De nombreuses communes françaises sont aujourd’hui ouvertes sur l’extérieur et engagées dans des relations avec d’autres localités françaises ou étrangères : les panneaux aux entrées des villes, les articles dans la presse locale et régionale, les pages sur les sites Internet, les divers documents conservés dans les archives municipales en témoignent. Les jumelages et les coopérations nous sont familiers et développer des relations et des actions bilatérales est une pratique municipale aujourd’hui habituelle.Partant de ce constat cette thèse propose d’en tracer l’histoire depuis la loi municipale de 1884 jusqu’en 2014 et de tenter de construire le concept de « bilatéralisme communal ». Par définition, le « bilatéralisme » correspond au sens strict à une politique d’accords, d’échanges entre des Etats pris deux à deux et ce terme n’a, semble-t-il, jamais été associé aux communes. Pourtant, cette expression « bilatéralisme communal » nous paraît pertinente pour désigner une pratique municipale courante.Afin de comprendre comment se sont développés et fonctionnent les rapports nationaux et transnationaux au niveau le plus simple et d’expliquer l’engagement des communes françaises dans des relations et des actions bilatérales, cette étude se décompose en trois axes complémentaires : le premier s’applique à expliquer les contextes dans lesquels les relations bilatérales s’inscrivent, le deuxième s’intéresse à la mise en place de la relation bilatérale, enfin le troisième a trait aux rapports entre les villes et entend porter un regard critique sur le bilatéralisme communal.L’histoire des relations et des actions bilatérales des communes françaises nous amène donc à nous intéresser aux rapprochements et aux échanges au niveau administratif le plus bas et nous conduit au cœur d’une forme élémentaire du jeu diplomatique aux origines relativement anciennes. / Many French municipalities are now open to the outside world and engaged in relations with other French or foreign localities : signs at the entrances to cities, articles in the local and regional press, pages on Internet sites, the various documents kept in the municipal archives testify to this. Twinning and cooperation are familiar to us and developing bilateral relations and actions is a usual municipal practice today.On the basis of this observation, this thesis proposes to trace its history from the municipal law of 1884 until 2014 and to attempt to construct the concept of "communal bilateralism". By definition, "bilateralism" corresponds in the strict sense to a policy of agreements, exchanges between States taken two by two, and this term has never been associated with municipalities. Yet this expression "communal bilateralism" seems to us to be relevant to common municipal practice.In order to understand how national and transnational reports have developed and function at the simplest level and to explain the involvement of French municipalities in bilateral relations and actions, this study is divided into three complementary axes : the first applies to explain the contexts in which bilateral relations take place, the second focuses on the establishment of the bilateral relationship, and finally the third deals with the relations between cities and intends to take a critical look at communal bilateralism.The history of the bilateral relations and actions of the French municipalities therefore leads us to focus on rapprochement and exchanges at the lowest administrative level and leads us to the heart of an elementary form of the diplomatic game with relatively old origins.

This diploma thesis was about problems of food law in Czech Republic. The aim of this diploma thesis was finding opinion and attitudes of Czech consumers and finding out how works supervisory authority in this part of food law (mass caterers). In the theoretical part was explained who is consumer and how is consumer protection in Czech Republic. There was described actual wording of food law legislation and supervisory authorities. In work was analyzed statistics. Practical part of this diploma thesis was divided into two parts. First part was focused on consumers. There was an online survey. This research investigated if consumers were interested in modern trends in catering. How often they eat out of home. Whether consumers know a supervisory authorities in Czech food law. If they know project Potraviny na pranýři. Second part was focused on supervisory authorities and mass caterers. There were in-depth controlled interviews with supervisory authorities like SVS, SZPI, KHS. For finding the opinions of all the were in-depth controlled interviews with representatives of school cafeteria, restaurant and coffee house. Based on the results obtained by this research, there were recommended three suggestions for improvement.

A tese tem como objetivo compreender o fenômeno da criação de municípios no planalto de São Paulo entre o início da colonização e 1765. Nessa data o Morgado de Mateus, governador da capitania, empreende uma política de defesa e desenvolvimento econômico através da criação de vilas nos sertões. Procuramos analisar como se deu a criação das vilas na ausência de uma política da Coroa ou do donatário e o papel que as elites políticas tiveram no processo. Buscamos também, em uma perspectiva que intenta ultrapassar as fronteiras dos Impérios, compreender as elites políticas locais dentro de um contexto espacial mais alargado. / The aim of this thesis is to understand the phenomenon regarding the foundation of towns in upland São Paulo between the beginning of colonization and 1765. In this year, Morgado de Mateus, governor of the Captaincy, establishes a policy for security and economic development through the foundation of villages in the wilderness of São Paulo. We mean to analyze how the creation of villages took place in the absence of a Crowns Policy or a governors purpose and the role the political elites played in this process. Adopting an approach that intends to surpass the Empires borders, we seek to comprehend the local political elites within a more extended geographical context.

A pesquisa investiga o que os professores de Língua Portuguesa do Nível Fundamental de alguns municípios do Oeste do Paraná apresentam como dificuldades para ensinar e aprender a disciplina, relacionando os dizeres dos professores com alguns poderes e instituições que proferem discursos sobre o ensino de Língua Portuguesa. As respostas discursivas escritas dos professores foram coletadas em situação de formação em serviço e, para relacioná-las aos dizeres e instituições, são utilizados alguns livros publicados, frutos de produções universitárias, os Parâmetros Curriculares Nacionais e livros didáticos. Os objetivos estão articulados à questão geral de pesquisa: de que forma ou em que medida o que o professor expõe como dificuldades se relaciona com os conhecimentos sobre o ensino de Língua Portuguesa que circulam no meio pedagógico, os quais ele tem acesso nos locais de trabalho e na sua formação? Como pressupostos teóricos, serão utilizados alguns conceitos basilares pertencentes à Análise do Discurso de linha francesa, dentre os quais o de discurso, formações imaginárias, interdiscurso, formação ideológica (PÊCHEUX, 1995; 1997); formações discursivas e controle de discursos (FOUCAULT, 1997; 1998); configurações sobre a formação docente (SOUZA, 2006); modos de apresentação dos discursos (FERNÁNDEZ, 1994) e especificidades relativas ao discurso e conhecimento universitários (CHAUI, 1997; 2003 e BARZOTTO, 2009). As análises realizadas possibilitam: a problematização sobre a configuração e a presença do discurso da dificuldade no ensino; a distinção entre um modelo utilitário de formação docente e a formação-pesquisa; a localização de modos de dizer presentes nas respostas, configurados como discurso prescritivo, de queixa e mesclado, o qual denota a presença do velho e do novo enquanto proposta para o ensino; a referência entre os modos de dizer com alguns dos conteúdos presentes nas respostas dos docentes, permitindo depreender pertenças destas para com instituições que também proferem discursos sobre o ensino e sobre o trabalho como docente de Língua Portuguesa. / The research investigates what Portuguese Language teachers of Primary Level from some cities in the West of Parana present as difficulties to teach and learn the subject, relating the speeches of the teachers with certain authorities and institutions to utter discourses about the teaching of Portuguese language. The discursive answers written by the teachers were collected in situation of work formation and to relate them to speeches and institutions will be used a few books, result of academic productions, the National Curriculum Parameter and didactic books. The objectives are articulated to the general question of research: how or in what extent what the teacher presents as difficulties it is related to knowledge about the teaching of Portuguese circulating through the pedagogical environment, which the teachers have access in the workplace and their education? As theoretical background will be used some basic concepts belonging to Discourse Analysis of the French line, among them the one of discourse, imaginary formations, interdiscourse, ideological formation (PÊCHEUX, 1990, 1997); discursive formations and control of discourses (Foucault, 1997 , 1998); configuration about teaching formation (SOUZA, 2006); presentation modes of discourse (Fernandez, 2004) and specificities related to the discourse and academic knowledge (CHAUI, 1997, 2003 and Barzotto, 2009). The performed analysis allows: the problematic about the configuration and the presence of the discourse of difficulty in teaching, the distinction between a functional model of teaching formation and research-formation, the localization of modes of expressing present in the answers, configured as prescriptive discourse, of complaint and merged, which denotes the presence of \"old and new\" while proposal for teaching, the reference among the modes of expressing with some of the contents present in the teachers answers, allowing to deduce from them toward institutions that also utter discourses about teaching and work as a Portuguesa Language teacher.

Les finances locales sont actuellement au centre du débat. A cela il y a plusieurs raisons. La commande publique repose, à plus de 70%, sur les collectivités locales et leurs établissements publics. dans la période de récession économique actuelle, c'est un point essentiel qui mobilise tous, en premier le Président de la République, le Premier ministre et le gouvernement mais aussi tous les exécutifs locaux qu'ils soient de droite ou de gauche.au moment où les finances locales sont absorbées par des priorités, leur reste-t-il des moyens d'intervenir dans le développement durable ? le mille-feuille français, constitue aussi un dispersement de moyens qui coûte très cher. alors, quel constat ? quels moyens et quelle direction prendre ? dans une recherche de moyens, on peut également se trouver dans un partenariat public-privé, qu'il y a lieu d'approfondir. / The Grenelle on the environment modifies the actions and projects of the local authorities. They have to meet objectives, without having the necessary budgetary means. This thesis sets out the objectives imposed on the local authorities by the law. The previous long-term actions of sustainable development are recalled. Part one deals with sustainable development, the international recommendations and its local implementation, where the local authorities play a leading role. Examples of actions in favor of communities, prior to the Grenelle on the environment, are analyzed. Part two deals with how local finances have been affected by these sustainable development policies. The local authorities have a limited scope of action; between compulsory revenues and expenditures and the reduced State participation in co financing of the actions imposed on the communities. Tools at the disposai of local authorities can help. There are many partners. Finally, the State should not only create laws, it also needs to provide the financial support for the priority actions which are imposed.

« Comment sont opérés les choix énergétiques dans les projets d’aménagement ? » Cette question, de curiosité, s’inscrit par ailleurs dans des préoccupations d’actualité. Face à la montée en puissance des enjeux environnementaux et plus particulièrement énergétiques dans la fabrique urbaine, le monde de l’aménagement cherche en effet à renouveler ses manières de faire. Cependant, la mise en oeuvre de tels changements se heurte à une méconnaissance de la mécanique opérationnelle des projets d’aménagement. Dès lors, notre thèse s’est construite autour de la compréhension des mécanismes de production des choix d’aménagement dans les projets urbains français. Nous nous sommes plus précisément intéressés à l’espace d’action de la maîtrise d’ouvrage urbaine, qui s’étend à l’interface entre les orientations « stratégiques » de la planification (planning) et les choix « techniques » de la conception formelle (design). Nous écartant de la division artificielle des tâches entre maîtrise d’ouvrage et maîtrise d’oeuvre, nous postulons que la maîtrise d’ouvrage urbaine est responsable d’une véritable activité de conception qui se décline sous plusieurs formes :- la participation à l’élaboration et à l’actualisation des orientations stratégiques et des choix de programmation et de composition du projet d’aménagement ;- l’encadrement des couples maîtrise d’ouvrage/maîtrise d’oeuvre dans la fabrique des différentes composantes matérielles (bâtiments, infrastructures, espaces publics) de l’espace urbain ;- l’élaboration et le pilotage des dispositifs et des processus d’organisation de l’action collective.Dans ce cadre, la thèse propose d’abord de documenter empiriquement la « boîte noire » que constitue encore l’activité de conception de la maîtrise d’ouvrage urbaine. Nous appuyant sur une analyse approfondie des choix énergétiques opérés à l’occasion de l’opération d’intérêt national Bordeaux Euratlantique, il s’agit de traiter les questions suivantes : quelles sont les scènes de conception internes et externes à la maîtrise d’ouvrage urbaine et comment s’articulent-elles ? quels sont les processus qui aboutissent aux formulations et aux reformulations des choix d’aménagement au cours du projet ? et quelle instrumentation maîtrise d’ouvrage urbaine mobilise-t-elle dans son activité de conception ?Pour ce faire nous reconstruisons, sous forme de récit, les principales séquences d’action ayant abouti à la définition d’une stratégie énergétique et environnementale, à l’organisation de la prise en compte des aspects énergétiques dans la fabrique du bâti, et à la mise en place de systèmes d’approvisionnement en chaleur et en froid. Adoptant une approche pragmatique, nous combinons des grilles de lecture issues de différentes disciplines (sociologies des organisations et des techniques, sciences de gestion) pour interpréter chacune de ces séquences d’action en mettant en lumière leurs dimensions politique, cognitive et productive.La lecture transversale du récit nous permet ensuite de mettre en évidence le rôle primordial alloué à la décision, comprise comme un dispositif d’engagement et d’irréversibilisation de l’action collective. Comme la qualité, les coûts et les délais, la décision peut alors être considérée comme un macro-objectif qui guide la maîtrise d’ouvrage dans son activité de conception.Toutefois, le pilotage de la conception par la facilitation de la décision entre parfois en conflit avec la complexité des assemblages sociotechniques de la fabrique urbaine, caractérisés par des interdépendances qui poussent à un traitement intégré de certaines interfaces. La thèse se conclut donc par une relecture des objectifs de qualité-coûts-délais-décision au prisme d’une tension entre la logique du « définir », guidée par la performance technico-économique, et la logique du « faire advenir », guidée par l’effectivité opérationnelle / “How is energetical design done in urban development projects?” This question goes beyond curiosity, in line with current preoccupations. Facing the growing pressure of environment and energy challenges within urban fabric, urban development is trying to renew its practices. Such changes, however, need to address the general lack of understanding about the actual logics of collective action during urban development projects.Our research aims to better understand the generation processes of design choices in French urban development projects. We focus on the space of “maîtrise d’ouvrage urbaine” (local development authority), which stretches at the interface between strategic orientations of planning authorities and technical choices of formal designers. Moving away from the traditional division of labour, we assume that local development authorities are actually responsible for a design activity, which covers the generation and update of strategic orientations for urban development, the regulation of buildings, infrastructures and public spaces productions, and the organisation and management of collective design activity.Within this framework, this research first provides empirical insights of the urban development authority’s energy design activity at Bordeaux Euratlantique, France. Through an extensive account of energy choices in this project, we document the various, intertwined design arenas, the processes for designing and updating design choices, and the instrumentation of urban development authority’s design activity. To understand these phenomena from political, cognitive and managerial perspectives, we combine various theoretical frameworks derived from pragmatic approaches of organizational studies, science & technology studies and management sciences.The cross-analysis of our empirical account allows us to highlight the key role of collective action initiation and lock-in, which are embodied by the concept of decision. Decision then become a macro-objective for urban developers alongside quality, costs and delays. But the management of design activity from a decision-making perspective sometimes comes into conflict with the complexity of urban sociotechnical assemblages, which call for an integrated processing of interfaces and interdependencies. The thesis then concludes on the tension between the logic of “definition”, which is steered by techno-economic performance objectives, and the logic of “implementation”, which is steered by operational effectivity challenges

A pesquisa investiga o que os professores de Língua Portuguesa do Nível Fundamental de alguns municípios do Oeste do Paraná apresentam como dificuldades para ensinar e aprender a disciplina, relacionando os dizeres dos professores com alguns poderes e instituições que proferem discursos sobre o ensino de Língua Portuguesa. As respostas discursivas escritas dos professores foram coletadas em situação de formação em serviço e, para relacioná-las aos dizeres e instituições, são utilizados alguns livros publicados, frutos de produções universitárias, os Parâmetros Curriculares Nacionais e livros didáticos. Os objetivos estão articulados à questão geral de pesquisa: de que forma ou em que medida o que o professor expõe como dificuldades se relaciona com os conhecimentos sobre o ensino de Língua Portuguesa que circulam no meio pedagógico, os quais ele tem acesso nos locais de trabalho e na sua formação? Como pressupostos teóricos, serão utilizados alguns conceitos basilares pertencentes à Análise do Discurso de linha francesa, dentre os quais o de discurso, formações imaginárias, interdiscurso, formação ideológica (PÊCHEUX, 1995; 1997); formações discursivas e controle de discursos (FOUCAULT, 1997; 1998); configurações sobre a formação docente (SOUZA, 2006); modos de apresentação dos discursos (FERNÁNDEZ, 1994) e especificidades relativas ao discurso e conhecimento universitários (CHAUI, 1997; 2003 e BARZOTTO, 2009). As análises realizadas possibilitam: a problematização sobre a configuração e a presença do discurso da dificuldade no ensino; a distinção entre um modelo utilitário de formação docente e a formação-pesquisa; a localização de modos de dizer presentes nas respostas, configurados como discurso prescritivo, de queixa e mesclado, o qual denota a presença do velho e do novo enquanto proposta para o ensino; a referência entre os modos de dizer com alguns dos conteúdos presentes nas respostas dos docentes, permitindo depreender pertenças destas para com instituições que também proferem discursos sobre o ensino e sobre o trabalho como docente de Língua Portuguesa. / The research investigates what Portuguese Language teachers of Primary Level from some cities in the West of Parana present as difficulties to teach and learn the subject, relating the speeches of the teachers with certain authorities and institutions to utter discourses about the teaching of Portuguese language. The discursive answers written by the teachers were collected in situation of work formation and to relate them to speeches and institutions will be used a few books, result of academic productions, the National Curriculum Parameter and didactic books. The objectives are articulated to the general question of research: how or in what extent what the teacher presents as difficulties it is related to knowledge about the teaching of Portuguese circulating through the pedagogical environment, which the teachers have access in the workplace and their education? As theoretical background will be used some basic concepts belonging to Discourse Analysis of the French line, among them the one of discourse, imaginary formations, interdiscourse, ideological formation (PÊCHEUX, 1990, 1997); discursive formations and control of discourses (Foucault, 1997 , 1998); configuration about teaching formation (SOUZA, 2006); presentation modes of discourse (Fernandez, 2004) and specificities related to the discourse and academic knowledge (CHAUI, 1997, 2003 and Barzotto, 2009). The performed analysis allows: the problematic about the configuration and the presence of the discourse of difficulty in teaching, the distinction between a functional model of teaching formation and research-formation, the localization of modes of expressing present in the answers, configured as prescriptive discourse, of complaint and merged, which denotes the presence of \"old and new\" while proposal for teaching, the reference among the modes of expressing with some of the contents present in the teachers answers, allowing to deduce from them toward institutions that also utter discourses about teaching and work as a Portuguesa Language teacher.

Ligne continue, homogène et inhabitée, la représentation de l’autoroute se conçoit presque exclusivement comme un équipement fonctionnel du transport, traversant des territoires. Cependant, l’autoroute serait également traversée par ces mêmes territoires, donnant suite à l’émergence d’acteurs et d’une diversité de pratiques. Des problématiques locales, en apparence parfois anodines, finiraient par s’imposer et modifier la conception, la gestion et l’exploitation des infrastructures. Cette thèse s’interroge sur l’existence et la nature d’une dimension territoriale de l’autoroute, mais aussi infrastructurelle du territoire. Ce questionnement est supporté par deux ethnographies : l’une dans la société concessionnaire Vinci autoroutes, avec la Direction du patrimoine et de la construction de Cofiroute ; la seconde avec des acteurs, dont des habitants, des usagers et des élus locaux, situés autour d’autoroutes concédées par ce même gestionnaire privé, dans la région Centre-Val de Loire. Les ethnographies sont accompagnées d’un travail cartographique pour entrevoir les différentes articulations entre infrastructures et territoires. Finalement, la thèse montre la nécessité d’appréhender l’autoroute en tant que région autoroutière, comme un espace traversé par des questions territoriales faites de détails significatifs, au-delà de l’infrastructure elle-même, et d’une multitude d’objets, d’acteurs et de pratiques. Le réseau autoroutier est décomposé pour donner à voir un ensemble d’éléments, d’organisations et de codifications, en lien à des territoires. Ce changement de représentation met en perspective le positionnement des infrastructures autoroutières dans les collectivités locales, avec des formes d’appropriations, de coopérations, d’échanges ou de divergences. / A continuous line, homogeneous and uninhabited, the representation of the highway is often and almost exclusively conceived as a functional equipment of transport and engineering, crossing territories. However, the motorway would also be crossed by these same territories, following the emergence of actors and a variety of practices. Local issues, seemingly sometimes insignificants, would eventually impose and change the design, management and operation of infrastructure. This thesis questions the existence and the nature of a territorial dimension of the highway but also an infrastructural dimension of the territory. This questioning is supported and explored by two ethnographies: one within the private operator of highways, Vinci Autoroutes, with the Directorate of Heritage and Construction of Cofiroute; the second with actors, including inhabitants, users and local elected officials, located around motorways conceded by the same private concessionaire, in the Center-Val de Loire region. The ethnographies are accompanied by a cartographic work which allows to glimpse the different articulations between infrastructures and territories. Finally, the thesis shows the necessity to apprehend the highway as a highway region, that is to say, as a space crossed by territorial questions made of significant details, beyond the infrastructure itself; and a multitude of objects, actors and practices. To do this, the highway network is broken down to reveal a set of elements, organizations and codifications, related to territories. This change in representation puts into perspective the positioning of highway infrastructure in local communities, with forms of appropriation, cooperation, exchange or divergence.

No description available.

The present study attempted to measure the overlap of tasks being performed by Librarians Class One and Library Technicians Grades Two and Three in special libraries located in Commonwealth Government Departments and Statutory Authorities in the ACT. Overlap was also measured between the two groups in libraries with six or more staff, since size of library could have affected the results; and between graduates (those employees with university or college of advanced education degrees or graduate diplomas in library and information science), and nongraduates (those without such qualifications). To measure the overlap, a task list questionnaire was devised based on task lists utilised in other research studies or which had been the outcome of professional workshops. Work level guidelines and position classification standards developed by pertinent Australian employing authorities and the Library Association of Australia were also used. Results suggested that there may be considerable overlap in work being performed by Librarians Class One and Library Technicians Grades Two and Three in the nominated libraries. Of the eight functional areas of library work into which the task list questionnaire was divided, only two areas, Reference, and Current Awareness and User Services, resulted in proportions of the groups tested being assigned the tasks in significantly different proportions. For the six other functional areas, representing 125 of the 160 tasks Librarians Class One and Library Technicians Grades Two and Three performed the same tasks in similar proportions. Testing for size of library and qualifications of respondents made very little difference to these results. Conclusions drawn from the present study are limited because the questionnaire ignored the level of importance and the time occupied in completing these tasks. Other constraints occurred in relation to conclusions which could be made. The questionnaire methodology as utilised by the present study is more likely to evoke responses to what is there; and it does not identify what should be done or how well tasks are performed. The study is limited to special libraries within Commonwealth Government Departments and Statutory Authorities and is confined to three levels of staff only, Librarians Class One and Library Technicians Grades Two and Three. Despite these limitations, it seems clear that the levels of staff included in the present study are often assigned tasks on the basis of what tasks have to be done, rather than with regard to matching level of task to level of position within the boundaries of the work level guidelines; and this situation is also true of the larger libraries with six or more staff. These results have implications for those involved in educating professional librarians and library technicians, for the interpretation given by the profession to the meaning of professionalism and for staff relations between librarians and library technicians. Debate by the profession concerning the roles of librarians and library technicians is an issue demanding urgent attention.