De nombreuses enseignes ont ajouté un site de commerce électronique à leurs réseaux de points de vente créant un système de distribution multicanal. Cette recherche analyse des facteurs d’adhésion du personnel des magasins à ce nouveau système en considérant à la fois l’adhésion au concept de client multicanal et l’importance accordée à la mise en œuvre des actions marketing multicanales. A partir de l’analyse de la littérature, les facteurs d’atmosphère et d’orientation stratégique (par exemple, l’orientation marché du magasin perçue par le personnel) ainsi que les mécanismes de gestion sont identifiés comme déterminants de l’adhésion du personnel au multicanal. L’étude exploratoire révèle l’existence d’une coopétition interne (compétition et coopération entre canaux) et la nécessité d’adapter le concept d’orientation marché au contexte multicanal. La notion d’orientation marché coopétitive intégrant l’orientation client, l’orientation concurrence et la coopétition interne est proposée. Les hypothèses et le modèle final sont testés empiriquement dans une enseigne de distribution spécialisée. Les résultats révèlent que les mécanismes organisationnels (centralisation et système de rémunération), les facteurs d’auto-concurrence (intersection de marché et répartition des ressources internes) ainsi que l’orientation marché coopétitive influencent l’adhésion du personnel au multicanal. Plusieurs influences sont médiatisées par ce type d’orientation stratégique. La discussion des résultats conduit à la réalisation d’une analyse typologique. Les implications académiques et managériales sont développées et plusieurs voies de recherche sont proposées. / Many companies have added e-commerce sites to their store network, thereby creating a multichannel distribution system. This research analyses factors that trigger staff commitment to this new system by considering both adoption of (commitment to) the multichannel customer concept and importance given to the implementation of multichannel marketing actions. Based upon a review of broader management literature, ambiental and strategic orientation factors (i.e. store market orientation perceived by its personnel) as well as management mechanisms are identified as potential determinants of staff commitment to multichannel. This work revealed the existence of internal coopetition (competition and cooperation among channels) and the need to adapt the concept of market orientation to the multichannel context. The notion of coopetitive market orientation which includes customer orientation, competitor orientation and internal coopetition is introduced. Several hypothesis and a final model are then developed and empirically tested on the case of a specialized distribution channel. Results reveal that organisational mechanisms (centralisation and wage system), as well as self competition factors (market intersection and competition between channels for internal resources) influence staff commitment to multichannel. A store's coopetitive market orientation as perceived by its personnel influences the latter's commitment. The influence of several variables is mediated by this kind of strategic orientation. The discussion of the results leads to a typology (cluster analysis). Academic and managerial implications are developed and several research directions are suggested.

M.Com. (Industrial Psychology) / The primary aim of this research project was to determine whether induction has an influence with regard to establishing a favourable organizational climate with the new employee. Two organizations were used for this research, the one with a well-planned induction programme and the other with no induction programme at ,all. The two orqanizations correspond well with regard to service conditions, fringe benefits and working hours and the administrative personnel of both were used as experimental subjects. The latter included both males and females and they were further divided according to qualifications and age group. The organizational climate questionnaire used for collection of the data, is that of Litwin and Stringer. Gelfand (1972) redeveloped the questionnaire for a South African application. The questionnaire measures nine dimensions that provide objective information regarding organizational climate. Altogether 122 questionnaires, 65 at organization A and 57 at organization B, were used for the final interpretation. The following hypothesis was made: An organization that employs a well-planned induction programme will create a more favourable organizational climate with the new employee than would an organization that does not employ any induction programme at all. In order to determine the significant differences between the two research groups, t-tests were conducted. It was expected that new employees who have followed a well-planned induction programme would from the start, reflect a more positive image of the climate within their new organization. However, with the exception of three dimensions, confirmation could not be obtained for these initial expectations. A global comparison between the two organizations also did not indicate any real differences between the two research groups.

Notre thèse envisage l’orientation régulatrice comme un antécédent explicatif du comportement d’innovation des individus dans le cadre alimentaire. La théorie de l’orientation régulatrice permet aux chercheurs de se focaliser sur les stratégies d’approche et d’évitement que le consommateur est susceptible d’utiliser dans un contexte de choix et sur leurs conséquences sur le jugement du produit en fonction de l’adéquation entre « qui nous sommes » et « comment nous effectuons notre choix ». Nous avons effectué un parallèle entre cette théorie et le comportement alimentaire grâce au paradoxe de l’omnivore qui permet de dissocier les individus en fonction de leur appétence pour les nouveaux produits alimentaires. La sensibilité au risque est un facteur explicatif tant du choix final effectué que de l’adoption de l’innovation. Fort de ce constat, nous avons conduit deux expérimentations dont l’objet était de mettre en avant les liens et l’impact de l’orientation régulatrice au travers de ses manifestations comportementales sur le risque perçu et sur la poursuite du besoin de stimulation exprimé par l’appétence pour le changement. Notre première expérimentation a mesuré les liens et les impacts de l’orientation régulatrice sur la perception du risque et sur l’innovativité hédonique et sociale. La seconde expérimentation a permis de mesurer l’influence de l’orientation régulatrice sur la recherche de variété et sur le risque alimentaire. / Our thesis is considering regulatory focus as an explanatory history of innovation behavior of individuals in the food part. The regulatory focus theory allows researchers to focus on the approach and avoidance strategies that consumers may use in a contxet of choices and their consequances on product judgment based on the match between « who we are » and « how we make our choice ». We conducted a parallel between this theory and food behavior with the omnivore’s paradox which allows to separate the individuals according to their appetite for new food products. Risk sensitivity is an explanatory factor in term of the final choice made and of the adoption of innovation. With this in mind, we conducted two experiments whose purpose was to highlight the links and the impact of regulatory focus through its behavioral manifestations on the perceived risk and the continued need for stimulation expressed appetite for change. Our first experiment measured the links and the impacts of regulatory focus on risk perception and hedonic / social innovativity. The second experiment measured the influence of regulatory focus on variety seeking and food risk.

Le nouveau contexte québécois en éducation a mis de l'avant la professionnalisation du métier de l'enseignant. Les enseignants de la formation professionnelle (F.P.) n'y ont pas échappé et, dorénavant, ils doivent agir et être considérés comme des enseignants à part entière tels que ceux du régulier, soit des professionnels de l'enseignement. Or, le processus de professionnalisation d'un individu est très complexe et passe par la réussite de plusieurs facteurs. L'un d'eux est qu'il réussisse à développer son identité face à la profession. Pour l'enseignant, il est primordial qu'il arrive à se représenter la profession enseignante et lui-même comme enseignant. Tout cela a déjà été largement discuté par plusieurs chercheurs dont Zeichner et Gore (1990), Nault (1993), Mukamurera et Uwamariya (2005) et Riopel (2006) pour ne nommer que ceux-là. Ainsi, la réussite du processus de professionnalisation passe par une insertion réussie dans cette même profession. Cependant, comme le souligne Balleux (2006), la plupart des enseignants ?uvrant en formation professionnelle entrent dans leur nouvelle carrière d'enseignant après une vie professionnelle généralement bien entamée. Aussi, ils commencent rarement leur carrière suite à une formation universitaire. Il y a donc une différence marquée entre les enseignants du régulier et ceux de la formation professionnelle au niveau du processus à l'intérieur duquel ils développent leur identité enseignante.

Le développement de l’identité professionnelle pour les enseignants en formation professionnelle du Québec constitue un enjeu au coeur de la transition qu’ils effectuent d’un métier occupé vers son enseignement. Les orientations ministérielles (MEQ, 2001) et les recherches (Balleux, 2006a; Balleux & Perez-Roux, 2011; Deschenaux, Monette & Tardif, 2012; Deschenaux & Roussel, 2008) de ce secteur d’enseignement convergent: l’expérience de métier antérieure à la bifurcation vers la profession enseignante constitue la base de l’enseignement professionnel. À leur début dans la profession enseignante, c’est d’ailleurs par leur identité professionnelle de métier que se définissent généralement ces enseignants. Parmi les représentations qui forment l’identité professionnelle, celle de métier comme celle d’enseignant, les valeurs occupent une place prépondérante. Elles sont entre autres considérées comme des fondements, des guides, des motivations et des aspirations (Paquette, 1982; Schwartz et al., 2012). Si le rôle des compétences techniques acquises pendant la première carrière est largement reconnu (Balleux, 2011; Deschenaux & Roussel, 2010b; MEQ, 2001) dans la transition vers l’enseignement en formation professionnelle, qu’en est-il des valeurs consolidées au cours de ces années de pratique du métier? Quels rôles occupent les valeurs issues de la carrière initiale des enseignants du secteur professionnel dans le développement de leur nouvelle identité enseignante? Ce mémoire propose de répondre à ces questions en identifiant les valeurs héritées de la première carrière et celles mobilisées après la bifurcation, ainsi qu’en analysant leurs rôles dans la transition identitaire des enseignants. Dans le cadre d’une recherche qualitative à perspective compréhensive, dont les données sont collectées par entrevues semi-dirigées auprès d’enseignants en formation professionnelle volontaires et soumises à une rigoureuse analyse de contenu selon le modèle de L’Écuyer (1990, 1991), une modélisation associant l’organisation en système des valeurs de base (Schwartz, 2006) au processus de dynamiques identitaires (Perez-Roux, 2011) est élaborée. Elle permet d’identifier les différentes valeurs et comprendre leurs rôles de catalyseur ou de modérateur dans le processus de dynamique identitaire dans la transition professionnelle vécue par des enseignants en FP, et ce, dans le but d’élargir les connaissances sur les aspects humains dans ce passage d’un métier occupé vers son enseignant. Cette nouvelle compréhension pouvant notamment mener à des ajustements dans les interventions faites dans le cadre de la formation initiale ou continue, de même que dans les stages ou les milieux de pratique auprès de ces enseignants du secteur professionnel.

We have analyzed the NMR spectra of a series of 19 di-halobenzenes having Cs or C₂v symmetry dissolved in a special mixture of nematic liquid crystals, i.e., 55 wt% 1132/EBBA-d₂. This mixture has the unique feature that dideuterium dissolved in it experiences a zero average electric field gradient. Therefore one can assume that for this mixture the contribution to the molecular order due to the interaction between the average electric field gradient and the quadrupole moment of the molecule can be neglected. It has been suggested that the orientational order also depends on the size and shape of the solutes and a model has been used to calculate the order parameters. Another model relates the ordering to the molecular polarizability anisotropy. A description of the ordering of molecules having Cs symmetry requires 3 independent order parameters and thus provides a strong test for the different models of orientational order. Comparisons are made between our experimentally determined order parameters and the theoretical values obtained using the size and shape, and the polarizability models. Very good agreement is obtained for the size and shape model. However, it is found that any mechanism, involving a molecular property which is approximately bond additive, can not predict the differences found between the ortho- and meta-dihalobenzenes. Consequently, a poor agreement results from the polarizability model when a bond-additive scheme is used to calculate the molecular polarizability. Further investigation of the correlation between order parameters and solute molecules suggests that the molecular shape dominates the orientational behavior. / Science, Faculty of / Chemistry, Department of / Graduate

A thesis submitted to the Faculty of Art in partial fulfilment of the requirements for the Degree, Doctor of Philosophy in Community Psychology in the Department of Psychology University of Zululand, 2017. / This research was envisioned to understand the evaluation of the Life Orientation (LO) Programme in Eastern Cape schools. The main motivation for the study was to evaluate the Life Orientation Programme in Eastern Cape schools through an Appreciative Inquiry (AI) into the experiences and perceptions of learners, educators, and departmental officials regarding the effectiveness of the LO Programme. This was because subject advisors are responsible for giving the required support and as well evaluate the subject teachers in schools. According to Sanders and Sullins (2006); Visser (2007) and Serrat (2008), school programmes have to undergo a review from time to time to ensure that they are still relevant, justifying the evaluation of this study. The reader is informed that, Life Orientation, was introduced as a compulsory subject offered to all learners from grade R to grade 12 and as an inter-disciplinary subject that draws on and integrates knowledge, values, skills, and processes embedded in various disciplines such as sociology, psychology, political science, human movement science, with the objective of making informed decisions and choices (Department of Education, 2003). Thus, Life Orientation Programme was to provide the necessary guidance for skills development, (Department of Education, 2005) This research observed the understanding that LO Programme has a focus on social development, health promotion, personal development, orientation to the world of work and the general physical advancement. Embedded in this study, was the need to understand whether personal biological inputs either individually or collectively, had any influence on the perception of learners, teachers and subject advisors towards the Life Orientation Programme or not. Thus, this study contributed towards moderating and remoulding the perception of learners towards LO Programmes by providing a clear understanding of the concepts of Life Orientation content, role of educators and the skills offered. The Literature review considered the following areas; Health Promotion, Social Development and Personal Development, Physical Development and Movement, Orientation to the world of work, showing to educators the existing differences of the educational needs and expectations of different learners (Engelbrecht & Green, 2009). These expectations may not be met if teachers pay too much attention to their own lives and values (Beyers & Hay, 2011). Some teachers experience a large measure of ambiguity regarding HIV/AIDS, they realize cognitively that they must support and nurture the HIV positive learner, but emotionally they remain cold (Bhana, Morrell, Epstein & Moletsane, 2006; Wood & Webb, 2008). iii This research has endeavoured to discuss in detail the issue of HIV, and the status disclosure of participants. One issue of necessity is the stigma associated with HIV/AIDS, the use of the subject of the HIV/AIDS epidemic to professionally create some relevant awareness within the communities. The data used for evaluation of the research objectives were obtained from randomly selected participants by use of a closed-ended questionnaire instrument. The collected data were captured and analyzed by use of SPSS (Statistical Package for Service Solutions, Version 20). Among variables included were; the participant’s gender, age, educational category, residence and years of formal education and research questions. The analysis comprised of tables and charts whose parameters of analysis were percentages and frequencies. The interpretation for both quantitative and qualitative analyses were performed in line with the research objectives. The analysis produced outputs in the form of tables and charts, which comprised of frequencies, percentages, cumulative frequencies and cumulative percentages for descriptive analysis, whereas, test-statistics and p-values were used for significance level analysis for inferential scrutiny for existence of any association for selected pairs of variables while charts for association consisted of percentages and the variables under assessment. The analysis, for instance, found that more females (62.20%) participated in this study than did their male counterparts. Some of the reasons advanced were trifold; One, that the general population in the target areas constituted more women than men, and two, that men participation, were prone to unnecessary time-consuming arguments leading to a meagre male-participation. The researcher, an education professional, who deals with the learning curriculum on daily basis, and a practical university student counsellor knows that Physical Education is a compulsory component of the LO Curriculum. Each term, a learner has to complete physical activity assessments that count towards their overall LO mark. Though no record shows currently that grades eight and nine do not have formal physical education lessons, it was an exercise to be implemented in 2014. The results, however, were in line with Ombaba et al. (2014), who found that support from teachers in schools on the career guidance programme needed enhancement in order to make sure that the guidance services rendered are practical to students. The importance of Life Orientation Programme has been underscored, which requires the following recommendations for a sustainable improvement; adding to the course content, teachers to avoid name-calling in class, accommodation of everyone in career exhibitions without discrimination, improvement on presentation tasks, and others not stated here. iv It has come to be revealed, through this research, that the South African public educational system does not have adequate provision for vocational guidance or assessment of individual learners. This weakness results in high unnecessary costs for the country, the South African Businesses as well as social discontent and hardship. On the other hand, statement 4.3.1.16 showed that the average majority (51.8%) of the respondents claimed that Life Orientation motivates and guides them about basic life styles and careers. The researcher lauded this as a welcome discovery. According to the analysis of the data on statement 4.3.1.6, the majority of the respondents (65.3%) strongly agreed with the statement. This indicated that Life Orientation promotes healthy behaviour as expressed by the majority of the respondents. On the inferential analysis base, the researcher determined the existence of any relationship between independent variables and research statements in the questionnaire. As to whether Life Orientation promotes healthy behaviour based on one’s gender, this research revealed that the two variables were quite independent based on the obtained p-value of 0.765 as compared to any level of significance chosen from (0.05, 0.025, or 0.010). The null hypothesis could not be rejected. The conclusion was that gender had no influence on the promotion of healthy behaviour and so, practising healthy behaviour does not depend on gender but rather is an individual decision. Complementarily, results of another similar assessment between gender of respondent and respect for human rights as a prerequisite for moral development in a society indicated that there was no significant association between gender and the given dependent statement. This research further showed that age group of respondent and respecting human rights being a prerequisite for moral development in society were not significantly associated, since the observed p-value was greater than the level of significance. The researcher did not have sufficient evidence to reject the null hypothesis under this setup. On the other side of the analysis, age group of respondent and drugs giving one a true sense of security revealed a different observation. The observed p-value of 0.001 was far smaller than any selected level of significance. This resulted in a highly significant association demonstrating the fact that age group promoted the belief that drugs could give one a true sense of security. v A similar result showing a p-value of 0.022 for testing the association between educational category and Life Orientation promoting healthy behavior was highly significant. Key words: Apartheid government era, formative subjects, Life Orientation, Life Orientation Programme, level of significance, degree of association, general education and training (GET) band, further education and training (FET) band.

A thesis submitted in fulfilment of the requirements for the Degree of Doctor of Philosophy in the Faculty of Education (Psychology Department) at the University of Zululand, South Africa, 2011. / This study aims to investigate the attitude of High School learners towards Life Orientation. Life Orientation is a new learning area that is being introduced into South African schools as part of curriculum transformation in our democracy. It is intended to equip learners with the skills to live meaningful lives in a society that requires rapid transformation. Our country has seen many changes lately within the context of the advancement of democracy and education is not exempt from these changes. Parker (1998) argued that people who will survive in society are people who have the ability to receive and process information quickly. More than a decade later his comment still rings true. This study of attitudes towards Life Orientation attempts to find out if knowledge that learners receive in Life Orientation is relevant enough to make learners live meaningful lives in a society that is so rapidly transforming. The research was conducted in twelve high schools which were randomly selected in and around the Pietermaritzburg and Durban Areas. Triangulation of qualitative and quantitative data was used. Questionnaires were administered to high school learners and key questions which inform outcomes and the content that is covered in Life Orientation were used to:  determine learners’ attitudes towards Life Orientation through the use of questionnaires;  establish the relationship (if any) between the nature of attitudes and respondents’ response variables such as age, gender and learner performance; and  determine the extent to which learners feel empowered by Life Orientation. The status and practice of Life Orientation reveal that learners have a positive attitude towards Life Orientation but they appear to attach more emphasis and display more attitudinal reaction to such issues as HIV/AIDS, personal development as well as the career aspects of Life Orientation. Furthermore, the study revealed that aspects of life orientation that are peripheral to individuals such as the qualities of Ubuntu (communality) and tolerance were considered important only later in the life of learners. The attitude of learners is influenced by the context they find themselves in. Educators were found to have contributed to the attitudes of their learners as interpreters of the curriculum. Lastly, findings also revealed qualitative development of wisdom in learners as they progress through their grades in their high school years. The findings of the research require attention by the Education Department to deal with educators, so that they can impact learners’ attitudes positively towards a desired outcome because they determine what is regarded as valuable knowledge. The need to place equal value on other aspects of Life Orientation requires strengthening in order to produce learners who will live meaningful lives in a society that requires rapid transformation.

Submitted to the Faculty of Education in fulfillment of the requirements for the Master of Education in the Department of Educational Psychology and Special Education at the University of Zululand, South Africa, 2008. / The aim of this study was to investigate the role of educators in the value orientation of the adolescent. The one thing that transcends language, culture, physical appearance, age and gender is the values a person cherishes and lives by. Vales are essential for life and the normative principles that ensure ease of Hie lived in common. From the literature study it becomes clear that adolescents spend most of their time at school and with their peers, and that their behaviour is shaped by what is happening at school and the values acquired at school serve as a pathway to adulthood. The literature supplied evidence that school educators play an importeint role in influencing the adolescent to adopt positive values. Neither the educator at school, nor parents at home can avoid teaching values through their words and actions. The peer group also plays a key role in the transmission of values. As a result of the adolescent's need to be accepted by the peer group he conforms to the group's values. For the purpose of the empirical investigation a self-structured questionnaire was utilised. The data obtained from the completed questionnaires was processed and analysed by means of descriptive statistics. The findings from the empirical study confirmed that educators play a significant role in the value orientation of the adolescent. In conclusion a summary of the study was presented and based on the findings of the literature and empirical study, the following recommendations were made: > The inculcation of positive values which vdll enable the adolescent to function effectively in society as an adult. > A school environment that is conducive for the effective transfer of healthy value. > Further research ought to be conducted concerning the role of educators in the value orientation of the adolescent.

The biplanar bicycle is an experimental vehicle configuration that has been the focus of recent autonomous vehicle research at Virginia Tech. Although the vehicle can be advantageous due to its zero-radius turning and ability to traverse discontinuous terrain, one key disadvantage of the configuration is that it lacks a stable reference frame from which observations of the surroundings can be based. A solution to this problem is presented here in the form of actuators designed to actively control the oscillations of a reference frame. The orientation of a camera attached to a mast extended above the vehicle is specifically considered. Autonomous operation of the vehicle could utilize image processing to navigate, but the camera must maintain a fixed orientation for the data to be valid. The work presented examines not only the regulation of the reference frame, but also the effects of such regulation on the velocity response of the vehicle. Practical considerations such as sensors, actuators, cost, and complexity are addressed. Although this work is centered around the biplanar bicycle, similar approaches can be extended to orientation of an arbitrary body in space. / Master of Science