Persuasive Strategies Used by Agung Sedayu Group in the Infomercial, Metro TV

This study is conducted to find out the types of persuasive strategies which were used in Agung Sedayu Group's infomercial. It is aimed to seek the types of persuasive strategies used by the hosts and the representative team of Agung Sedayu Group in the infomercial. The writer uses the theories of persuasive strategies by Beebe (2012). The types of persuasive strategies theories are enhancing your credibility, using logic and evidence, and using emotion to persuade. In addition, the writer uses theory of social factor by Holmes (2001) as the supporting theory. This research uses qualitative supported by quantitative methods to reveal which strategy that mostly used by the participants. In the analysis, the writer found out that the most dominant persuasive strategy used by the hosts is using emotion to persuade 161 (31.8%). Moreover, the most dominant persuasive strategy used by the representative team is enhancing your credibility 113 (22.3%)

Kinship Bonds and Emotional Ties: The Lack of Family Relationship as Ground for Disinheritance

A topical issue in the context of the general debate about the need to retain or abolish forced share in Spain is the question of whether to broaden the range of grounds for excluding a forced heir from his or her share of the estate. There is particular debate surrounding the appropriateness of adding estrangement or the lack of a family relationship to the list of grounds, with the aim of increasing testamentary, freedom. Some countries have a tendency to allow ties of affection to prevail over purely family or kinship ties in this matter, but sometimes at the cost of legal certainty, and - since such a vague ground is not necessarily more respectful with freedom of testation - despite the risk that the courts may not always achieve the justice sought by a testator who wishes to disinherit a forced heir that shows no affection for her. This paper considers the different approaches to this topic between different legal systems. The Catalan and the German ones just represent extreme examples of radical different tendencies. In Spain, recent case law has provided new arguments for thinking about what the law says, how the courts interpret, and, finally, what the society expects

Entre el testador abandonado y el legitimario desheredado. ¿A quién prefieren los tribunales?

[spa] Al hilo de la STS, 1ª, de 3 de junio de 2014 (JUR 181499), que sanciona con la privación de la legítima el abandono del testador por parte de los hijos, por considerarlo "maltrato psicológico", este artículo analiza la necesidad (o no) de ampliar las causas de privación de la legítima de los hijos. El planteamiento del CC español, que no conoce la causa de privación acabada de mencionar, contrasta con la mayor flexibilidad con la que otros ordenamientos abordan la regulación de esta materia, y, entre ellos, los que, como el derecho civil catalán, admiten que la "falta de trato familiar" puede ser causa de privación de la legítima. El trabajo analiza el confuso razonamiento del TS y, a propósito de algunos de sus argumentos, trata de demostrar por qué una causa tan deliberadamente indefinida como la que propone el Código civil de Cataluña no es necesariamente más respetuosa con la libertad de testar.[eng] The decision of the Spanish Supreme Court of June 3, 2014 (JUR 181499), denied the forced share to the children who neglected their father, a behavior considered “psychological mistreatment” by the court. This article analyses if broadening grounds for children disinheritance in Spain is necessary. The lack of this ground for disinheritance in the Spanish Civil code contrasts with the “lack of family relationship”, a similar - but not identical - cause introduced in other legal systems, such as the Catalan one. This article analyses the misleading reasoning followed by the Spanish Supreme Court and, taking into account some of its arguments, tries to show why such a vague ground as the one suggested by Catalan civil law is not necessarily more respectful with freedom of testation

Conèixer Josep Gudiol des de la veu dels seus deixebles

Comentari sobre l'acte d'homenatge a Josep Gudiol i Ricart organitzat per el Institut Amatller d'Art Hispanic el 25 d'octubre del 2010

'Dret patrimonial comparat'. II Jornada Internacional sobre el Dret Patrimonial i la Codificació a Catalunya.

El proppassat 21 de febrer de 2002 va tenir lloc, al Centre d'Estudis Jurídics i Formació Especialitzada de la Generalitat de Catalunya, una jornada sobre dret patrimonial comparat, dins del marc de les activitats de difusió i pro- moció del dret civil català que darrerament es duen a terme en el context de la codificació d'aquest. La finalitat principal d'aquest acte era discutir la regulació de determinades institucions del dret patrimonial i la conveniència de la seva incorporació en un dret civil català futur que, sens dubte, es vol modern i, en determinats casos, del tot nou [...]

D'alumna a mestra : l'accés de les dones al magisteri oficial = From pupil to teacher : the entry of women teachers into the state school system in Catalonia

Al llarg del segle xix les dones van aconseguir considerables avenços pel que fa a l'educació. La necessitat de crear escoles de nenes i les exigències de tipus moral de la ideologia de les esferes separades van donar lloc a una creixent demanda de dones mestres. En un primer moment, es pensava que seria molt difícil atreure noies amb un mínim nivell cultural, disposades a dedicar-se plenament a la tasca de mestra a canvi d'un salari més baix, encara, que el dels mestres. Així, a les primeres mestres no se'ls va exigir tenir gaires coneixements. Tampoc no es creia que per ensenyar nenes els calgués tenir un nivell acadèmic equiparable al dels mestres de nens. Aquestes premisses es van traduir en una formació, un prestigi professional i unes condicions de treball molt més deficitàries que les dels seus companys. A grans trets, aquestes són les circumstàncies que van acompanyar els primers passos de les mestres d'escola pública del segle xix. Tot i aquest panorama inicial, el col·lectiu de les mestres va saber maniobrar hàbilment en un medi advers i fer un bon ús dels elements que podien jugar a favor seu per tal de millorar el seu estatus i aconseguir el reconeixement social que creien merèixer. Es pot afirmar que, al tombant de segle, les actuacions i els avenços professionals aconseguits per les mestres arribaven a posar en qüestió alguns dels fonaments de la mateixa ideologia de les esferes separades que, inicialment, havia fet possible la seva incorporació al magisteri.Durante el siglo xix las mujeres consiguieron importantes logros en materia educativa. La necesidad de crear escuelas de niñas y las exigencias de tipo moral de la ideología de las esferas separadas dieron lugar a una creciente demanda de maestras. En un primer momento, se pensó que sería casi imposible encontrar chicas jóvenes, con un cierto nivel cultural, dispuestas a dedicarse plenamente al magisterio a cambio de un salario aun más escaso que el de los maestros. Por ello, a las primeras maestras no se les exigió tener grandes conocimientos. Por otra parte, para enseñar a las niñas no se creía necesario un nivel académico equiparable al de los maestros de niños. Dichas premisas se tradujeron en una formación, un prestigio profesional y unas condiciones de trabajo mucho más deficitarias que las de sus colegas. A grandes trazos, estas son las circunstancias que acompañaron los primeros pasos de las maestras de escuela pública del siglo xix. A pesar de este panorama inicial, el colectivo de maestras supo maniobrar hábilmente en un medio adverso y hacer un buen uso de aquellos elementos que podían jugar a su favor para mejorar su estatus y conseguir el reconocimiento social que creían merecer. Se puede afirmar que, a finales de siglo, las actuaciones y los logros profesionales conseguidos por las maestras llegaron a cuestionar algunos de los pilares de la propia ideología de las esferas separadas que, inicialmente, había posibilitado su incorporación al magisterio.The aim of this lecture is to analyse the entry of female schoolteachers into the state school system in Catalonia during the second half of the 19th century. By the middle of the century, almost all of the teachers were male. They taught in boys’ schools, rural mixed schools and nursery schools. Women could only teach in the scant girls’ schools. Nevertheless, the ideology of separate spheres made schoolmistresses indispensable in order to create a necessary schoolgirls’ network. The analogies between teaching and maternity were not decisive during the first decades of this process. Despite the urgent need for female schoolteachers, the entry of women teachers into state schools was not a bed of roses. Their training, professional prestige, pay and other working conditions were much worse than those of their male colleagues. On the other hand, schoolmasters tried to retain their positions. Most of them disagreed with the feminization policy initiated by the Spanish state during the last decades of the century. They insistently defended a teacher’s paradigm based on the father figure. The analogies between teaching and maternity arose in order to overcome these resistances to the professional expansion of women teachers. Schoolmistresses didn’t accept these inequalities or restrictions and tried to define their own professional model. They developed abilities to negotiate and individual strategies of resistance that should be understood as a form of apprenticeship oriented towards the gestation of a strong professional identity. Their activism and the capacity to generate supportive networks among them were evident in the struggle for equal pay. This achievement was decisive to these women who encroached on a historically male preserve