Countries seek to control exposure to hazardous substances and environments by the enactment of legislation. In the past thirty years, two major different approaches to occupational health and safety legislation have been devleoped by countries around the world. The performance-based legislative approach has been linked with the emergence of occupational health and safety management systems but no research has previously been done to determine whether or not the legislative approach taken by government influences the introduction or form of occupational health and safety management systems used by organisations. Similarly, although the reasons why Australia and other countries have moved to performance-based legislation have been explained in terms of social, political and economic factors that influenced the change, little research has been done on the effectiveness of this approach compared with the prescriptive approach of countries such as Korea. -I- The overall aim of this research is to develop a conprehensive understanding of the management of expusre to heavy metals in selected industries in Korea and Australia. The specific objectives of the study are to determine: The effectiveness of heavy metal exposure management in the fluorescent lamp manufacturing industry in Korea, and an Oral Health Service, and lead-risk workplaces in Queensland, Australia; The management of the legislative arrangements for health surveillance in Korea and Queensland, Australia; The characteristics of the occupational health and safety management systems that are in use in the heavy metal industries in Korea in Australia; and The effectiveness of prescriptive and performance based legislative systems in protecting the health and safety of workers in heavy metal based industries. Secondary analysis of biological monitoring data from 6 fluorescent lamp manufacturing companies (8 workplaces) in Korea was used to examine the extent of mercury exposure and the effectiveness of the health surveillance system in that country. A survey of dental workers in an oral health service in Queensland provided data on the extent of mercury exposure to the workforce and workers' attitudes to the management of occupational risks. The efficiency of the lead health surveillance in Queensland was examined by way of a questionnaire survey of lead designated doctors in the state. A survey of registered lead-risk companies and the oral health servies in Queensland, and 5 of the fluorescent lamp manufacturing companies in Korea provided data on the occupational health and safety management systems in place in these organisations. The health surveillance system for mercury exposed workers in Korea was found to have reduced the incidence of workers with biological levels of mercury above the Baseline Level from 14% in 1994 to 7% in 1999. Bilogical testing of dental workers in Queensland discovered no workers with biological levels of mercury approaching the Baseline Level and air monitoring failed to locate any areas where workers were likely to be exposed to levels approaching the Workplace Exposure Standard. The staff of the Oral Health Service were generally aware of the occupational health and safety management systems in place but only 43% felt that mercury management in the workplace effectively prevented exposure. The lead surveillance system in Queensland was found to be inadequately managed with approximately 37% of registered doctors no longer practicing in the field and their being no way for the government to collect reliable data on the extent of lead exposure in workplaces. The occupational health and safety management systems in the companies surveyed in Queensland and Korea were found to be influenced by the legislative arrangements in place in each of the locations. The Korean systems were more geared to meeting the regulatory requirements whereas the Queensland systems were geared more towards a risk management approach. However substantial differences were also noted depending on the size of the organisation in each case. Legislative arrangements in Korea and Queensland were found to provide reasonable protection from heavy metal exposure to workers however improvements in both systems are needed. The legislation was also found to influence the occupational health and safety management systems in place with performance-based legislation producing systems having a wide risk management focus while a narrower regulatory based focus was noted in Korea where more prescriptive legislation is in force. A confounding factor in the nature of the occupational health and safety management system in place is the size of the organisation and particular attention needs to be paid to this when legislative approaches are considered.

Pelo presente trabalho, busca-se analisar as razões pelas quais as crianças das séries iniciais do Ensino Fundamental, apesar de escolarizadas, não alcançam o letramento, termo entendido como competências e habilidades para o uso da linguagem escrita no entorno social. Ao comparar-se o fazer pedagógico de professores e a bibliografia que defende o processo ensino-aprendizagem da língua materna, no contexto social, nota-se uma dicotomia entre prática e teoria. Enquanto esta aponta para um ensino baseado no trinômio uso → reflexão → uso, de modo que a variedade lingüística do aluno seja, não só respeitada, mas tomada como ponto de partida para as reflexões epilingüísticas, rumo à variedade culta, a prática revela um fazer pedagógico que não leva em conta a linguagem do aluno, e que elege, como ponto de partida e de chegada, a gramática normativa, prática que pode estar referendada pela concepção de que é, pela via da mesma, que se aprende língua ou porque os professores aprenderam assim ou, ainda, porque eles não sabem como romper com a prática tradicional. A análise revela uma escola preocupada com a decodificação, na leitura, responsável por entravar a compreensão do texto, já que trabalhado com vistas à leitura oral (como prova de que o aluno sabe ler) ou com vistas a uma pretensa interpretação, através de questões que privilegiam o conteúdo, o explícito ou, ainda, com vistas ao trabalho com questões subjetivas que não conduzem à leitura do implícito. No que diz respeito à escrita, a escola revela preocupar-se com a codificação, entendida como reprodução, de modo que, ao aluno, não resta outra saída que não a de realizar exercícios de língua, pela via da metalinguagem, ou na forma esporádica de redação, sem que se assuma como sujeito de suas idéias, tendo em vista um interlocutor de fato. Portanto, a escola, que deveria ser a instituição social responsável pelo ensino da linguagem escrita, falha nessa responsabilidade, por valorizar a gramaticalização em detrimento do letrar – passaporte para o exercício da cidadania. / In this work we intend to analyze the reasons why childen in initial levels of elementary school, despite being regular students, are not able to achieve literacy (which is understood as a set of competences and skills for using writen language in social context). When teaching practices and the bibliography concerning mother language teaching and learning are compared, we perceive a dicotomy between practice and theory: while the last one points to the trinomial use → reflection → use, making the learner's linguistic variety not only respected, but taken as a starting point for epilinguistical reflections towards standard language, practice reveals pedagogical procedures which do not consider learner's language, choosing normative grammar as a start and and end. This occurs due to the conception that this is how one learns language, or this was the way teachers learnt it, or because teachers cannot break with traditional practices. This analysis reveals that schools are concerned with decoding in reading, and this is responsible for restraining text comprehension, as the work with texts usually involves aloud reading (as a proof that students can read), or false text interpretation, which occurs through questions that privilege explicit content, or subjective questions that do not lead to implicit content. Concerning to writing, schools are worried with the encoding - term understood as reproduction. As a result, the learner makes language exercises through metalanguage, or in sporadic essay writing exercises, without considering him/herself as a real subject of his/her ideas, or adressing him/herself to a real interlocutor. Therefore, school, which should be the social institution responsible for teaching writen language, fails in this responsability, because it values grammar rather than literacy - which is a passport for an effective exercise of citizenship. Key-words: literacy;

Fundação de Amparo à Pesquisa do Estado do Rio de Janeiro / A presente pesquisa tem por objetivo investigar como tem sido o ensino de Língua Portuguesa na Rede Pública de Ensino do Estado do Rio de Janeiro, no século XXI, a partir das orientações curriculares prescritas pela Secretaria de Estado de Educação, buscando investigar se se trata de um ensino prescritivo ou produtivo. Para tanto, toma-se como objeto de análise a proposta curricular para o ensino de Língua Portuguesa, produzida no documento de Reorientação Curricular entregue às escolas em 2006 e no documento atual conhecido como Currículo Mínimo. Nessa proposta, é objeto de análise o discurso do documento oficial no que tange à concepção de linguagem priorizada e ao objetivo do ensino da língua materializado através do que ele apresenta como objeto de ensino das aulas de Língua Portuguesa. Esta pesquisa toma como estratégia metodológica a análise documental, utilizando a abordagem sócio-histórica na pesquisa qualitativa de inspiração bakhtiniana. A base teórica que sustenta, principalmente, esta pesquisa é a teoria da enunciação de Mikhail Bakhtin e postulados de Halliday, McIntosh e Strevens (1974) acerca do ensino prescritivo e produtivo da língua / The present research aims at investigating how has been the teaching of Portuguese Language at state public schools of Rio de Janeiro, in the 21st century, through the curricular orientations prescribed by the Secretaria Estadual de Educação, in order to investigate whether this is a prescriptive or productive teaching. To do so, it is taken as the object of analysis the proposed curriculum for the teaching of Portuguese, produced in the document of Curricular Reorientation given to schools in 2006, and the current document known as Minimum Curriculum. In this investigation, is the object of the discourse analysis of official document regarding the design of prioritized language and purpose of language teaching materialized through what it presents as the object of teaching of Portuguese Language classes. This study takes as methodological strategy the documental analysis, using the socio-historical approach in the qualitative research of bathkinian inspiration. The theoretical basis that supports mainly this research is Mikhail Bakhtins theory of enunciation and the postulates Halliday, McIntosh and Strevenss (1974) about the prescriptive and productive language teaching

Pelo presente trabalho, busca-se analisar as razões pelas quais as crianças das séries iniciais do Ensino Fundamental, apesar de escolarizadas, não alcançam o letramento, termo entendido como competências e habilidades para o uso da linguagem escrita no entorno social. Ao comparar-se o fazer pedagógico de professores e a bibliografia que defende o processo ensino-aprendizagem da língua materna, no contexto social, nota-se uma dicotomia entre prática e teoria. Enquanto esta aponta para um ensino baseado no trinômio uso → reflexão → uso, de modo que a variedade lingüística do aluno seja, não só respeitada, mas tomada como ponto de partida para as reflexões epilingüísticas, rumo à variedade culta, a prática revela um fazer pedagógico que não leva em conta a linguagem do aluno, e que elege, como ponto de partida e de chegada, a gramática normativa, prática que pode estar referendada pela concepção de que é, pela via da mesma, que se aprende língua ou porque os professores aprenderam assim ou, ainda, porque eles não sabem como romper com a prática tradicional. A análise revela uma escola preocupada com a decodificação, na leitura, responsável por entravar a compreensão do texto, já que trabalhado com vistas à leitura oral (como prova de que o aluno sabe ler) ou com vistas a uma pretensa interpretação, através de questões que privilegiam o conteúdo, o explícito ou, ainda, com vistas ao trabalho com questões subjetivas que não conduzem à leitura do implícito. No que diz respeito à escrita, a escola revela preocupar-se com a codificação, entendida como reprodução, de modo que, ao aluno, não resta outra saída que não a de realizar exercícios de língua, pela via da metalinguagem, ou na forma esporádica de redação, sem que se assuma como sujeito de suas idéias, tendo em vista um interlocutor de fato. Portanto, a escola, que deveria ser a instituição social responsável pelo ensino da linguagem escrita, falha nessa responsabilidade, por valorizar a gramaticalização em detrimento do letrar – passaporte para o exercício da cidadania. / In this work we intend to analyze the reasons why childen in initial levels of elementary school, despite being regular students, are not able to achieve literacy (which is understood as a set of competences and skills for using writen language in social context). When teaching practices and the bibliography concerning mother language teaching and learning are compared, we perceive a dicotomy between practice and theory: while the last one points to the trinomial use → reflection → use, making the learner's linguistic variety not only respected, but taken as a starting point for epilinguistical reflections towards standard language, practice reveals pedagogical procedures which do not consider learner's language, choosing normative grammar as a start and and end. This occurs due to the conception that this is how one learns language, or this was the way teachers learnt it, or because teachers cannot break with traditional practices. This analysis reveals that schools are concerned with decoding in reading, and this is responsible for restraining text comprehension, as the work with texts usually involves aloud reading (as a proof that students can read), or false text interpretation, which occurs through questions that privilege explicit content, or subjective questions that do not lead to implicit content. Concerning to writing, schools are worried with the encoding - term understood as reproduction. As a result, the learner makes language exercises through metalanguage, or in sporadic essay writing exercises, without considering him/herself as a real subject of his/her ideas, or adressing him/herself to a real interlocutor. Therefore, school, which should be the social institution responsible for teaching writen language, fails in this responsability, because it values grammar rather than literacy - which is a passport for an effective exercise of citizenship. Key-words: literacy;

Fundação de Amparo à Pesquisa do Estado do Rio de Janeiro / A presente pesquisa tem por objetivo investigar como tem sido o ensino de Língua Portuguesa na Rede Pública de Ensino do Estado do Rio de Janeiro, no século XXI, a partir das orientações curriculares prescritas pela Secretaria de Estado de Educação, buscando investigar se se trata de um ensino prescritivo ou produtivo. Para tanto, toma-se como objeto de análise a proposta curricular para o ensino de Língua Portuguesa, produzida no documento de Reorientação Curricular entregue às escolas em 2006 e no documento atual conhecido como Currículo Mínimo. Nessa proposta, é objeto de análise o discurso do documento oficial no que tange à concepção de linguagem priorizada e ao objetivo do ensino da língua materializado através do que ele apresenta como objeto de ensino das aulas de Língua Portuguesa. Esta pesquisa toma como estratégia metodológica a análise documental, utilizando a abordagem sócio-histórica na pesquisa qualitativa de inspiração bakhtiniana. A base teórica que sustenta, principalmente, esta pesquisa é a teoria da enunciação de Mikhail Bakhtin e postulados de Halliday, McIntosh e Strevens (1974) acerca do ensino prescritivo e produtivo da língua / The present research aims at investigating how has been the teaching of Portuguese Language at state public schools of Rio de Janeiro, in the 21st century, through the curricular orientations prescribed by the Secretaria Estadual de Educação, in order to investigate whether this is a prescriptive or productive teaching. To do so, it is taken as the object of analysis the proposed curriculum for the teaching of Portuguese, produced in the document of Curricular Reorientation given to schools in 2006, and the current document known as Minimum Curriculum. In this investigation, is the object of the discourse analysis of official document regarding the design of prioritized language and purpose of language teaching materialized through what it presents as the object of teaching of Portuguese Language classes. This study takes as methodological strategy the documental analysis, using the socio-historical approach in the qualitative research of bathkinian inspiration. The theoretical basis that supports mainly this research is Mikhail Bakhtins theory of enunciation and the postulates Halliday, McIntosh and Strevenss (1974) about the prescriptive and productive language teaching

Pelo presente trabalho, busca-se analisar as razões pelas quais as crianças das séries iniciais do Ensino Fundamental, apesar de escolarizadas, não alcançam o letramento, termo entendido como competências e habilidades para o uso da linguagem escrita no entorno social. Ao comparar-se o fazer pedagógico de professores e a bibliografia que defende o processo ensino-aprendizagem da língua materna, no contexto social, nota-se uma dicotomia entre prática e teoria. Enquanto esta aponta para um ensino baseado no trinômio uso → reflexão → uso, de modo que a variedade lingüística do aluno seja, não só respeitada, mas tomada como ponto de partida para as reflexões epilingüísticas, rumo à variedade culta, a prática revela um fazer pedagógico que não leva em conta a linguagem do aluno, e que elege, como ponto de partida e de chegada, a gramática normativa, prática que pode estar referendada pela concepção de que é, pela via da mesma, que se aprende língua ou porque os professores aprenderam assim ou, ainda, porque eles não sabem como romper com a prática tradicional. A análise revela uma escola preocupada com a decodificação, na leitura, responsável por entravar a compreensão do texto, já que trabalhado com vistas à leitura oral (como prova de que o aluno sabe ler) ou com vistas a uma pretensa interpretação, através de questões que privilegiam o conteúdo, o explícito ou, ainda, com vistas ao trabalho com questões subjetivas que não conduzem à leitura do implícito. No que diz respeito à escrita, a escola revela preocupar-se com a codificação, entendida como reprodução, de modo que, ao aluno, não resta outra saída que não a de realizar exercícios de língua, pela via da metalinguagem, ou na forma esporádica de redação, sem que se assuma como sujeito de suas idéias, tendo em vista um interlocutor de fato. Portanto, a escola, que deveria ser a instituição social responsável pelo ensino da linguagem escrita, falha nessa responsabilidade, por valorizar a gramaticalização em detrimento do letrar – passaporte para o exercício da cidadania. / In this work we intend to analyze the reasons why childen in initial levels of elementary school, despite being regular students, are not able to achieve literacy (which is understood as a set of competences and skills for using writen language in social context). When teaching practices and the bibliography concerning mother language teaching and learning are compared, we perceive a dicotomy between practice and theory: while the last one points to the trinomial use → reflection → use, making the learner's linguistic variety not only respected, but taken as a starting point for epilinguistical reflections towards standard language, practice reveals pedagogical procedures which do not consider learner's language, choosing normative grammar as a start and and end. This occurs due to the conception that this is how one learns language, or this was the way teachers learnt it, or because teachers cannot break with traditional practices. This analysis reveals that schools are concerned with decoding in reading, and this is responsible for restraining text comprehension, as the work with texts usually involves aloud reading (as a proof that students can read), or false text interpretation, which occurs through questions that privilege explicit content, or subjective questions that do not lead to implicit content. Concerning to writing, schools are worried with the encoding - term understood as reproduction. As a result, the learner makes language exercises through metalanguage, or in sporadic essay writing exercises, without considering him/herself as a real subject of his/her ideas, or adressing him/herself to a real interlocutor. Therefore, school, which should be the social institution responsible for teaching writen language, fails in this responsability, because it values grammar rather than literacy - which is a passport for an effective exercise of citizenship. Key-words: literacy;

Reviewing literature on the histories of and the attitude studies about transgender people, the use of ‘they’ as a gender-neutral third-person singular pronoun, prescriptive grammar ideology, and aversive prejudice theory provides insight into how these topics are interrelated and relevant to current issues surrounding nonbinary transgender people. This review inspired my research study. My participants (n = 722) completed an online survey in which they reported demographic variables and answered scales that measured ‘they’ attitudes in generic and queer contexts, attitudes toward trans people, and prescriptive grammar ideology. I found that the majority of participants approved of using the singular ‘they’. Regression analyses revealed that in a queer context, negative attitudes toward 'they' were best predicted by trans prejudice, while in a generic context, both valuing prescriptive grammar and anti-trans prejudice similarly predicted 'they' attitudes. This indicates that negative attitudes toward the singular 'they' are not merely an issue of taking a principled stance against "improper grammar". Additionally, both sexual orientation and gender (trans vs. cisgender) moderate the relationship between prescriptive grammar ideology and 'they' attitudes. Age, sexual orientation, and education level also influenced my pattern of results such that older participants, queer people, and more highly educated individuals were more likely to have positive attitudes toward the singular ‘they’. These findings have implications for LGBTQ+ individuals’ relationships with cisgender and heterosexual people as well as for theories of prejudice, particularly with regard to the increasingly important area of attitudes toward people with diverse gender identities.

Bakgrund: E-handeln har på senare år genomgått radikala förändringar och dataanalys kan stå för 10 % av tillväxten hos 56 % av alla e-handelsföretag. Dataanalys erbjuder många fördelar och internationella företag hävdar att 30% av deras försäljning beror på dataanalys. Det finns tre olika lönsamhetsstrategier för att svenska e-handelsföretag ska öka lönsamheten. Dessa är (i) minska kostnader, (ii) öka omsättning, (iii) minska tillgångar och totalt kapital. Studien visar att 35 % av alla svenska e-handelsföretag har inte tillgång till relevanta data och det finns en oro för att dessa företag kommer att ligga efter i utvecklingen. Syfte och frågeställning: Studien syftar till att undersöka om e-handelsföretag tillämpar dataanalys vid utformning av lönsamhetsstrategier och vilka konsekvenser går det att identifiera av detta. Vilka lönsamhetsstrategier väljer svenska e-handelsföretag och hur används dessa strategier i kombination med dataanalys? Tillvägagångssätt: Studien använder en tvärsnittsdesign med datainsamling utifrån enenkätundersökning av e-handelsföretag där 93 respondenter svarat, 5 semi-strukturerade intervjuer och sekundärdata från 20 e-handelsföretag. Till analys av empiri användes univariat- och bivariat analys tillsammans med innehållsanalys. Empiri: Sextiofem av nittiotre respondenter i studien tillämpar dataanalys vid utformningav lönsamhetsstrategier, medan en tredjedel av deltagarna uppger att de inte tillämpardataanalys. Studien visade att de vanligaste analysverktygen är deskriptiv- och preskriptivanalys, medan de vanligaste lönsamhetsstrategierna är ökad omsättningen och minskade kostnader. Slutsats: Är att svenska e-handelsföretag fortfarande saknar resurser och kunskaper för att nyttja dataanalys fullt ut. En tredjedel av svenska e-handelsföretag går miste om fördelarna med dataanalys som även uppskattas bidra till 30 % av ökad försäljning. Dataanalys är den nya oljan och möjliggör för värdeskapande, därmed är slutsatsen av det här arbetet att svenska e-handelsföretag bör utvinna värde ur data och fokusera på att bli mer datadrivna. / Background: Over the last few years e-commerce has undergone radical changes, ten percent of which has been, among 56% of all e-commerce data analysis. Data analysis can provide many advantages; global corporations claim that 30% of their sales depend on it. There are three different strategies that Swedish e-commerce businesses can adopt to increase profitability. These are: 1. Reduce costs. 2. Increase revenue. 3. Minimise assets and total capital. Studies show that 35% of all Swedish e-commerce businesses do not have access to relevant data which could result in limiting future development. Purpose and Research Question: This study intends to examine and contribute to the knowledge of whether Swedish e-commerce businesses apply data analysis when developing profitability strategies. Which profitability strategies are used by Swedish ecommerce businesses and how do they utilise data analysis? Method: This study uses a cross-sectional design involving a survey of many e-commerce businesses of which 93 replied, five semi-structured interviews, and secondary data from 20e-commerce businesses. To analyse the empirical data, we used univariate and bivariate analysis together with content analysis. Empirical data: Sixty five out of ninety-three respondents apply data analysis when developing profitability strategies, but a third of the survey participants answered that they do not use them together. The study showed that the most common analytics tools used are descriptive and prescriptive analysis, whilst the most used profitability strategy is to increase revenue and to reduce costs. Conclusion: Swedish e-commerce businesses still lack the resources and knowledge to fully utilise data analysis. One third of Swedish e-commerce businesses do not take advantage of data analysis, even though it can increase sales by up to 30%. Data analysis is the new oil, which also enables value creation. Therefore, this study’s conclusion is that Swedish e-commerce businesses should utilise data analysis and become more data driven.

The increasing demand for healthcare services, coupled with the challenges of managing budgets and navigating complex regulations, has underscored the need for sustainable and efficient healthcare delivery. In response to this pressing issue, this thesis aims to optimize hospital efficiency using Artificial Intelligence (AI) techniques. The focus extends beyond improving surgical intraoperative time to encompass preoperative and postoperative periods as well. The research presents a novel Prescriptive Analytics System (PAS) designed to enhance the Surgical Success Rate (SSR) in surgeries and specifically in high volume arthroplasty. The SSR is a critical metric that reflects the successful completion of 4-surgeries during an 8-hour timeframe. By leveraging AI, the developed PAS has the potential to significantly improve the SSR from its current rate of 39% at The Ottawa Hospital to a remarkable 100%. The research is structured around five peer-reviewed journal papers, each addressing a specific aspect of the optimization of surgical efficiency. The first paper employs descriptive analytics to examine the factors influencing delays and overtime pay during surgeries. By identifying and analyzing these factors, insights are gained into the underlying causes of surgery inefficiencies. The second paper proposes three frameworks aimed at improving Operating Room (OR) throughput. These frameworks provide structured guidelines and strategies to enhance the overall efficiency of surgeries, encompassing preoperative, intraoperative, and postoperative stages. By streamlining the workflow and minimizing bottlenecks, the proposed frameworks have the potential to significantly optimize surgical operations. The third paper outlines a set of actions required to transform a selected predictive system into a prescriptive one. By integrating AI algorithms with decision support mechanisms, the system can offer actionable recommendations to surgeons during surgeries. This transformative step holds tremendous potential in enhancing surgical outcomes while reducing time. The fourth paper introduces a benchmarking and monitoring system for the selected framework that predicts SSR. Leveraging historical data, this system utilizes supervised machine learning algorithms to forecast the likelihood of successful outcomes based on various surgical team and procedural parameters. By providing real-time monitoring and predictive insights, surgeons can proactively address potential risks and improve decision-making during surgeries. Lastly, an application paper demonstrates the practical implementation of the prescriptive analytics system. The case study highlights how the system optimizes the allocation of resources and enables the scheduling of additional surgeries on days with a high predicted SSR. By leveraging the system's capabilities, hospitals can maximize their surgical capacity and improve overall patient care.

L'objectif principal de la thèse est de comprendre comment se construit la politique sportive d'une fédération sportive nationale. Le cas de la Fédération Française de Rugby (FFR) est étudié sous la forme d'une Recherche-Intervention, cette organisation ayant souhaité engager des réflexions autour de sa politique sportive, un objet qu'il a fallu appréhender et conceptualiser dans le cadre d'une fédération nationale. Cet objet est envisagé comme un processus de co-construction, entre des acteurs fédéraux (siège) et territoriaux (structures décentralisées et déconcentrées). Pour étudier ce processus et notamment les logiques d'acteurs, nous avons mobilisé la théorie de la traduction (Akrich et al., 2006), associée au concept de rapport de prescription (Oiry, 2012). La théorie de la traduction évoque la notion d'actants, pour désigner ces acteurs et prendre en considération des éléments de l'organisation dits « non-humains » (actants non-humains), qui ont aussi une influence et un impact sur ce processus. Notre problématique centrale est ainsi formulée comme suit : quelles sont les dynamiques actantielles à l'oeuvre dans la co-construction d'une politique sportive fédérale ? L'idée générale, au travers de notre cadre d'analyse, est d'exprimer comment ces acteurs, par le biais de leurs visions et de leurs perceptions (leurs traductions) et leurs collaborations/confrontations (leurs rapports de prescription), vont coconstruire la politique sportive fédérale en question. Cette thèse ambitionne d'appréhender à la fois l'intégration de cette politique dans l'organisation fédérale, et la formation d'un réseau d'acteurs qui, parallèlement, se configure et se stabilise. / The main purpose of this thesis is to understand how a national association sport policy is elaborated. The case of the French Rugby Union (FFR) is studied as part of an intervention-research, as this organisation initiated some reflections around its sport policy, an object that we had both to apprehend and conceptualise. This object is considered as a co-construction process, between national and regional actors. In order to study this, we mobilise the Actor-Network Theory (Akrich et al., 2006), associated with the concept of prescriptive relation (Oiry, 2012). The Actor-Network Theory (also known as the sociology of translation) highlights the presence of both human and non-human actors which can have an impact on this process. In this way, our research question is: what are the actors' dynamics during the co-construction process of the federal sport policy? The general idea, throughout our framework, is to express how the (human) actors, thanks to their representations (their translation) and their collaboration / confrontation (their prescriptive relation) are going to co-construct the federal sport policy. The aim of this thesis is to apprehend both the integration of this sport policy into the federal organisation (the FFR) and the creation of an actor-network, which, simultaneously, is configuring and stabilising itself.