arte literária para o ensino do direito, bem como a análise de dois dos personagens centrais da obra Os miseráveis, de Vitor Hugo, correlacionando-os como estereótipos das concepções positivista e jusnaturalista em relação à lei e a algumas atitudes humanas. Questiona o papel da literatura no ensino jurídico e na constituição do sujeito que ocorre, impreterivelmente, da diversidade, historicidade e sociabilidade. Assumir a postura interdisciplinar do Direito com a Literatura possibilita o rompimento de barreiras que ainda permanecem rígidas, especialmente na tarefa de se repensar o direito e a formação do jurista para além do positivismo jurídico. Portanto, a correlação dessas duas disciplinas, principalmente por se considerar a função emotiva e formadora da Literatura, é uma proposta de estudo interdisciplinar em prol de uma formação jurídica também voltada à formação da sensibilidade humanística do jurista.

In recent years, studies of Law and Literature have grown in Brazilian society. Through these studies, it is possible to improve legal and social training through the analysis of literary works. With a deeper, more complex and enlightening vision, it is possible to have another perspective on the reality of society, the world and social relations. With that in mind, this article intends, through the area of Law in Literature, to demonstrate in the short stories Maria e a Gente we combine not to die, by Conceio Evaristo, the presence of the theory of Criminal Law of the Enemy, through discursive analysis.

The first edition of The Law of Refugee Status (published in 1991) is generally regarded as the seminal text on interpreting the refugee definition set by the UN's 1951 Refugee Convention. Its groundbreaking analysis served as the bedrock for not only much judicial reasoning, but also for a burgeoning academic literature in law and related fields. This second edition builds on the strong critical focus and human rights orientation of the first edition, but undertakes an entirely original analysis of the jurisprudence of leading common law and select civil law states. The authors provide robust responses to the most difficult questions of refugee status in a clear and direct way. The result is a comprehensive and truly global analysis of the central question in asylum law: who is a refugee?

In this paper we deal with the issue of teaching foreign language grammar using literature in secondary schools. The aim of this paper is to propose and provide teachers of French as a foreign language with effective and practical didactic recommendations for teaching the past tenses in French through authentic literary text. Working with a literary text has the potential to contribute to the learner's self-development, to the development of his/her reading and language skills, to the development of critical thinking and other important aspects of his/her personality. The literary text chosen is the Quebec short story "Le petit bonhomme de graisse", which meets the criteria for selecting a text for didactic purposes in terms of content and scope. From a linguodidactic point of view, it corresponds to the language level B1 according to the CEFR, at which the learners are confronted with the chosen grammatical phenomenon and the problem of its application in communicative practice. When developing proposals for didactic procedure for working with the selected text, we come out from Rafajlovičová's research of the assessment of grammatical competence from the year 2016, which shows that the application ability of foreign language learners is significantly lower in comparison with the mechanical formation of grammatical forms. The partial aim of this paper is to contribute to the development of grammatical competence and its application to learners' communicational practice. In proposing activities related to authentic literary text, we take into account Slovak learners in Slovak schools, but nevertheless these proposals are applicable in the educational system of other countries, where French is taught as a foreign language. The topic of past tenses in French is one of the most difficult phenomenon to learn and use in communication, as the Slovak language operates with a different grammatical system. The proposed activities serve for effective teaching and acquisition of past tenses in French, not only their formation, but also their application to common communicative situations.

Sentiment analysis is a relevant task in natural language processing, which is often conducted on Internet texts to analyze reviews of products, services, posts, and comments on social media. Unlike most studies, our work focuses on literary texts in the Russian language written during the emotionally charged period of the early 20th century, when a change in the Russian political system and a fundamental shift in society's way of life occurred as a result of socio-economic upheavals such as wars and revolutions. It is assumed that literary texts from this period should also be rich in emotional vocabulary. The main goal of the research described in this article is to study the correlation between the results of sentiment analysis, performed on the material of Russian short stories using several automatic methods, and the average expert evaluation of the emotions that these same texts evoke in modern readers. The results of the study contribute to understanding the evaluative component of literary works vocabulary and can also be used to build recommendation systems aimed at selecting literary texts for readers.

The article discusses previously unexamined functions of the category of intensity in a literary text. Namely, the primary focus is on modeling the main symbolic antithesis of the story, i. e., "light–darkness", and expressing a child’s worldview within this model. In the first stage, lexical units filling the symbolic light–darkness "frame" were identified. The study relies on a functional-semantic method of describing linguistic units in conjunction with semantic-semiotic symbol modeling. In this literary text, the perceptual image of light, shine, and the colour of fire is conveyed not only by words with light-related semantics such as solntse , sverkat ’ , blestyashchii , ozarit ’ (English sun , sparkle , shiny , illuminate ), and others, but also by colour-related words including krasnyi , zheltyi , ryzhii (English red , yellow , red-haired ), and so on. The signifier of the "darkness" symbol – the perceptual image of darkness – is expressed by such words as vecher , tuchi , potemnet ’ , chernyi , seryi (English evening , clouds , to darken , black , grey ), and others. The signified of the symbol "light" – ‘life, joy, and happiness’ – is represented by words with the semantics of life and joy including khoroshii , schastlivyi , zasmeyat ’ sya , mirit ’ sya (English good , happy , to start laughing , to make up ), and others. The signified of the symbol "darkness" – ‘death, evil, and grudge’ – is represented by plokhoi , rasserdit ’ sya , smert , kladbishche , vojna (English bad , to get angry , death , cemetery , war ), and so on. The research strategy involves incorporating the category of intensity into the symbolic "light–darkness" framework. The category transforms the symbolic schema into living images and shapes the child’s emotional and intellectual familiarisation with the surrounding world manifesting itself in four interconnected distinctive features. These include: 1) the physical motion of humans and nature; 2) the grotesqueness of images as extreme exaggeration; 3) world modelling through Svetlana’s eyes, i. e., the horizontal plane of the surroundings, the lower and the upper worlds; 4) evaluativity and emotionality. Linguistic forms of intensity imbue the symbol components with life, motion, and emotions materialising the struggle between light and darkness through various forms of the physical and psychological worlds. The most common means of expressing intensity are degree adverbs, semelfactive verbs, verbs of motion in homogeneous constructions, intensifying particles such as dazhe , tolko (English even , only ), and the augmentative suffixes - ushch -, - enn - ( bolshushchii , shirochennyi ) (English humongous , very wide ).

This study aims to identify the perceptions of Arabic language students and teachers about using literary texts in the study of Arabic Syntax. To achieve the research objectives, the researcher relied on the analytical approach with the qualitative approach, which collected data using semi-structured interviews with eight students specializing in Arabic and four Arabic language teachers at Perlis Islamic University College (KUIPs) Malaysia. The audio data is transferred to the written text and encoded manually. One of the most important findings of the research is that the students agreed that the employment of literary texts in the study of Arabic grammar helps them practice the language daily through the methods used and master the Arabic grammar by parsing words correctly, and this differs from using ordinary texts because they did not feel enthusiastic and fun while studying Arabic Syntax. Teachers also agreed that employing literary texts in the process of teaching Arabic Syntax helps students to know the correct style of Arabic, as most of the literary language is an eloquent language, and that employing literary texts with examples selected from prose texts and poetic texts, all of which are familiar and usual for students specializing in Arabic language and literature. Based on this, teachers should pay attention to choosing appropriate literary materials, such as short stories, when teaching Arabic Syntax to ensure that students understand the rules better and practice them on the ground.

The article reveals the main properties of winged words, as well as the amount and the sources of winged words borrowed from German into the modern Belarusian literary language.The sources of origin of the winged words are subdivided into singular (primary and secondary) and complex.Primary sources include borrowings of winged words from the German sources exclusively. The primary sources of origin have winged words borrowed from original German sources only (literary texts and the works of folklore, mass communication texts, the names of artworks, the sayings of famous people, anonymous literary texts, the nicknames of famous people and literary characters). Literary texts as the sources of winged words include fiction works (prose works are a novel, a short story; poetic works are a poem, drama, a verse, an epigram; tragedy and drama are dramatic works), biographical works, journalistic works, philosophical works, scientific and popular science works, the texts of musical works (a song, a libretto), etc.Secondary sources promoted the spread of winged words from German and other sources. The secondary origins of the winged words are not original. The main sources of the expressions that have become winged due to their use in secondary sources can be either German (oral-colloquial texts, literary works, anonymous literary texts) or non-German sources (literary and folklore works, the sayings of famous people).Complex (two or more) sources are represented by two diachronic patterns: «Non-German + German», «Non-German + German + Non-German». The author gives special attention to the amount and the origin of those winged words, which came into Belarusian language from non-German sources via German throughout the history.

Direct quotation as a textual strategy has different functions in different text-types. In information- oriented text-types, such as scientific texts, one of the most prominent functions of direct quotations is their contribution to the enhancement of the information load of the text. That is to say, direct quotations in the information – oriented text- type contribute to the ‘ideational meaning’ of the text. In more speaker – oriented and subjective texts, such as advertisements and journalistic texts, direct quotations mostly contribute to the ‘textual meaning’ of the text. Defining direct quotations as a textual strategy and believing that this strategy adds different dimensions of meaning to the semantic realm of a text in different text-types, in this paper the attempt is to see what dimensions of meaning are added to literary texts through using direct quotations and explore the discoursal values of this textual strategy in the literary text-type. For this purpose three literature texts (one short story and 2 poems) were chosen to be analyzed in terms of the presence of direct quotations in the texts with some speculations on their discoursal functions. We found out that direct quotations are ‘thematically motivated’ elements in literature texts, reinforcing the theme of the text and creating aesthetic effect in such texts. On the basis of the findings of our present study, we suggest that there are no generic conventions determining the presence or absence of this textual strategy in different text-types. However, this textual strategy has different functions in different text-types and these values are governed and determined by the communicative intention and attitude of the producer of the text as well the meta function or the overall function of the text-type to which the text belongs.

Novels and short stories can be seen as motivating and authentic materials in English Language classes (Lazar, 1993). It is because novels and short stories are rich in not only language, but also, cultural aspects of the foreign language. Therefore, novels and short stories may act as great sources of language and culture in English as a foreign language classes. The language instructors’ role is important in teaching English through these sources. By the language instructors, the level and needs of the language learners need to be taken into consideration while selecting and using these literary texts. Researchers such as Byram (1989) and Brown(2007) claim that it is not any possible to separate language and culture from each other, for this reason novels and short stories can be seen as great sources both for language and for culture of the target language. Thanks to literary translation, it really is possible to be aware of other cultures of the world with the help of novels and short stories’ translations. In the following paper, it is aimed to show how using novels and short stories in EFL classes may develop students’ knowledge of English while increasing their cultural awareness. In that sense, togetherness of language and culture in language teaching, novels and short stories in the language classroom and ways to overcome cultural problems while using novels and short stories in EFL classes will be presented.