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Introducción
(2021)
El presente volumen se caracteriza por dos pilares temáticos. En la primera parte, reúne contribuciones sobre cuestiones generales del derecho colombiano administrativo y de responsabilidad del Estado, en lo cual también se adopta una perspectiva de derecho comparado con el ordenamiento jurídico alemán. La segunda parte está dedicada a las diferentes facetas del debate sobre la sostenibilidad y su marco normativo en la legislación colombiana y ecuatoriana
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La obra en español (con prólogo e introducción bilingües), está basada en una serie de eventos académicos realizados en Bogotá que comprenden dos pilares temáticos. En la primera parte, se reúnen contribuciones sobre cuestiones generales del derecho administrativo y de responsabilidad estatal colombiano, que también incluye una perspectiva jurídica comparativa con el sistema jurídico alemán. La segunda parte está dedicada a diferentes facetas del debate sobre la sostenibilidad y sumarco normativo en el derecho colombiano y ecuatoriano.
Investigations focusing on the social criticism in La Regenta (1884-1885) by Leopoldo Alas «Clarín» have constantly referred to the unmasking of society’s hypocrisy and provincialism through the implementation of satire and irony in the novel. This observation, though, has to be defined more clearly. Vetustan society, specifically the bourgeoisie, is characterized primarily by the incessant exhibition of supposed wisdom and intelligentsia in public to generate social prestige and power. By analyzing the narrative strategies which are related to the composition of the secondary characters, the role of two specific public venues (Casino and Theatre of Vetusta) and the (de)construction of P. Ronzal, P. Guimarán and S. Bermúdez in the novel, this article illustrates how false wisdom and pseudo-intelligentsia become central motifs regarding social criticism in La Regenta.
In the wake of the general tendency towards slow cinema which has been evolving in Mexican cinema, cinematographic devices have gained importance not only with regard to the construction of a persuasive narrative but also in terms of the aesthetic constitution of the movie itself. Not only is this observation evident in the absence of camera movements but also in the semiotic depth of mise en scène resulting from this circumstance. Natalia Almada’s movie Todo lo demás (2016) provides an impressive example of both the repercussions of this technique in the representation of loneliness as well as the suggestive power of the scenographical composition. Hence, the ensuing analysis of those scenes referring to water is to elucidate the semiotics of mise en scène and its influence on the representation of the main character and the repetitive routine constricting her freedom.
This article summarises an examination of sentence patterns in modern European standard Spanish, in order to give an answer to the following questions: How many different sentence patterns are there and which are the most frequent patterns in modern European Spanish? Based on the principles of verb valency, as established by Lucien Tesnière and further developed by Ulrich Engel and others, a corpus of 500 sentences is analysed, identifying the sentence patterns of the main clauses. The analysis shows 19 different sentence patterns, the most frequent of which is p-s-cd, that is, predicate – subject – direct object. Subsequently, the results are compared to those of a different study on Spanish sentence patterns.
The normative use of past tenses is supposed to be a big challenge for learners of Spanish. Although they might understand the grammatical chapter in theory, adequate past tense use in spontaneous oral production is not guaranteed. Morphological errors, overgeneralizations of tenses and interferences with other languages characterize the interlanguage of the learners. Based on two corpuses, we analyse how the past tense use differs between secondary school students from Austria and Romance polyglots. Qualitative and quantitative analyses show that polyglot speakers surpass the secondary school students in some areas such as the distinction of verbal aspect. However, the students tend less to use the perfecto compuesto in an inadequate way in narration.
In this paper, the different uses and functions of (yo) pienso (que) are analysed. The examples demonstrate that (yo) pienso (que) fulfils various functions. It is used as a marker of cognitive attitude concerning the proposition (that is, the speaker expresses his validative attitude or an inference), as a pragmatic marker or as a cognitive particle. In this study, we introduce the term ‘cognitive particle’ in order to describe the use of (yo) pienso (que) when its use serves to gain time in processing the enunciation or to structure the speaker’s thoughts. The empirical data are on the one hand retrieved from the corpus programme CREA, of debates and interviews focusing on peninsular Spanish, and on the other hand from GlossaNet, more precisely from the newspapers El País and El Mundo. This analysis is a qualitative one because we do not focus on the frequency of the different functions. Instead, we want to illustrate the various functions (yo) pienso (que) fulfils.