Descendant d’esclaves, Félix Éboué est né dans le milieu de la petite bourgeoisie de Cayenne (Guyane) en 1884. Il termine ses études secondaires à Bordeaux puis ses études supérieures à Paris : il sort diplômé de l’École coloniale en 1908. A sa demande, il est affecté en Oubangui-Chari (colonie de l’AEF). Il reste en brousse vingt deux ans avant de devenir administrateur en chef (1931). Il est ensuite nommé à différents postes : secrétaire général de la Martinique (1932-1934), secrétaire général du Soudan français (1934-1936), gouverneur de la Guadeloupe (1936-1938), gouverneur du Tchad (1938-1940). A l’été 1940, il choisit le camp de la Résistance avec de Gaulle. Le ralliement du Tchad donne au chef de la France libre un territoire français en Afrique, d’une importance stratégique capitale. En novembre 1940, de Gaulle le nomme gouverneur général de l’AEF à Brazzaville et Compagnon de la Libération. Jusqu’à février 1944, grâce à sa maîtrise de l’administration coloniale, il gère les hommes et les ressources de l’AEF pour le plus grand profit de la France libre et des Alliés. Épuisé et malade, il décède au Caire en mai 1944.La mémoire d’État s’empare de sa mémoire pour en faire rapidement une icône : il entre au Panthéon en mai 1949. Mais, Félix Éboué ne se réduit pas à son mythe : s’il est un personnage emblématique de la IIIe République, il est un homme ancré dans son époque par son appartenance à des réseaux de pouvoirs et par ses idées. Sa spécificité est d’avoir espéré réformer le système colonial et d’avoir cru qu’il était possible de lutter contre le préjugé de couleur, contre le racisme au nom des valeurs de la République. S’il fut un pionnier, c’est par le domaine du sport qui était pour lui un outil par excellence de l’intégration et d’épanouissement de l’individu. / Descendant of slaves, Felix Eboue was born in the middle of the lower middle class of Cayenne (Guiana) in 1884. He finished high school in Bordeaux and his graduate studies in Paris: he graduated from the “Ecole coloniale” in 1908. At his request, he was assigned in Oubangui-Chari (AEF colony). It remains in the bush twenty two years before becoming Chief (1931). He was appointed to various positions: Secretary General of Martinique (1932-1934), Secretary General of the French Sudan (1934-1936), governor of Guadeloupe (1936-1938), governor of Chad (1938-1940). In the summer of 1940, he chose the side of the Resistance with de Gaulle. The rallying Chad gives the leader of Free France, a French territory in Africa, a strategic importance. In November 1940, de Gaulle appointed Governor General of the AEF in Brazzaville and Companion of the Liberation. Until February 1944, thanks to his mastery of the colonial administration, he manages people and resources of the AEF for the benefit of Free France and the Allies. Exhausted and ill, he died in Cairo in May 1944. The memory State seizes his memory to make an icon rapidly enters the Pantheon in May 1949. But Felix Eboue is not limited to the myth: it is an iconic character of the Third Republic, he is a man rooted in his time by his membership in networks of power and ideas. Its specificity is to be hoped reform the colonial system and have believed it was possible to fight against the prejudice of color against racism on behalf of the values of the Republic. If he was a pioneer, this is the sport that was for him an ideal tool for the integration and development of the individual.

Em pleno século XXI cabe a nós educadores, pensadores da Educação, refletirmos sobre novas formas de investimento para a melhoria da qualidade do Ensino. Inúmeras contribuições de naturezas distintas poderiam ser relatadas a fim de contribuir para tal, mas o que proponho nessa investigação é o investimento no que é a essência do humano: o vínculo. Há tempos se sabe sobre a importância das relações interpessoais na constituição do sujeito, mas será que no dia-a-dia das instituições educacionais existe, de fato, um investimento efetivo nesse olhar para dentro de si e para o outro? A escola enquanto espaço público, de primazia coletiva, lida cotidianamente com os vínculos no grupo; o mesmo ocorre em tantos outros ambientes educativos, que propõem projetos sociais, artísticos e esportivos para milhares de crianças e jovens de nosso país. Quantos educadores tiveram a oportunidade de estabelecer um diálogo mais próximo com a psicologia e com a psicanálise durante sua formação? Que conhecimentos puderam construir a respeito dos funcionamentos grupais e das possibilidades de manejar os conflitos e resistências que emergem no grupo? Com referência nas idéias de três autores de base psicanalítica - S. Freud, D. W. Winnicott e R. Kaës - relato e analiso duas experiências vivenciadas em pequenos grupos pertencentes a duas instituições escolares de grande porte. Em A Cortina de Miçangas Musical, compartilho a experiência que vivi como professora, na Escola Vera Cruz. Em A Reabertura da Biblioteca, socializo a experiência vivida junto a um grupo de adolescentes, pais e funcionários da Escola Estadual Salvador Moya, como coordenadora do Projeto Abrace Seu Bairro. Que elementos no manejo grupal podem facilitar ou obstaculizar o nascimento de criações coletivas resultantes do encontro das intersubjetividades de seus integrantes? A reflexão - teórica, prática e sensível - é instrumento essencial para que os sons e os ruídos do grupo, possam ser transformados em música; para que o timbre de cada instrumento (indivíduo) possa aparecer sem encobrir o timbre do outro; para que os músicos dessa orquestra (grupo) possam tocar juntos, ora com melodias mais harmônicas, ora com novos padrões tonais. Reflexão esta: sobre os movimentos do educador, dos alunos e do grupo; sobre a maneira com que os vínculos são estabelecidos no coletivo; sobre os papéis e sobre as tarefas de cada um imerso nessa grupalidade; sobre a presença de uma relação horizontal ou hierarquizada entre seus integrantes; sobre o amadurecimento das relações; sobre a função continente que o grupo pode assumir; sobre a existência ou não do sentimento de pertencimento, enfim, sobre a possibilidade do educador construir um olhar clínico e uma escuta sensível-reflexiva, sobre o grupo, de forma que ele, o grupo, possa ser reconhecido como sujeito da criação. / In the 21st century it is up to us, educators who carry out research, to think about new forms of investments to improve the educational system. In that sense, many contributions of different areas can be reported. However, my proposal in this research is to focus on what is, in my opinion, the essence of humanity: relationships. We have known for a long time of the importance of inter-personal relationships in the formation of the subject. Our question, however, is whether in the daily life of educational institutions there is an effective investment in looking inwards and outwards. The school as a public space, where the concept of group prevails, deals day by day with group links. The same thing occurs in many other educational establishments that have social, artistic and sports activities to thousands of children and teenagers in our country. How many educators have had the opportunity to establish a closer dialogue with psychology and psychoanalysis in their education? What kind of knowledge they were able to form about group functioning and about the possibilities of managing the conflicts and barriers that emerge in a group? Regarding the ideas of three authors of the psychoanalysis school - S. Freud, D. W. Winnicott and R. Kaës - I report and analyze two experiences lived by small groups of two big schools. In The Curtain of Musical Beads I share the experience I have had with my students as a teacher in the Vera Cruz School in kindergarten (first year of the EFI). In the Reopening of the Library I share the experience lived with a group of teenagers, parents and employees of the Salvador Moya State School in my post as coordinator of the project Embrace your Neighborhood. What managing elements can make easier or harder the emergence of collective creativity that results of the interaction of several subjectivities? Thought - whether theoretical, practical and based on sensibility - is a fundamental tool for the sounds and noises of a group to become music; for the tone of each musical instrument (individual) can emerge without concealing the others; for the musicians of this orchestra (group) to be enabled to play together with either more harmonic or with new tonal melodies? What are the movements the educator should follow regarding the students and the group? How the collective links are established? What are the roles and the tasks of each one in the group? Is there a horizontal or hierarchy based relationship among them? What is the connective function that the group may exert? Is there a feeling of belonging to the group? What is the possibility of the educator forming a clinical regard and a sensible-reflexive hearing about the group so that the group itself can be recognized as the subject of the creativity?

Em pleno século XXI cabe a nós educadores, pensadores da Educação, refletirmos sobre novas formas de investimento para a melhoria da qualidade do Ensino. Inúmeras contribuições de naturezas distintas poderiam ser relatadas a fim de contribuir para tal, mas o que proponho nessa investigação é o investimento no que é a essência do humano: o vínculo. Há tempos se sabe sobre a importância das relações interpessoais na constituição do sujeito, mas será que no dia-a-dia das instituições educacionais existe, de fato, um investimento efetivo nesse olhar para dentro de si e para o outro? A escola enquanto espaço público, de primazia coletiva, lida cotidianamente com os vínculos no grupo; o mesmo ocorre em tantos outros ambientes educativos, que propõem projetos sociais, artísticos e esportivos para milhares de crianças e jovens de nosso país. Quantos educadores tiveram a oportunidade de estabelecer um diálogo mais próximo com a psicologia e com a psicanálise durante sua formação? Que conhecimentos puderam construir a respeito dos funcionamentos grupais e das possibilidades de manejar os conflitos e resistências que emergem no grupo? Com referência nas idéias de três autores de base psicanalítica - S. Freud, D. W. Winnicott e R. Kaës - relato e analiso duas experiências vivenciadas em pequenos grupos pertencentes a duas instituições escolares de grande porte. Em A Cortina de Miçangas Musical, compartilho a experiência que vivi como professora, na Escola Vera Cruz. Em A Reabertura da Biblioteca, socializo a experiência vivida junto a um grupo de adolescentes, pais e funcionários da Escola Estadual Salvador Moya, como coordenadora do Projeto Abrace Seu Bairro. Que elementos no manejo grupal podem facilitar ou obstaculizar o nascimento de criações coletivas resultantes do encontro das intersubjetividades de seus integrantes? A reflexão - teórica, prática e sensível - é instrumento essencial para que os sons e os ruídos do grupo, possam ser transformados em música; para que o timbre de cada instrumento (indivíduo) possa aparecer sem encobrir o timbre do outro; para que os músicos dessa orquestra (grupo) possam tocar juntos, ora com melodias mais harmônicas, ora com novos padrões tonais. Reflexão esta: sobre os movimentos do educador, dos alunos e do grupo; sobre a maneira com que os vínculos são estabelecidos no coletivo; sobre os papéis e sobre as tarefas de cada um imerso nessa grupalidade; sobre a presença de uma relação horizontal ou hierarquizada entre seus integrantes; sobre o amadurecimento das relações; sobre a função continente que o grupo pode assumir; sobre a existência ou não do sentimento de pertencimento, enfim, sobre a possibilidade do educador construir um olhar clínico e uma escuta sensível-reflexiva, sobre o grupo, de forma que ele, o grupo, possa ser reconhecido como sujeito da criação. / In the 21st century it is up to us, educators who carry out research, to think about new forms of investments to improve the educational system. In that sense, many contributions of different areas can be reported. However, my proposal in this research is to focus on what is, in my opinion, the essence of humanity: relationships. We have known for a long time of the importance of inter-personal relationships in the formation of the subject. Our question, however, is whether in the daily life of educational institutions there is an effective investment in looking inwards and outwards. The school as a public space, where the concept of group prevails, deals day by day with group links. The same thing occurs in many other educational establishments that have social, artistic and sports activities to thousands of children and teenagers in our country. How many educators have had the opportunity to establish a closer dialogue with psychology and psychoanalysis in their education? What kind of knowledge they were able to form about group functioning and about the possibilities of managing the conflicts and barriers that emerge in a group? Regarding the ideas of three authors of the psychoanalysis school - S. Freud, D. W. Winnicott and R. Kaës - I report and analyze two experiences lived by small groups of two big schools. In The Curtain of Musical Beads I share the experience I have had with my students as a teacher in the Vera Cruz School in kindergarten (first year of the EFI). In the Reopening of the Library I share the experience lived with a group of teenagers, parents and employees of the Salvador Moya State School in my post as coordinator of the project Embrace your Neighborhood. What managing elements can make easier or harder the emergence of collective creativity that results of the interaction of several subjectivities? Thought - whether theoretical, practical and based on sensibility - is a fundamental tool for the sounds and noises of a group to become music; for the tone of each musical instrument (individual) can emerge without concealing the others; for the musicians of this orchestra (group) to be enabled to play together with either more harmonic or with new tonal melodies? What are the movements the educator should follow regarding the students and the group? How the collective links are established? What are the roles and the tasks of each one in the group? Is there a horizontal or hierarchy based relationship among them? What is the connective function that the group may exert? Is there a feeling of belonging to the group? What is the possibility of the educator forming a clinical regard and a sensible-reflexive hearing about the group so that the group itself can be recognized as the subject of the creativity?

The thesis deals with French sculptors and painters active around 1700 at the Royal Palace in Stockholm. They were summoned from Paris by the architect Nicodemus Tessin the younger (1654–1728). This study analyses the Frenchmen’s professional roles, how Tessin organised their work and the working methods applied in the decoration of the Gallery of Charles XI and the adjoining parade rooms. It also involves questions concerning the artist’s roles and the status of artistic professions at the early modern period. The artisans were a group of some fifteen sculptors, painters, founders and a goldsmith. Several of them were accompanied by family members, some of whom were active in the workshop. In France these sculptors and painters had worked in the Bâtiments du Roi  and particularly at the Gobelins. Although they were not part of the artistic elite at the Académie Royale de Peinture et de Sculpture they had vital knowledge in classical pattern/design, le bon goût and drawing. The artisans were also members of the guild system and were thus permitted to accept private commissions. My aim has been to clarify the artisans’ background in Paris and the recruitment undertaken by the diplomat Daniel Cronström (1655–1719). With regard to their activities in Sweden, it has been important to clarify their conditions in the building organisation at the Royal Palace, including social contexts such as their family situation and the possibility to practise their Catholic faith. Equally important is the professional relationship between the Frenchmen and Tessin, who was appointed Superintendent in 1697. Through detailed archival studies, the working practices and the creative process are analysed, especially the collaboration between Tessin and the painter Jacques Foucquet and the sculptors René Chauveau (1663–1722) and Jacques Foucquet (1639–1731).

Dans ce travail nous analysons le rapport de l’individu au mimétisme dans l’œuvre de l’écrivain Chilien Roberto Bolaño (1953-2003). La notion du mimétisme est étroitement liée à celle du désir. En effet, selon le penseur français René Girard, l’individu ne désire pas par soi-même, mais il imite un modèle. Le désir est ainsi déterminé par ce médiateur. Cette forme de désir opère de manière inconsciente car le sujet est sûr de l’autonomie de son choix. Jacques Lacan enrichi cette lecture inspiré d’une idée typiquement hégélienne : le désir de reconnaissance. Pour Lacan, l’individu, avec une idée figée de soi-même (que Lacan appelle l’Imaginaire) est investi par le désir en forme de pulsion. Le mimétisme est double, non seulement l’individu imite des modèles pour tenter de correspondre à cette image figée, mais il destine son effort à être reconnu par les autres (que Lacan appelle le grand Autre ou le Symbolique). Cette étude utilise l’approche méthodologique que nous venons de décrire pour analyser l’œuvre de Roberto Bolaño. Bolaño, un des écrivains le plus importants de la littérature hispano-américaine des dernières années, est un auteur qui place au cœur de ses textes la problématique de l’autonomie du sujet. Cette problématique est surtout visible dans les deux thématiques, à notre sens dominantes, de son œuvre : l’art et le Mal. En effet, dans les textes de Bolaño il est toujours question d’artistes qui luttent pour faire reconnaître leur autonomie (c’est pour cette raison que ces artistes s’inscrivent souvent dans les mouvements d’avant-garde opposés à la tradition). De même, dans l’œuvre de l’écrivain chilien la violence est causée soit par la violence mimétique (les rivalités causées par une lecture erronée de la nature du désir : l’autre est un obstacle à la satisfaction du désir et non un médiateur de celui-ci) soit par les actes répondant à l’obsession d’un manque chez l’individu : généralement celui de ne pas pouvoir arriver à satisfaire une pulsion ayant son origine dans l’Imaginaire. / In this work we analyze the link between the subject and mimetic desire in the works of Chilean writer Roberto Bolaño (1953-2003). The concept of mimetic is closely related to the notion of desire. In fact, for French thinker René Girard, the individual doesn’t desire by himself, but he imitates a “model”. Desire is thus determined by the mediator. This type of desire operates in an unconscious way, because the subject is confident about the autonomy of his choice. French psychanalyst Jacques Lacan enhances this theory in a typically Hegelian way: the desire of recognition. For Lacan, the individual projects himself in a fixed image (called by Lacan the Imaginary); this fixation assails him in the form of a drive. Here mimetic desire is doubled: it doesn’t only imitate models to try to match with this fixed image, but also aims its effort to be recognized by others. Our work uses this methodological approach to study the works of Roberto Bolaño. Bolaño, one of the most important Hispanic American writers of the last years, puts the issue of the autonomy of the subject in the heart of his writings. This topic is mainly noticeable at the two main themes of his work: art and Evil. As a matter of fact, Bolaño’s writings always highlight the struggle of the artist who wants his autonomy recognized by the Other (for this reason, Bolaño’s artists are often members of the avant-garde, thus opposed to tradition). Correspondingly, violence can be caused in one hand by mimetic desire (rivalries provoked by an erroneous interpretation of desire’s nature: the Other is saw more as an obstacle for desire’s satisfaction than its mediator) or, on the other hand, by acts that meet the obsession of a lack: one that generally consist in a drive (originated in the Imaginary) that can’t be satisfied.

La Bibliothèque universelle des romans (1775-1789, 224 vol.) est une collection littéraire périodique à vocation vulgarisatrice, apparue sous l’initiative du marquis de Paulmy dont la bibliothèque personnelle (actuelle Arsenal) fournit le matériau de départ, et que celui-ci dirigea des commencements à l’année 1779. L’étude du traitement réservé à la littérature médiévale dans cette importante collection soulève plus généralement la question de sa réception à la fin du XVIIIe siècle et de la place qu’occupent la BUR et ses rédacteurs dans l’histoire des études littéraires. Notre travail a consisté d’abord à identifier les collaborateurs du périodique, leur rôle respectif et leurs sources. Le passage d’un réservoir précis de textes à une bibliothèque romanesque imprimée passe dans la BUR par la pratique de l’extrait, technique dont nous nous sommes attachés à montrer qu’elle aboutissait, de recherches en essais, à la formation d’un véritable genre critique. De ce corpus d’extraits émerge en effet, sous la plume des rédacteurs de la BUR, l’élaboration d’une histoire littéraire dont il s’agit de présenter ici les résultats. / The Bibliothèque universelle des romans (1775-1789, 224 vol.) is a literary periodical collection with a non-scientific claim, initiated by the marquis de Paulmy whose personal library (now the Arsenal Library) provided the first material. Paulmy managed it from the beginning until 1779. The way this important collection deals with medieval literature raises the general question of its reception at the end of the 18th century, and the role occupied by the BUR and its authors in the history of literary studies. Our work primarily consists in identifying the contributors, their relative part in the laboratory of the Arsenal, and their source materials. The transition from a specific corpus of texts to a printed library of novels requires, in the BUR, the practice of extracting, an approach, as we try to show, that results –from research to testing– in the creation of a real critical genre. From this corpus of extracts emerges indeed, under the pen of the BUR’s authors, the formulation of a literary history that we intend to present in this work.

René de Longueil hérita de façon imprévue et presque simultanée de la seigneurie familiale de Maisons en 1629 et de l’héritage provenant de la famille de sa femme en 1630 qu’il sut par son habileté tourner à son avantage. Il entreprit dès lors la construction d’un château neuf, confié à François Mansart ainsi qu’à l’équipe de Jacques Sarrazin, célébré comme l’une des plus belles demeures de France. Mais il ne vit l’achèvement du projet que dix années avant sa mort, faisant de Maisons un chantier permanent, celui-ci ayant été conduit en plusieurs phases successives. A Paris, il habita rue de Béthisy, dans un hôtel hérité de Nicolas Chevalier, son oncle par alliance. Sa femme Madeleine, disparue très tôt, reste une figure mystérieuse, inspirant une partie du décor du nouveau château. Il eut également à coeur d’agrandir la seigneurie par l’achat de fiefs qui constituèrent un vaste territoire dans le Pincerais, entourant quasiment le domaine royal de Saint-Germain. Descendant d’une famille de robe, il acheta les charges de président de la cour des Aides, puis de président à mortier. Durant la Fronde, il joua un rôle important d’intermédiaire entre le Parlement et la Régence. Il eut l’honneur de servir le roi comme capitaine de ses châteaux de Versailles et Saint-Germain, avant d’être nommé surintendant des finances en 1650. Exilé quelques années en Normandie, il put, à son retour en grâce, accéder au rang de marquis en 1658 et recevoir le roi et la Cour. Ses demeures de Maisons et de Béthisy renfermaient un mobilier très riche et précieux, ainsi que de nombreuses oeuvres d’art. Homme de goût, dans l’esprit de son temps, il s’intéressa aux tapisseries, aux porcelaines et aux orangers. Les poètes célébrèrent les jardins de Maisons. Il fit de l’excellence une règle en n’employant que les meilleurs artisans et domestiques. Homme puissant, riche, célèbre, il transmit un patrimoine très important et son titre de marquis. / In an unexpected manner, and in a short time, Rene de Longueil inherited to the family seigneury of Maisons in 1629 and the heritage of his wife’s family in 1630 which he took advantage by his cleverness. Ever since Rene de Longueil undertook the construction of a new chateau, trusted François Mansart and Jacques Sarrazin’s team, and celebrated as one of the most beautiful residence in France. But he saw the finishing of the project only ten years before his death: Maisons was an endless building site, done one stage at a time. In Paris, he lived at rue de Béthisy, in a town house, inherited from Nicolas Chevalier, his uncle in-law. His wife, Madeleine, dead too early, stays a mysterious person who inspired the decoration of the new chateau. He had one’s heart set on extending the seigneury with the purchase of fief which constituted a huge territory in le Pincerais, surrounding nearly the crown estate of Saint-Germain. Descendant of a noble family, he baught the charges of la Cour des Aides and Président à mortier. During the Fronde, he played an important role as an agent between the Parlment and the Regency. He had the honour of serving the king as captain of his chateau in Versailles and Saint-Germain, before he’s promoted Superintendent of Finances in 1650. He lived in exile in Normandy a few years. Back in favour, he could assent to rank of Marquis in 1658 and welcoming the king and the Court. His places of residence in Maisons and Bethisy contained sumptuous and precious furniture, as well as many works of art. Man with a lot of taste and moving with the times, he took an interest in tapestries work, chinas, and orange trees. The poets celebrated the gardens of Maisons. Excellence became his rule employing the best craftmens and the best servants. Powerful, rich and famous man, he transferred a considerable heritage and his title of Marquis to his descendants.

Le 11 décembre 1481, le roi Louis XI rattachait le comté de Provence souverain au royaume de France. Cela ne s’accomplit pas sans que les grands sanctuaires provençaux reçoivent de sa part des offrandes importantes, tels la chapelle de la Sainte-Baume, le chef-reliquaire d’or de Sainte-Marthe de Tarascon, et, dans une certaine mesure, le tombeau du dernier comte Charles III de Provence dans la cathédrale Saint-Sauveur d’Aix. Mais sa munificence religieuse de quatre décennies en Provence, connut bien d’autres développements (fondations, rentes, privilèges). Cette étude originale est un essai de synchronisation d’une ambitieuse politique de munificence avec son contexte de marche à l’annexion. Pour une vision d’ensemble, la zone étudiée s’élargit aux petits États périphériques du comté de Provence, Avignon et le Comtat Venaissin, la principauté d’Orange, le comté de Nice, la seigneurie de Monaco et le Bas-Dauphiné. Dans ce dernier, à la cathédrale Notre-Dame d’Embrun, au contact du Gapençais provençal, Louis XI a vraisemblablement offert de somptueuses grandes orgues dont plusieurs éléments sont encore visibles. La présence physique du dauphin Louis, puis la forte présence politique du roi Louis XI dans cette « aire provençale », sont révélatrices du grand intérêt que suscite le Midi de la part du royaume de France, selon une tradition remontant aux Capétiens. Les modalités et la croissance de cette convoitise chez Louis XI, ses implications économique et sociale, ses manifestations plastiques, les véhicules de l’idéologie monarchique tels que l’esthétique flamboyante, mais aussi la rivalité inévitable avec l’influent comte René d’Anjou, tiennent ici lieu de problématiques. / On december 11th 1481, the king of France Louis XI achieved the incorporation of sovereign Provence into the kingdom of France. This did not happen without the greatest provençal sanctuaries receiving from him important offerings like the Sainte-Baume chapel, the Sainte-Marthe of Tarascon gold head reliquary, and the last earl Charles III of Provence tomb in the Saint-Sauveur cathedral of Aix. Actually, his four decades religious munificence in Provence spread out with various forms (foundations, annuities, privileges). This original study is an attempt to synchronize an ambitious policy of munificence with its context of an annexation in progress. For a general sight of the situation, the geographical area of the study is extended to the small provençal states surrounding the earldom of Provence, it is to say Avignon and the Comtat Venaissin, the principality of Orange, the earldom of Nice, the lordship of Monaco and the southern Dauphiné. There, in the Notre-Dame cathedral of Embrun, in close contact with the provençal earldom of Gap, Louis XI appears as the donator of the flamboyant organ, still visible in parts. The physical presence of the dauphin Louis, then the strong political presence of king Louis XI, in this “provençal area” reveal the great interest of French kingdom for the south, following an ancient tradition started by the capetian kings. The details and the growth of Louis XI’s covetousness, its economical and social implications, its artistic demonstrations, the medium of the monarchic ideology, as the flamboyant gothic esthetics, but the unavoidable rivalry with the influential earl René d’Anjou as well, are the main issues investigated here.

Thesis (MA (Afrikaans and Dutch))--University of Stellenbosch, 2003. / AFRIKAANSE OPSOMMING: Die doelstelling met hierdie studie is om die verskyning en ontvangs van Afrikaanse dig-debuutbundels teen die millenniumwending met behulp van die polisisteemteorie te bestudeer. Dié teorie behels dat die literatuur as 'n sisteem tussen ander sisteme in die samelewing beskryf word. In hierdie geval word die sisteemgrens tot die Afrikaanse poësie beperk. Die resepsies van die ses debuutbundels wat in 1999–2000 verskyn het en wat vir die Ingrid Jonker-prys in aanmerking geneem is, word ondersoek. Binne die polisisteemverband word 'n studie onderneem na die marginalisering van die Afrikaanse poësie; dít terwyl die poësie as sodanig reeds 'n gemarginaliseerde genre is. Dié marginalisering is grootliks die gevolg van ekonomiese oorwegings – hoofstroomuitgewers dink twee maal daaroor voordat hulle 'n digbundel uitgee, veral 'n debuutdigbundel. Terwyl die poësie in die orale vorm toenemend gewild blyk te wees, is daar nie veel publikasie-moontlikhede vir debuutdigters nie. Hierdie toestand gaan veral die opkomende digters nadelig tref. In hoofstuk 1 word 'n uiteensetting van die studie gegee. Die stand van sake in die Afrikaan-se poësiesisteem teen die millenniumwending word voorlopig beskryf. Die doel van die navorsing, die afbakening van die studie-objek en die hoofstukindeling van die tesis word uiteengesit. Hoofstuk 2 bied 'n uiteensetting van die polisisteemteorie, wat gegrond is op die werk van die Russiese Formaliste. Verder word aandag bestee aan 'n omskrywing van die poli-sisteem, die struktuur van die polisisteem en die toepassingsmoontlikhede van die teorie. 'n Teoretiese oorsig van kanonisering in die literatuur word in hoofstuk 3 onderneem. In dié hoofstuk word die verskillende definisies van die konsep kanon gegee, die verskillende soorte kanons en die proses van kanonvorming word bespreek. Laastens word die invloede van kanonisering vermeld. Die Afrikaanse literêre veld is die fokuspunt in hoofstuk 4, waar die poësie as gemargina-liseerde genre, die voorkoms van die Afrikaanse poësieveld, die Ingrid Jonker-prys en die rol van die uitgewer bespreek word. Die vraag na die afwesigheid van die "nuwe stemme" in die letterkunde word ook ondersoek. Die toekoms van die Afrikaanse poësie word verder onder die soeklig geplaas. In hoofstuk 5 word 'n studie onderneem van die resepsies van die ses debuutbundels van 1999–2000. Die resensent as kritikus en die taak van resensente word eerstens ondersoek. Kwalitatiewe en kwantitatiewe ondersoeke word onderneem ten einde na te gaan welke van die debutante moontlik die kanondrempel kan oorsteek. In die slothoofstuk, hoofstuk 6, word die bevindinge van die ondersoek saamgevat ten einde die gesprek oor die Afrikaanse poësie verder te voer. Verdere moontlike navorsingsterreine word uitgestippel. / ENGLISH ABSTRACT: The aim of this study is to examine the publication and reception of first volumes of poetry at the end of the twentieth century by means of the polysystem theory. This theory maintains that literature should be considered as a system within other systems in society. In this case the systemic boundary is limited to Afrikaans poetry. The reception of six first volumes of poetry that appeared between 1999 and 2000 and were taken into account for the Ingrid Jonker Prize is investigated. A study is made of the reception of Afrikaans poetry within the polysystemic context and in the light of the fact that poetry is already a marginalised genre. This marginalisation is largely the result of economic pressures – mainstream publishers think twice before publishing a volume of poetry, especially a first volume. While poetry, particularly oral poetry, seems to be increasingly popular, there are few publishing opportunities for new poets. This situation is going to affect especially upcoming poets negatively. Chapter 1 gives an outline of the study. The state of affairs in the Afrikaans poetry system at the end of the twentieth century is described briefly. The aim of the research, the delimitation of the field of study, and the organisation of the chapters of the thesis are set out. Chapter 2 offers an explanation of polysystems theory, which has its foundations in Russian Formalism. The chapter also describes the structure of a polysystem and discusses the possible applications of the theory. Chapter 3 presents a theoretical overview of the process of canonisation in literature. Different definitions of the concept of the canon are given and the process and effects of canonisation are considered. Chapter 4 focuses on Afrikaans literature, including discussion of poetry as a marginalised genre, the future of Afrikaans poetry, the Ingrid Jonker Prize, and the role of the publisher. The issue of the absence of "new voices" in literature is also investigated, as well as the future of Afrikaans poetry. Chapter 5 examines the reception of six first volumes of poetry between 1999 and 2000. The reviewer as literary critic and the function of reviewing are considered first. Qualitative and quantitative studies are undertaken in order to determine which of the first volumes might be incorporated into the canon. Chapter 6 draws together the findings of the investigation in order to extend the discussion on Afrikaans poetry. Possible areas of research are suggested.

Scanning Laser Epitaxy (SLE) is a new layer-by-layer additive manufacturing process being developed in the Direct Digital Manufacturing Laboratory at Georgia Tech. SLE allows for the fabrication of three-dimensional objects with specified microstructure through the controlled melting and re-solidification of a metal powder placed atop a base substrate. This dissertation discusses the work done to date on assessing the feasibility of using SLE to both repair single crystal (SX) turbine airfoils and manufacture functionally graded turbine components. Current processes such as selective laser melting (SLM) are not able to create structures with defined microstructure and often have issues with warping of underlying layers due to the high temperature gradients present when scanning a high power laser beam. Additionally, other methods of repair and buildup have typically been plagued by crack formation, equiaxed grains, stray grains, and grain multiplication that can occur when dendrite arms are separated from their main dendrites due to remelting. In this work, it is shown that the SLE process is capable of creating fully dense, crack-free equiaxed, directionally-solidified, and SX structures. The SLE process, though, is found to be currently constrained by the cumbersome method of choosing proper parameters and a relative lack of repeatability. Therefore, it is hypothesized that a real-time feedback control scheme based upon a robust offline model will be necessary both to create specified defect-free microstructures and to improve the repeatability of the process enough to allow for multi-layer growth. The proposed control schemes are based upon temperature data feedback provided at high frame rate by a thermal imaging camera. This data is used in both PID and model reference adaptive control (MRAC) schemes and drives the melt pool temperature during processing towards a reference melt pool temperature that has been found to give a desired microstructure in the robust offline model of the process. The real-time control schemes will enable the ground breaking capabilities of the SLE process to create engine-ready net shape turbine components from raw powder material.