This thesis puts focus on the points where organisations perceive, translate and implement a new organisational idea, and the implementation and translation of one specific efficiency method is studied. We have looked at how a group of small manufacturing companies have implemented an efficiency method (Efficient production/Lean Production) and how they have translated it to fit their own organisation. The authors were interested in finding out both about the challenges and the positive outcomes of implementing an efficiency method in a company. While getting to know more about the subject, the translator’s (the person responsible of implementing the method into the own organisation) role and importance to the implementation became more interesting. In cooperation with a Host Company (HC), a decision was made to study a group of small manufacturing companies who had all participated in one of HC’s programs, Lean School for Small Companies. To be able to make generalisations from the results, a multiple-case study was carried out. To fulfil our purpose and gain a somewhat objective understanding of the processes of implementation we decided that it was necessary to interview two people from each company, one that had attended the Lean School and one who did not, but was directly affected by the efficiency method in daily work. The empirical findings were analysed in the light of the theoretical ideas we found about implementation of efficiency methods and translation of organisational ideas. The results of the study were in many aspects consistant with the theories found on the subject. The processes of an implementation is complex and are affected by the factors commitment of leaders, problems or obstacles, the translators role and ability to manage the translation process and, furthermore, by knowledge input.

<p>This thesis puts focus on the points where organisations perceive, translate and implement a new organisational idea, and the implementation and translation of one specific efficiency method is studied. We have looked at how a group of small manufacturing companies have implemented an efficiency method (Efficient production/Lean Production) and how they have translated it to fit their own organisation.</p><p>The authors were interested in finding out both about the challenges and the positive outcomes of implementing an efficiency method in a company. While getting to know more about the subject, the translator’s (the person responsible of implementing the method into the own organisation) role and importance to the implementation became more interesting. In cooperation with a Host Company (HC), a decision was made to study a group of small manufacturing companies who had all participated in one of HC’s programs, Lean School for Small Companies.</p><p>To be able to make generalisations from the results, a multiple-case study was carried out. To fulfil our purpose and gain a somewhat objective understanding of the processes of implementation we decided that it was necessary to interview two people from each company, one that had attended the Lean School and one who did not, but was directly affected by the efficiency method in daily work. The empirical findings were analysed in the light of the theoretical ideas we found about implementation of efficiency methods and translation of organisational ideas.</p><p>The results of the study were in many aspects consistant with the theories found on the subject. The processes of an implementation is complex and are affected by the factors commitment of leaders, problems or obstacles, the translators role and ability to manage the translation process and, furthermore, by knowledge input.</p>

Si les risques corporels sont inhérents à la pratique du rugby, ils justifient les nombreuses craintes des enseignants d’éducation physique et sportive, et ce d’autant plus que les statistiques font état d’une blessure grave (fracture – entorse) toutes les cinquante neuf minutes lors de la pratique fédérale (50% des blessures se produisent lors de la situation de jeu la plus fréquente en rugby : le plaquage). La problématique de l’enseignement du rugby en milieu scolaire consiste donc à présenter des situations de référence en prise directe avec les invariants culturels de l’activité et conjuguant un haut niveau de dangerosité – source d’élévation du niveau de civilité des élèves, et des conditions de sécurité optimales. C’est au travers d’un modèle d’enseignement socio-culturel, reposant sur des techniques corporelles spécifiques que nous pensons répondre à cette problématique. L’enseignant dispose de cinq étapes d’analyse de l’APS au service de la transposition didactique (passage de l’objet culturel à l’objet d’enseignement) : analyse culturelle (histoire et évolution socio-culturelle), analyse réglementaire (règles du jeu, fonction et évolution), analyse éducative (potentiel éducatif du rugby), analyse tactico-technique et stratégique (systématique du jeu) et analyse technique (enjeux des gestes sportifs : performance, sécurité, valeurs). Les techniques corporelles sportives scolaires se différencient des techniques corporelles sportives fédérales par le niveau de civilité exigé (la nature de l’agressivité tolérée correspond à la combativité). Les techniques corporelles du rugby scolaire développent ainsi des valeurs telles que le respect, la solidarité et la responsabilité. / Physical risk is inherent to the practice of rugby and justifies the very real fear of sport and physical education teachers, a fear which is further justified by the statistics. Every fifty-nine minutes in games at a federal level there is a serious injury (for example fractures and sprains). Fifty percent of these injuries happen during the most frequent phase of a rugby game: the tackle. The challenge for teaching rugby in a school environment is therefore to create educational situations which combine the cultural elements of the activity with the high danger level, thus elevating students’ civil awareness, in the safest possible conditions. It is through a socio-cultural teaching model, based on specific physical techniques, that we will reply to this question.A sport and physical education teacher has five steps of a teaching sequence in order to transfer the content to be taught. The five steps of this transferral of content (moving away from an object of cultural significance to an object of teaching significance) include: a cultural analysis (history and socio-cultural evolution), an analysis of the rules (their function and how they have evolved over time), an educational analysis (the educational potential of rugby), a systematic analysis of the game of rugby (techniques, tactics and strategies) and a technical analysis (the importance of sportsmanship : performance, safety, values).The physical sporting techniques used within a school environment can be differentiated from the physical sporting techniques used at a federal level by the level of civility required (the level and nature of aggressiveness tolerated is relative to the level of competitiveness demonstrated). In this way the physical techniques used in school rugby allow the development of values such as respect, solidarity and responsibility.

The thesis aims to reconstruct the procedural rules that apply whenever the simulation of contract becomes an issue within a civil proceeding.To this end, a different method is followed from that commonly used by the courts and in the scholarly literature, which have mostly deduced the content of these rules assuming, as a starting point, a certain solution to the problem of the nature of simulated contracts. The courts, that still adhere to the traditional doctrine of nullity of the simulated contract, state that the rules of the civil code dedicated to the action and the objection of nullity shall also apply to the action and objection of simulation. Part of the scholars, rejecting such premises, uphold interpretative solutions that are at odds with those supported by the courts. On the contrary, in this thesis, the legal notion of simulation is assumed as a starting point. Such a legal notion describes the set of facts that lead to a simulation of a contract and to the legal consequences set forth in articles 1414 and ff of the civil code; these facts are thus material to the process in which the simulation is an issue. Hence, the first part of the thesis (chapters 1 to 4) aims at framing the legal notion of simulation within the main categories of civil procedure, and starts from the definition of the legal notion of simulation by critically assessing the two main conceptions of the simulation phenomenon that emerge from the conspicuous literature on the subject: a “negative” conception, which sees the simulation as the lack of an essential element of the contract, and a “positive” conception, which sees the simulation as an agreement between the parties with the aim of excluding the legal effects of a contract between them (simulation agreement). The arguments in support of this last conception are set forth; after that, the question of the structure of the so-called “concealed contract” and the role of the simulation agreement on its formation and effectiveness is examined. The framing of the simulation in the fundamental categories of the process is then carried out through the observation of the legal effects that the simulation activity produces with regard to third parties, and the procedural classification of the substantial categories referred to in Articles 1415 and 1416 of the Italian Civil Code (in particular, unopposability). Finally, the objective scope of the process in which the ascertainment of the simulation of a contract is requested (action of simulation) is defined by critically examining the prevailing doctrine, according to which the said action aims at ascertaining the lack of a “contractual relationship”. Another doctrine is then examined, according to which simulation and nullity may be described as authonomous legal effects capable of being ascertained within a judgment having the force of res judicata. The second part (chapters 5 and 6) is dedicated to the discussion of selected issues of “procedural dynamics”, namely: a) the objection of absolute simulation, and the problem wether the judge may decide upon it ex officio in both the processes aimed at enforcing a simulated contract, and in those that aim, on the contrary, at the declaration of nullity, or at the annulment, rescission or termination of the same contract; b) the multiple facets that the issue of absolute simulation presents in the course of a forced expropriation proceeding undertaken against an “apparent owner”; c) the form of the concealed contract and the extent to which the simulants may prove a relative simulation by witnesses, particularly in the event that the relative simulation of the price of a sale contract is alleged as an objection to an avoidance action promoted by the bankruptcy trustee; d) the stading to an action of simulation; e) the objective scope of the res judicata in the same action. / La tesi mira a ricostruire la disciplina processuale della simulazione negoziale, ossia le regole concernenti l'attività compiuta nel processo dalle parti e dal giudice, ogniqualvolta la simulazione di un negozio giuridico sia oggetto di allegazione, prova e decisione (nella forma della mera cognizione o dell'accertamento). Si segue, a tal fine, un metodo diverso da quello comunemente impiegato dalla giurisprudenza e dalla dottrina, le quali hanno perlopiù dedotto il contenuto di tali regole a partire dalla soluzione di volta in volta prescelta al problema della qualificazione del contratto simulato. La giurisprudenza, muovendo dalla tesi della nullità del contratto simulato, conclude per la diretta applicabilità delle norme del codice civile dedicate all'azione e all'eccezione di nullità. Parte della dottrina, discostandosi da quella premessa, propone soluzioni applicative di segno opposto. Al contrario, nel presente lavoro, la centralità solitamente assegnata al contratto simulato, è occupata dalla simulazione, ossia dalla fattispecie degli effetti che gli artt. 1414 e seguenti designano quali “effetti della simulazione”. Detta fattispecie è infatti quanto forma oggetto dell'attività dei soggetti del processo (l'allegazione, la prova, la cognizione e l'accertamento). La ricostruzione della disciplina processuale della simulazione muove pertanto dalla collocazione della fattispecie simulatoria entro le categorie che informano il contenuto di quella disciplina, e cioè la qualificazione della simulazione come tema di prova, come questione di merito oggetto di mera cognizione, nonché, infine, come oggetto del processo e dell'accertamento munito di autorità di cosa giudicata. La prima parte della tesi (capitoli da 1 a 4) si occupa esattamente di tale inquadramento, prendendo le mosse dalla definizione della fattispecie simulatoria e dalla discussione critica delle due opposte concezioni del fenomeno simulatorio che emergono dalla cospicua letteratura sul tema: una concezione “negativa”, che vede nella simulazione una forma qualificata di difetto della fattispecie negoziale, e una concezione “positiva”, che ravvisa la fattispecie simulatoria in un negozio distinto da quello simulato (il c.d. accordo simulatorio). Enunciate le ragioni a sostegno di quest'ultima concezione, si prende in esame la questione della struttura del contratto dissimulato e del ruolo dell'accordo simulatorio sulla formazione e l'efficacia del medesimo. L'inquadramento della simulazione nelle categorie fondamentali del processo prosegue mediante l'osservazione degli effetti giuridici che l'attività simulatoria produce riguardo ai terzi, e l'inquadramento processuale delle categorie sostanziali richiamate negli artt. 1415 e 1416 c.c. (segnatamente, l'inopponibilità). Infine, si definisce l'oggetto dell'azione di simulazione, mettendo di fronte la prevalente tesi che detto oggetto fa coincidere con il rapporto fondamentale contrattuale, e quella minoritaria che addita le azioni di simulazione e nullità quali esempi di processi di accertamento di situazioni giuridiche preliminari. Si sottopone quindi a critica la tesi del rapporto fondamentale. La seconda parte (capitoli 5 e 6) è dedicata alla discussione di profili scelti di dinamica processuale, segnatamente: l'eccezione di simulazione assoluta, e il problema della sua rilevabilità d'ufficio nei processi diretti all'esecuzione del contratto simulato, nonché in quelli che mirano, al contrario, alla dichiarazione della nullità, ovvero all'annullamento, alla rescissione o alla risoluzione dello stesso contratto; le molteplici sfaccettature che presenta la cognizione della simulazione assoluta nel corso (o a lato) dell'espropriazione forzata intrapresa contro il titolare apparente; la forma del contratto dissimulato e l'ampiezza dei poteri istruttori dei simulanti che intendano dar prova della simulazione relativa, e per suo tramite del contratto dissimulato, particolarmente nel caso in cui la simulazione relativa del prezzo venga addotta per contrastare l'azione revocatoria promossa dal curatore fallimentare contro una compravendita immobiliare “a prezzo vile”; la legittimazione ad agire nell'azione di simulazione; i limiti oggettivi del giudicato di accertamento della simulazione.