Existing literature provides newly identified responsibilities of the principal supervisor but lacks in information about how districts should strategically spearhead the process of initiating, implementing, and managing the changes to the role of the supervisor. In this study, I examined the behaviors and actions of one school district's executive-level leaders as they shifted the position of the principal supervisor. Findings could contribute to a new area of research in how district leaders may navigate and manage the complicated process of initiating and managing the changes to the principal supervisor's role.

Dans cette thèse, nous problématisons la croyance que Dieu agit, un élément constitutif de la foi chrétienne à partir duquel se configure notre image de Dieu, la manière dont nous nous relions à lui et la façon dont nous agissons dans le monde en tant que chrétiens. Dans le large spectre de ce thème, nous ne nous interrogeons pas sur l'action de Dieu dans sa possibilité, ses modalités ou ses sphères, mais sur la manière dont le croyant parvient à la reconnaître dans l'action humaine qui construit l'histoire et accomplit l'existence. Du point de vue de l'approche, la question de la reconnaissance de l'action de Dieu est abordée à partir de la pratique dans laquelle elle a lieu, c'est-à-dire à partir du processus réflexif qui permet aux croyants de lire l'histoire de la réalisation humaine comme l'histoire de la révélation divine, ce que nous avons appelé la "pratique interprétative". En prenant ce processus réflexif comme une pratique et en y faisant référence au cours de la recherche, nous situons notre travail dans la sous-discipline théologique correspondante, c'est-à-dire la théologie pratique. En tant que croyants, nous nous livrons constamment à cette pratique interprétative et, par conséquent, nous affirmons que Dieu est présent dans nos vies et qu'il agit dans notre histoire. Cependant, nous la mettons en œuvre sans nous arrêter pour la thématiser et la problématiser, c'est-à-dire sans nous interroger sur ses origines, expliciter ses composantes, établir ses relations ou souligner ses implications. Ce n'est qu'occasionnellement, et en raison de la force de l'événement, que nous éprouvons le besoin d'y réfléchir et que nous en faisons ainsi l'objet d'un travail réflexif. C'est précisément ce que nous avons l'intention de faire, poussés par notre expérience personnelle : examiner, clarifier et apporter un retour sur cette pratique qui nous a permis de reconnaître et d'aider à reconnaître l'action de Dieu. Et cela dans la dynamique d'une conversation où interagissent cinq voix. Deux d'entre elles ont un style narratif et nous permettent d'accéder à la pratique interprétative qui a conduit à la reconnaissance, comme en témoignent les récits bibliques et ceux qui racontent cette expérience aujourd'hui. Les deux autres sont de nature discursive et contribuent à une compréhension systématique de l'expérience de la reconnaissance, grâce à la clarification catégorielle et à l'explication des composantes du processus réflexif révélées dans les récits. La cinquième voix agit comme un facilitateur de l'interlocution et est représentée par mes horizons et mes intérêts en tant que chercheur impliqué dans la pratique et, d'une certaine manière, habité par les voix convoquées ici. Cette démarche découle de la conviction que si, dans la révélation, Dieu parle aux hommes comme à des amis (DV 2), l'environnement le plus propice à sa compréhension est une conversation d'amis. Ce travail nous a permis d'avancer une compréhension articulée de la pratique interprétative propre à la foi, que nous pouvons résumer en trois propositions : 1) il existe en elle une corrélation originaire entre l'action divine et l'action humaine, sur la base de laquelle nous affirmons que la reconnaissance de la première dans la seconde ne se produit pas sans nous, mais qu'elle ne se produit pas non plus à cause de nous. 2) Nous pouvons y identifier une dynamique dans laquelle, grâce à la puissance de l'événement, les êtres humains sont interrompus dans leurs vies pour examiner leurs convictions et leur manière d'agir ; travaillés dans leurs schémas de compréhension pour prendre conscience de ce que Dieu fait pour eux et de ce qu'ils peuvent faire à partir de Dieu ; et projetés dans leur manière de vivre pour configurer de nouveaux mondes à partir d'un récit ouvert et d'une action gratuite. 3) En elle, la reconnaissance se produit comme : identification de quelque chose ou de quelqu'un grâce à l'association entre ce qui est connu avant et ce qui apparaît aujourd'hui ; construction d'un récit identitaire à partir du mystère qui nous habite et nous dépasse ; empathie avec l'autre pour l'accepter dans sa différence et s'engager pour son bien-être ; appropriation de la gratuité comme principe d'action révélé par Dieu en Jésus-Christ, qui dépasse la rationalité de la rétribution et fonde la logique de l'Amour. / En esta tesis, problematizamos la creencia en que Dios actúa, un elemento constitutivo de la fe cristiana a partir del cual se configura nuestra imagen de Dios, el modo de relacionarnos con él y el estilo en que actuamos en el mundo como cristianos. En el amplio espectro de esta temática, no indagamos por la acción de Dios en su posibilidad, modalidades o ámbitos, sino por el modo en que un creyente llega a reconocerla en la acción humana que construye la historia y realiza la existencia. Desde el punto de vista del enfoque, la pregunta por el reconocimiento de la acción de Dios se aborda a partir de la práctica en que tiene lugar, es decir, del proceso reflexivo que permite a los creyentes leer la historia de realización humana como historia de revelación divina, al que hemos denominado "práctica interpretativa". Al asumir ese proceso reflexivo como una práctica y permanecer referidos a ella en el desarrollo de la investigación, situamos nuestro trabajo en la subdisciplina teológica correspondiente, es decir, la teología práctica. Constantemente, los creyentes incurrimos en esta práctica interpretativa y, por ello, afirmamos que Dios ha estado presente en nuestras vidas y ha actuado en nuestra historia. Sin embargo, como suele ocurrir con las cosas que tenemos a la mano, la llevamos a cabo sin detenernos a tematizarla y problematizarla, es decir, sin preguntar por sus orígenes, explicitar sus componentes, establecer sus relaciones o subrayar sus implicaciones. Sólo ocasionalmente y por la fuerza de un acontecimiento, nos vemos en la necesidad de reflexionar sobre ella y, por esa vía, la convertimos en objeto de nuestro trabajo reflexivo. Justamente eso es lo que pretendemos nosotros, movidos por la vivencia personal: examinar, clarificar y retroalimentar esta práctica que nos ha permitido a los creyentes reconocer y ayudar a reconocer la acción salvífica de Dios. Y lo hacemos en la dinámica de una conversación en la que interactúan cinco voces. Dos de ellas tienen un estilo narrativo y nos permiten acceder a la práctica interpretativa que condujo al reconocimiento, según se testimonia en los relatos bíblicos y en aquellos que cuentan esta vivencia en la actualidad. Las otras dos tiene un carácter discursivo y contribuyen a la comprensión sistemática de la vivencia del reconocimiento, gracias a la clarificación categorial y a la explicitación de los componentes del proceso reflexivo revelado en los relatos. La quinta voz opera como facilitadora de la interlocución y está representada en mis horizontes e intereses como investigador implicado en la práctica y, de alguna forma, habitado por las voces aquí convocadas. Este camino nace de la convicción de que, si en la revelación Dios habla a los hombres como amigos (DV 2), el ambiente más propicio para comprenderla es una conversación entre amigos. Este ejercicio nos ha permitido proponer una comprensión articulada de la práctica interpretativa propia de la fe, que podemos resumir en tres enunciados: 1) en ella hay una correlación originaria entre la acción divina y la acción humana, con base en la cual afirmamos que el reconocimiento de la primera en la segunda no ocurre sin nosotros, pero no ocurre por causa nuestra. 2) Podemos identificar en ella una dinámica en la que, gracias a la fuerza del acontecimiento, los seres humanos son interrumpidos en la linealidad de sus narrativas para que examinen sus convicciones y su modo de actuar; trabajados en sus esquemas de comprensión para que puedan caer en la cuenta de lo que Dios hace por ellos y lo que ellos pueden hacer desde Dios; y proyectado en su manera de vivir para que configuren nuevos mundos a partir de una narrativa abierta y una acción gratuita. 3) En ella, el reconocimiento acontece como: identificación de algo o alguien gracias a la asociación entre lo que se conoce con anterioridad y lo que aparece en la actualidad; construcción de una narrativa identitaria desde el misterio que nos habita y sobrepasa; empatía con el otro para aceptarlo en su diferencia y comprometerse con su bienestar; y apropiación de la gratuidad como principio de acción revelado por Dios en Jesucristo, que excede la racionalidad de la retribución y funda la lógica del Amor. / In this thesis, we problematize the belief that God acts, a constitutive element of Christian faith, from which our God's image, the way we relate to him and the style in which we act in the world as christians are shaped. In the wide spectrum of this theme, we do not inquire into the action of God in its possibilities, modalities or spheres, but in the way in which a believer comes to recognize it in the human action that builds the history and accomplishes its life. From the point of view of the approach, the question of the recognition of God's action is approached from the practice in which it takes place, that is, from the reflective process that allows believers to read the history of human accomplishment as the history of a divine revelation, which we have called "interpretative practice". By assuming this reflective process as a practice and referring to it in the development of the research, we situate our work in the corresponding theological sub-discipline, that is, practical theology. We believers constantly engage in this interpretative practice and, as a result, we affirm that God has been present in our lives, that he has acted in our history. However, as usually happens with the things we have at hand, we carry it out without stopping to thematize and problematize it without asking about its origins, making its components explicit, establishing its relationships or underlining its implications. Only occasionally, and due to the force of an event, do we find the need to reflect on it and, in this way, we turn it into the object of our reflective work. This is precisely what we intend to do, moved by personal experience: to examine, clarify and provide feedback on this practice that has allowed believers to recognize and help others to recognize God's saving action. And we do so in the dynamics of a conversation in which five voices interact. Two of them have a narrative style and allow us to access the interpretative practice that led to recognition, as witnessed in the biblical stories and in those who tell this experience today. Two others have a discursive style and contribute to the systematic understanding of the experience of recognition, thanks to the categorical clarification and the explanation of the components and dynamics of the reflective process revealed in the stories. The fifth voice works as a facilitator of the interlocution and is represented in my horizons and interests as a researcher involved in the practice and, in some way, inhabited by the voices summoned here. This journey arises from the conviction that, if in the revelation God speaks to men as friends, the most propitious environment to understand it is a conversation between friends. This exercise has allowed us to propose an articulated understanding of the interpretative practice inherent to faith, which we can summarize in three statements: 1) there is an original correlation between divine action and human action based on which we affirm that the recognition of the first in the second does not occur without us, but it does not occur because of us. 2) We can identify a dynamic in which, thanks to the force of the event, human beings are interrupted in their narratives to examine their convictions and their way of acting; worked on in their patterns of understanding to become aware of what God is doing for them and what they can do from God; and projected in their way of living to configure new worlds from an open narrative and gratuitous action. 3)In this practice, recognition occurs as: identification of something or someone thanks to the association between what is known before and what appears today; construction of an identity narrative from the mystery that inhabits and surpasses us; empathy with the other to accept him in his difference and commit to his welfare; and appropriation of gratuity as a principle of action revealed by God in Jesus Christ, which exceeds the rationality of retribution and founds the logic of Love.

No description available.

Thesis (LLD )--Stellenbosch University, 2011. / ENGLISH ABSTRACT: Affirmative action with its wide array of manifestations, ranging from BEE (Black Economic Empowerment) to special measures within the Public Procurement sector, was intended to aid South Africa in redressing past patterns of disadvantage and realising a more equal society and economic dispensation. Whether the present policy has achieved this goal or is capable of doing so has been the subject of much controversy. The aim of my thesis is to rethink the justifications and limits of the current race-based affirmative action policy of South Africa in view of current debates, in which both its potential as a tool for eradicating inequality at the individual and systemic levels and the constitutionality and viability of different policy options are contested. In my thesis, a range of conceptual and theoretical tools are employed which are not only derived from the constitutional law literature, but also from jurisprudence, moral philosophy and political theory. Compensatory and distributive theories of justice are analysed and juxtaposed to each other, as are substantive and remedial conceptions of constitutional equality and recognition-based and redistributive notions of politics. Throughout, my focus is on the perspectives that these theories can bring to bear on the justifications and limits of affirmative action. It is also asked whether a re-crafted affirmative action policy would not be better able to reach the intended goals. With this end in mind, alternative affirmative action policies are analysed, namely, a class-based affirmative action policy which uses socio-economic standing as a measure for identifying beneficiaries and an affirmative action policy based on Sen‘s capability approach. The thesis also contains a comparative analysis of the affirmative action policies of Malaysia, Brazil and India. The aim of this study is to ascertain whether there are any valuable lessons to be learnt from their respective successes and failures. It is argued that affirmative action as currently applied has an assortment of negative consequences, ranging from stigmatization of beneficiaries as incapable individuals, the perpetuation of racial division and a detrimental impact on the South African economy as a result of a loss in efficiency. These issues could possibly be better addressed if the specific beneficiaries of affirmative action are rethought. In this regard, it is suggested that, if a class-based affirmative action policy is thought to be too radical, South Africa should follow India‘s example of excluding the ―creamy layer‖ from the current affirmative action beneficiaries. This should ensure that affirmative action benefits are not continually distributed and redistributed to the same individuals, whilst also ensuring that a wider range of individuals do in fact benefit. However, it must be borne in mind that transformation will always be stifled if educational resources and policies do not keep up with social and political policies. / AFRIKAANSE OPSOMMING: Regstellende aksie met sy wye reeks manifestasies, wat strek van SEB (Swart Ekonomiese Bemagtiging) tot spesiale maatreëls in die voorkeurverkrygingsektor, is oorspronklik ingestel om 'n meer gelyke samelewing en ekonomiese verspreiding te verseker. Of die huidige regstellende aksiebeleid wel hierdie doel bereik het of in staat is om dit te bereik, is egter die onderwerp van heelwat kontroversie. Die doel van hierdie studie is om die regverdigings en beperkings van die huidige rasgebaseerde regstellende aksie beleid van Suid Afrika te heroorweeg in die lig van debatte waarin beide sy potensiaal as hulpmiddel vir die uitskakeling van ongelykheid op individuele en sistemiese vlakke en die grondwetlikheid en lewensvatbaarheid van verskillende beleidsopsies, in geskil gestel word. Die studie maak gebruik van 'n reeks konseptuele en teoretiese hulpmiddels wat nie net vanuit die staatsregtelike literatuur afgelei word nie, maar ook vanuit jurisprudensie, morele filosofie en politieke teorie. Kompenserende geregtigheid ("compensatory justice") en verdelende geregtigheid ("distributive justice") word geanaliseer en naas mekaar gestel, sowel as substantiewe en remediële opvattings van konstitusionele gelykheid en erkenning-gebaseerde en herverdelende opvattings van politiek. Die fokus strek deurentyd op die perspektiewe wat hierdie teorieë kan bied met betrekking tot die regverdigings en beperkings van regstellende aksie. Dit word ook bevraagteken of dit nie moontlik is om die regstellende aksie beleid op so 'n manier te verander binne die raamwerk van die bogenoemde retoriek dat dit 'n groter kans staan om sy bedoelde uitkomste te bereik nie. Met hierdie doel in gedagte word alternatiewe vorme van regstellende aksie beleid, naamlik klasgebaseerde regstellende aksie en 'n beleid gebaseer op Sen se "capability" benadering, geanaliseer. Naas hierdie teoretiese raamwerk word daar ook ‗n regsvergelykende studie gevolg deur ag te slaan op die regstellende aksie beleide van Maleisië, Brasilië en Indië. Die uiteindelike doel hiervan is om vas te stel of daar enige waardevolle lesse te leer is uit hierdie nasies se welslae en mislukkings. Die studie argumenteer dat die regstellende aksie beleid soos wat dit tans toegepas word 'n wye reeks negatiewe gevolge het, wat strek van stigmatisering van begunstigdes as onbekwame individue, tot die voortbestaan van rasse verdeeldheid en die nadelige impak op die Suid Afrikaanse ekonomie as gevolg van die verlies aan doeltreffendheid. Hierdie kwessies kan moontlik beter aangespreek word indien die spesifieke groep begunstigdes herbedink word. In hierdie verband word daar voorgestel dat, indien 'n klasgebaseerde regstellende aksie beleid as te drasties gesien word, Suid Afrika dit moet oorweeg om Indië se voorbeeld te volg en die "romerige laag" ("creamy layer") van die groep regstellende aksie begunstigdes uit te sluit. Dit behoort te verseker dat regstellende aksie voordele nie deurentyd aan dieselfde individue verdeel en herverdeel word nie, en dat 'n groter groep individue daarby baat. Dit moet egter in gedagte gehou word dat transformasie altyd belemmer sal word indien opvoedkundige bronne en beleid nie tred hou met sosiale en politieke beleid nie.

This thesis is about the resources that speakers can draw on when producing actions, both verbal and non-vocal. It considers how identity categories, gaze and touch can contribute to action in everyday interactions. The study stemmed from an interest in how lesbian identity is made relevant by lesbian speakers in everyday co-present interaction. A corpus of approximately 23.5 hours of video-recordings was gathered: households self-designated as lesbian (including couples, families, and housemates) video recorded some of their everyday interactions (including mealtimes, watching television, and playing board games). Using the tools of Conversation Analysis and working with the video recordings and transcripts of the interactions, several ways of making a lesbian identity relevant through talk were identified. As the analysis progressed, it was found that many references to sexual identity were produced fleetingly; they were not part of or integral to the ongoing talk, and were not taken up as a topic by participants. Rather, this invoking of a participant s sexual identity appears to contribute to a particular action that is being produced. It was found that invokings of other identities, for example relating to occupation, nationality, and race, worked in a similar way, and this is explored in relation to explanations and accounts. Where the first half of the thesis focuses on verbal invokings of identity in relation to action, the second half of the thesis considers some of the non-vocal resources that participants incorporate into their actions. It was found that when launching a topic related to something in the immediate environment, speakers can use gaze to ensure recipiency. Also, when producing potentially face-threatening actions such as teases, reprimands or insults, speakers can use interpersonal touch to mitigate the threat. In addition to showing how identities can be made relevant in everyday interaction, the findings of this thesis highlight the complexity of action design, and that in co-present interaction the physical resources available to participants also need to be taken into account.

It is proven that locations of internal body joints are sufficient visual cues to characterize human motion. In this dissertation I propose that locations of human extremities including heads, hands and feet provide powerful approximation to internal body motion. I propose detection of precise extremities from contours obtained from image segmentation or contour tracking. Junctions of medial axis of contours are selected as stars. Contour points with a local maximum distance to various stars are chosen as candidate extremities. All the candidates are filtered by cues including proximity to other candidates, visibility to stars and robustness to noise smoothing parameters. I present my applications of using precise extremities for fast human action detection and recognition. Environment specific features are built from precise extremities and feed into a block based Hidden Markov Model to decode the fence climbing action from continuous videos. Precise extremities are grouped into stable contacts if the same extremity does not move for a certain duration. Such stable contacts are utilized to decompose a long continuous video into shorter pieces. Each piece is associated with certain motion features to form primitive motion units. In this way the sequence is abstracted into more meaningful segments and a searching strategy is used to detect the fence climbing action. Moreover, I propose the histogram of extremities as a general posture descriptor. It is tested in a Hidden Markov Model based framework for action recognition. I further propose detection of probable extremities from raw images without any segmentation. Modeling the extremity as an image patch instead of a single point on the contour helps overcome the segmentation difficulty and increase the detection robustness. I represent the extremity patches with Histograms of Oriented Gradients. The detection is achieved by window based image scanning. In order to reduce computation load, I adopt the integral histograms technique without sacrificing accuracy. The result is a probability map where each pixel denotes probability of the patch forming the specific class of extremities. With a probable extremity map, I propose the histogram of probable extremities as another general posture descriptor. It is tested on several data sets and the results are compared with that of precise extremities to show the superiority of probable extremities. / text

<p>This study concerns school-development and the political public sphere in a Swedish context. It draws on an earlier study in which school-leaders expressed political signals in relation to school-development as being ambiguous and contradictive. On one hand they saw a political support for openness and dialogue in school. On the other hand they perceived control and competition. Another point of departure for the study is what tentatively was suggested as a shift in focus for the state government of schools during the 1990:s, from decentralization as such to an increased emphasis on control of its consequences. The overriding aim of the study was to illuminate how this shift could be understood regarding the relation between school-development and the political public sphere.</p><p>The study was conducted within a larger, national project where almost 900 schools worked without the national time table. Policy texts behind the governments’ decision on starting the project were used in order to describe and analyse school policy. School-leaders´ accounts on school-work and school-development in the project was used for analysis and description of school practice.</p><p>Habermas’ theory of communicative action, particularly his notions on “the welfare-state crisis” as an opening for a revitalized political public sphere grounded upon communicative action, was used as a theoretical frame for the study.</p><p>The results support the assumption that school policy, as formulated in the studied documents, did shift over time from a focus on decentralization to an emphasis on control of its consequences. The school-leaders, however, gave voice to a school practice where the importance of a communicative direction was emphasized. The overall conclusion is that while a vital political public sphere in Habermas´ terms is supported in school practice, school policy seems to direct school development in the opposite direction, thereby closing the opportunity for school to support a revitalized public sphere.</p>

Action research has become a widely accepted and popular form of teacher professional development/learning, within the UK and internationally, and forms part of the professional actions of the Scottish Chartered Teacher. Whilst action research may be a valuable form of professional development supported through awardbearing courses (such as the Scottish Chartered Teacher programmes), funded projects or partnerships with university colleagues, it is questionable to what extent this is continued or even valued by teachers beyond the parameters of CPD courses. If Chartered Teachers are to engage meaningfully in action research then it is vital we understand how they perceive the nature and purpose of such activities and explore the opportunities and limitations they may face. This is not just an issue for Chartered Teachers in Scotland but one that may concern any teacher attempting to engage in action research as part of their practice. To explore teachers’ lived experience of engaging in post-award non-funded action research a case-study approach was adopted. The case study comprised six qualified Chartered Teachers with this thesis focusing on the stories from three of the teachers. In-depth loosely structured interviews were held with participants at three intervals over the course of a year to discuss their current and ongoing action research work. In addition visual data was created by participants to explore, share, (re)present and negotiate their understandings of action research. Documentary data was also collected. A broadly inductive approach to the analysis was taken, coding both within and across cases. A thematic narrative analysis of the individuals’ stories was also undertaken because I believe teachers’ individual stories are critically important and was keen not to reduce these to ‘codes’ and ‘categories’. Emerging from the data are three significant themes - the importance of understanding the nature and purpose of action research; the teachers’ evolving identities as Chartered Teachers/action researchers; and the need to develop and promote a Third Space – creating a conceptually different way of being a teacher. The data shows that traditional notions of research are influencing these teachers’ understanding of action research and this limits their action research work. How teachers understand the nature and purpose of action research is deeply interrelated with their identity as a teacher/Chartered Teacher/action researcher. Their identity(ies), I suggest, is/are a site of struggle, contestation and negotiation and Chartered Teachers are, arguably, in an in-between space: they are simultaneously teacher and researcher, yet they are neither one nor the other. It is possible, then, to understand Chartered Teacher as a hybrid identity and I draw upon Third Space theory as a heuristic to understand Chartered Teacher as a distinctly different way of being a teacher. I argue that a more complex view is needed that promotes the dynamic and fluid nature of action research. The insights drawn from this study offer some understandings that may help us to (re)consider and (re)frame the way in which we understand the teacher as researcher.

Henry de Montherlant a développé tout au long de sa vie une œuvre théâtrale importante et variée. La problématique de l'action fournit une piste pour pénétrer dans son univers dramaturgique. Selon les critiques contemporains, les pièces de Montherlant manquent d'action. Le dramaturge a renoncé aux coups de théâtre et rebondissements extérieurs pour créer une action dont la seule machinerie consiste à décrire les mouvements intérieurs de l'âme humaine. Cet idéal est inspiré d'une conception classique du théâtre où la simplicité de l'action conduit à l'analyse psychologique. Le but de ce travail est d'identifier l'action et d'analyser son fonctionnement. La première partie, s'appuyant sur la théorisation antique de la dramaturgie, aborde l'action comme intrigue. La partie suivante montre comment l'action extérieure, superposée au mouvement, est supplantée par la parole : l'action est alors considérée comme acte. Cette partie complète l'étude de l'action avec trois approches : l'approche pragmatique et l'approche communicationnelle d'une part, qui permettent d'analyser le phénomène de la parole comme acte, et l'analyse actantielle d'autre part qui appréhende la psychologie du personnage que la dramaturgie classique et néo-classique appelle le caractère, et montre comment l'auteur construit l'intrigue. La dernière partie est consacrée au temps et à l 'espace comme éléments constitutifs de l'action dramatique. / According to Montherlant, the dramatic turn of events and the external twists are a disturbance to the simplicity of the action which lone guiding force may aim at the exploration of the movements of the human soul. The main critics which are made to these plays are that they lack substance and dramatic intensity. This work which objective is to identify and analyse the action in Montherlant's dramatic art, originates from the antic theory of the dramatic art, in order to tackle the action as the plot. The next part shows how the external action stacked to the movement, is supplanted by the speech. This part completes the study of the action by three approacheas: the pragmatic approach and the communicative approach in the one hand, and the actancial analysis in the other hand. The last part deals with time and space as constituent of the dramatic action

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal.