Cette recherche porte sur le renforcement des sentiments de compétence professionnelle et d’auto-efficacité des enseignants du secondaire envers les habiletés techniques dans la formation aux TIC. Elle fait suite à un projet d’intégration pédagogique des TIC au lycée initié par le Campus numérique de Niamey. Après une formation des enseignants de lycée participant au projet d’alphabétisation informatique, notre étude est venue par la suite pour apprécier l’impact de cette formation aux TIC, via le CNF, sur le processus d’adoption de ces technologies par les enseignants. Les objectifs de la recherche sont les suivants : 1) évaluer l’impact de la formation aux TIC des enseignants du secondaire sur le processus d’adoption de ces technologies ; 2) décrire et analyser le cheminement parcouru par les enseignants ayant atteint un niveau élevé d’adoption des TIC ; 3) mieux comprendre l’impact de la formation aux TIC sur le sentiment de compétence professionnelle des enseignants (sentiments de compétence personnelle et générale) ; 4) Valider le Computer Self-Efficacy Scale (CSE) en français ; 5) Comprendre l’impact de la formation aux TIC sur le sentiment d’auto-efficacité à l’égard de l’utilisation de l’ordinateur des enseignants. Une enquête par questionnaires auprès de 69 enseignants représentant l’ensemble des enseignants de trois lycées de Niamey, et par des entrevues semi-dirigées auprès de six enseignants a permis de réaliser les objectifs de recherche. La thèse se fonde sur un mode de présentation par articles. Chaque article est en lien avec un ou deux objectifs de la recherche, suivant l’ordre précité. Les résultats révèlent une absence de relation entre la formation aux TIC des enseignants dispensée par le Campus numérique et les niveaux de l’innovation technologique en milieu scolaire de la typologie de Hall et Hord (1987). Les disparités dans les utilisations que font les enseignants des TIC témoignent de ce manque d’association. Par ailleurs, il apparaît que l’adoption des TIC dans l’éducation est embryonnaire au Niger. Cela fait que seuls quelques-uns de nos participants ont atteint les niveaux de sensibilisation et d’utilisation professionnelle constituant les deux premiers stades de l’usage pédagogique de la typologie de Raby (2005) qui en compte quatre. À la lumière des résultats, le sentiment de compétence personnelle est différent dans les deux groupes (enseignants formés et non formés), mais celui de compétence générale est apprécié de la même façon. Entre les enseignants formés aux TIC par les soins du campus numérique de Niamey et les autres, les résultats montrent une différence significative dans les niveaux d’habiletés techniques à l’égard de l’usage de l’ordinateur. Les forces et les limites de la recherche sont analysées et différentes recommandations sont proposées aux responsables éducatifs. / This study examines the development among high school teachers of feelings of professional competence and self-efficacy toward technical skills through ICT training. It follows a project to pedagogically integrate ICT into a lycée initiated by the Campus numérique de Niamey (Niamey digital campus). After lycée teachers participating in a computer literacy project were trained in ICT, we undertook a follow-up study to appraise the impact of this ICT training, via the Niamey digital campus, on teacher adoption of the technologies. The research objectives were the following: 1) assess the impact of ICT training provided to high school teachers on the adoption process for these technologies; 2) describe and analyze the learning paths of the teachers who experienced a positive ICT adoption process ; 3) better understand the impact of ICT training on feelings of professional competence in teachers (self-confidence and overall confidence); 4) validate the Computer Self-Efficacy Scale (CSE) in French; 5) understand the impact of ICT training on teachers’ feelings of self-efficacy in computer use. To achieve these objectives, a survey questionnaire was administered to 69 teachers from three lycées in Niamey and semi-directed interviews were conducted with six teachers. The thesis is presented in the form of a series of articles, each one addressing one or two of the research objectives in the above-presented order. The results reveal no relationship between the teachers’ ICT training via the digital campus and their level of technological innovation at school, according to the typology proposed by Hall and Hord (1987). ICT usage disparities among the teachers testify to this lack of association. Moreover, it appears that the ICT adoption process in education is barely nascent in Niger. Indeed, only a few participants attained the levels of awareness and professional use, the first two of the four stages in Raby’s (2005) typology of professional use. The results show that feelings of personal competence differ between the two groups (trained and untrained teachers), although their feelings of overall competence were similar. The results also show a significant difference in technical skill levels in terms of computer use between teachers who did and did not receive ICT training via the Niamey digital campus. The research strengths and limitations are analyzed and some recommendations are proposed to educational authorities.

Le retour de l'Art mural à l'époque contemporaine" tourne autour de la problématique suivante: en quoi l'Art Mural est-il une nouvelle forme de métaphysique puisqu’elle permet à l'homme de projeter son âme sur un support et se retrouve ainsi dévoilée aux yeux de tous sous cette forme qui s’apparente à l" ekstase "soit un au dehors mis en mouvement par une "corporéité habitée" car le peintre muraliste est celui qui revendique l'esprit d'une époque et fusionne avec le mur pour créer une image, celle de l'invisible rendue visible. Le concept de « mur » sera abordé comme une pierre angulaire au travers des âges, comme support dans l’art moderne, art qui permet de faire un lien avec le passé mais surtout se démarque des arts contemporains car il sera nécessaire d’approcher les œuvres murales et le graffiti en général qui sera défini et fera l’objet d’une étude approfondie. Ainsi l’art rupestre qu’il est possible de comprendre d’après les études de Henri LHOTE, d’André LEROI-GOURHAN et de l’Abbé BREUIL pourra être mis en lumière notamment en décrivant les peintures pariétales retrouvées dans la grotte de Niaux, de Kapova, de Altamira, de Lascaux et de Chauvet qui représentent la première forme d’art humain et le commencement d’une spiritualité naissante. Le lien pourra être fait avec le symbolisme de l’Art égyptien et sa construction de l’image pour arriver à l’art décoratif des fresques de Pompéi et d’Herculanum où les graffitis de ces villes ont été étudiés par Eva CANTARELLA. De manière chronologique il sera intéressant de rappeler que le Moyen Age fut l’époque de la naissance des fresques romanes en vue de promouvoir une spiritualité qui évolue au cours des âges. Il existe aussi des techniques selon Cennino CENNINI qui explique les procédés de l’« intonaco » et de la fresque « a fresco » associés au père Ignazio POZZO. Enfin la période contemporaine fera l’objet de cette réflexion car les mouvements en peinture sont faits de liens mais surtout font rupture avec ce qui précède pour s’établir dans le temps selon l’expression de Valérie DUPONT, historienne de l’Art. / The return of Mural Art in the contemporary period” revolves round the following issue: In what way can one consider art to be a new form of metaphysics, since it allows man to project his soul on a support thus unveiling it to all in this form, which is close to a kind of “ecstasy”, i.e. an outside that is made to move through a “lived-in corporality”, for the mural painter claims the spirit of a period and merges with the wall so as to created an image – that of the invisible made visible. The “wall” concept will be examined as a foundation stone through the ages, as a support in modern art, a type of art that can create a link with the past but which especially stands out from contemporary art types, since we'll be studying mural works made by muralists as well as graffiti in general, which will be defined and studied in depth. Thus, rupestral art, which may be understood through the studies of Henri LHOTE, André LEROI-GOURHAN and Abbot BREUIL, can be explained most notably by looking at parietal paintings found in the Niaux, Kapova, Altamira, Lascaux and Chauvet caves, which represent the first form of human art and the beginning of a nascent spirituality. A link may be made to the symbolism of Egyptian art and its construction of image before reaching the decorative art of the Pompei and Herculanum frescoes – graffitis in those cities were studied by Eva CANTARELLA. It will be interesting, from a chronological point of view, to remember that the Middle Ages were the period when romanesque frescoes were born in order to further foster that age-old evolving spirituality. Such art was considered by Cennino CENNINI, who, along with father Ignazio POSSO explains the processes of “intonaco and the “a fresco” fresco. Finally, we'll have to study the modern period, since painting movements are made up of links and, more importantly, make a break with what preceded them, in order to last in time, as Valérie DUPONT, an arti historian, says.

Made available in DSpace on 2016-04-28T19:33:54Z (GMT). No. of bitstreams: 1 Claudia Lucia Landgraf Pereira Valerio da Silva.pdf: 1551222 bytes, checksum: 564891872d67fb84fb0c3872f5488ebc (MD5) Previous issue date: 2015-02-20 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / In view of the growing interest with regard to teacher training and in regard to digital inclusion, we propose, as the theme of this research, the training of teachers for the teaching and learning of Portuguese Language in the digital environment. Thus, our overall objective is to discuss the challenges, possibilities and the process of continuing education of teachers to promote the teaching of Portuguese Language in digital and virtual environments in the classroom mode. The underlying purpose was to strengthen the teaching practice of Portuguese-speaking teachers in the use of technology - TIC - in digital environments. To meet our goals, we adopted a qualitative approach, descriptive and explanatory nature, but do not rule out the use of the questionnaire, quantitative instrument, therefore, to Godoy (1995), researchers can distinguish quantitative nature of qualitative research, but differences approach of this research have not opposition between them. Thus, our approach is qualitative, with the use of quantitative (questionnaire) and qualitative (observation, field notes record, interview). Selected, in a universe of nine schools covered by the UCA Project in Mato Grosso, two of them to be the state system, but belong to different municipalities and having similar IDEB 2009. Embasamo us initially in the design of Schon (1992) on the training of teachers developed in service, reflexive and procedural. This training does not seek a finished product, but creating a movement whose dynamic is established when we reflect on the action and the action. We have used in our theoretical basis, mainly on the contributions of Vygotsky (1991), the discussions on teaching metacognition of Paris, Cross and Lipson (1984); the conception of the teacher education of Nóvoa (2007); linguistic assumptions Weinrich (1964) on the tenses; studies of Smith (2001) on the literacies of the Xavier research (2003), Coscarelli (2007) and Quevedo; Crescitelli and Geraldini (2009) on digital literacy and teacher training. The results show that continuous training appears as a necessity for the use of TIC in digital contexts. We found that the challenges are many and range from structural and training issues to pedagogical issues. Since the possibilities of working with TIC are numerous, the teacher, through a process of reflective continuing education, can achieve digital literacy necessary for the development of Portuguese activities in presence digital contexts, in order to provide the students with the knowledge not only of language resources, but also the technological resources necessary for them to be successful in different communicative spheres throughout their lives / Tendo em vista o crescente interesse tanto no que diz respeito à formação de professores quanto no que diz respeito à inclusão digital, propomos, como tema desta pesquisa, a formação de professores para o ensino e aprendizagem de Língua Portuguesa em ambiente digital. Assim, nosso objetivo geral é discutir os desafios, as possibilidades e o processo de formação continuada do professor para promover o ensino de Língua Portuguesa em ambientes digitais e virtuais na modalidade presencial. O propósito subjacente foi fortalecer a prática pedagógica dos professores de Língua Portuguesa para o uso da tecnologia TIC - em ambientes digitais. Para cumprir com nossos objetivos, adotamos a abordagem qualitativa, de natureza descritivo-explicativa, porém não descartamos o uso do questionário, instrumento quantitativo, pois, para Godoy (1995), pesquisadores podem distinguir pesquisas de cunho quantitativo de qualitativo, mas as diferenças de abordagem dessas pesquisas não apresentam relação de oposição entre elas. Assim, nossa abordagem é qualitativa, com a utilização de instrumentos quantitativos (questionário) e qualitativos (observação, registro de notas de campo, entrevista). Selecionamos, em um universo de nove escolas contempladas pelo Projeto UCA em Mato Grosso, duas delas por serem da rede estadual, mas pertencerem a municípios diferentes e possuírem IDEB 2009 semelhante. Embasamo-nos, inicialmente, na concepção de Schon (1992) sobre a formação de professores desenvolvida em serviço, reflexiva e processual. Tal formação não busca um produto pronto, mas a criação de um movimento cuja dinâmica se estabelece quando refletimos na ação e sobre a ação. Valemo-nos, em nossa fundamentação teórica, principalmente, das contribuições de Vygotsky (1991), das discussões sobre metacognição docente de Paris, Cross e Lipson (1984); da concepção de formação do professor reflexivo de Nóvoa (2007); das premissas linguísticas de Weinrich (1964) sobre os tempos verbais; dos estudos de Soares (2001) sobre os letramentos a das pesquisas de Xavier (2003), Coscarelli (2007) e Quevedo; Crescitelli e Geraldini (2009) sobre letramento digital e formação de professores. Os resultados obtidos demonstram que a formação continuada configura-se como uma necessidade para o uso das TIC em contextos digitais. Verificamos que os desafios são muitos e envolvem desde questões estruturais e formativas até questões pedagógicas. Uma vez que as possibilidades de trabalho com as TIC são inúmeras, o professor, por meio de um processo de formação continuada reflexivo, pode alcançar o letramento digital necessário para a elaboração de atividades de língua portuguesa em contextos digitais presenciais, de forma a propiciar aos alunos o conhecimento não só dos recursos linguísticos, mas também dos recursos tecnológicos necessários para que eles sejam bem-sucedidos nas diversas esferas comunicativas ao longo de suas vidas

L'objectiu central del nostre treball ha estat, d'una banda, descriure i analitzar allò que s'esdevé quan s'incorporen les Tecnologies de la Informació i la Comunicació (TIC) en un model formatiu d'ensenyament superior presencial; de l'altra, observar el procés d'interacció didàctica durant la incorporació progressiva de les TIC a l'ensenyament superior, explicar el procés de desenvolupament i construcció d'una plataforma telemàtica i, consegüentment, ser motors de canvi i millora des de la praxi del procés d'interacció didàctica amb el suport de les TIC a l'ensenyament superior presencial.Atesa la naturalesa del que es volia investigar, doncs, hem volgut aproximar-nos metodològicament a un enfocament científic emergent o multiparadigmàtic. Per tant, aquesta recerca se centra en l'avaluació, en la descripció i en l'anàlisi de la mostra observada, alhora que ens apropa en un nou escenari didàctic dins l'ensenyament superior basat en la bimodalitat presencial. Una bimodalitat presencial entesa a partir de les sinergies entre una varietat multimetodològica d'activitats i dinàmiques presencials a l'aula i una extensió de la mateixa presència, a partir del complement i del suport de les TIC. / El objetivo central de nuestro trabajo ha sido, en primer lugar, describir y analizar lo que sucede cuando se incorporan las Tecnologías de la Información y la Comunicación (TIC) en un modelo formativo presencial de enseñanza superior; en segundo lugar, observar el proceso de interacción didáctica durante la progresiva incorporación de las TIC en la enseñanza superior; en tercer lugar, explicar el proceso de construcción de una plataforma telemática y, consecuentemente, ser motores de cambio y mejora desde la misma práctica educativa del proceso didáctico mediante el soporte de las TIC en la enseñanza superior presencial.Dada la naturaleza de lo que se quería investigar, nos hemos aproximado metodológicamente a un enfoque emergente o multiparadigmático.Esta investigación se centra en la evaluación, descripción y análisis de la muestra observada y se aproxima a un nuevo escenario didáctico en la enseñanza superior basado en la Bimodalidad presencial.Bimodalidad presencial que se entiende a partir de las interacciones entre una diversidad multimetodológica de actividades y dinámicas presenciales en clase y de una extensión de la misma presencia, a partir del complemento y soporte de las TIC. / The central objective of my thesis has been, in the first place, to describe and to analyse what happens when ICT is incorporated into a formative presence model of higher education; secondly, to observe the didactic interaction process during the progressive incorporation of the ICT into higher education; thirdly, to explain the process of construction of a web learning platform, consequently, to be the motor of change and improvement from the practice of the didactic process with the support of the ICT into higher education.Given the nature of this kind of research, we have come closer, methodologically, to emergent or multiparadigmatic approach. This research is based in the evaluation, description and analysis of the observed sample and it deepens into a new didactic scene in higher education based on the "Bimodalidad presencial". By this term, we mean a set of interactions between a multimethodologic diversity of dynamic activities in the class-room plus an extension of distance learning, through the use of the ICT.

El principal objetivo de esta investigación es examinar cómo la introducción de nuevas tecnologías de la información y las comunicaciones está cambiando la estructura, funcionamiento y eficiencia de la administración pública weberiana, y analizar en qué medida se podría estar formando una administración-red. Buscamos identificar el peso de distintos factores que puedan explicar este proceso de transformación y sus resultados. Un análisis comparativo de cuatro regiones (Cataluña, Escocia, Emilia-Romaña y Quebec) observa el grado en el que las TIC influyen sobre i) las vías en que las administraciones públicas están siendo reorganizadas internamente; ii) la relación entre la administración y la ciudadanía; y iii) la colaboración entre actores públicos y privados en el diseño y gestión de políticas públicas. / The main goal of this research is to examine how the introduction of new technologies is changing the organization, function and efficiency of public administration. The aim is to identify the elements (technological, organisational and cultural) that become relevant to the explanation of this process of transformation. A comparative analysis of four regions (Catalonia, Scotland, Emilia-Romana and Quebec) seeks to discover the degree to which ICT is transforming: i) the way in which public administration is being internally reorganised; ii) the relationship between citizens and administration and iii) the collaboration between public and private actors when favouring a more efficient public policy according to their networking criteria. / El principal objectiu d'aquesta recerca és examinar de quina manera l'introducció de noves tecnologies de la informació i les comunicacions estan canviant l'estructura, funcionament i eficiència de l'administració pública weberiana, i analitzar en quina mesura es podria estar construint una administració-xarxa. Busquem identificar el pes de diversos factors que puguin explicar aquest procés de transformació i els seus resultats. Una anàlisi comparativa de quatre regions (Catalunya, Escòcia, Emilia-Romanya i Quebec) analitza el grau en que les TIC influeixin sobre: i) les vies en que les administracions públiques son reorganitzades internament; ii) la relació entre l'administració i la ciutadania; iii) la col·laboració entre actors públics i privats en el disseny i gestió de polítiques públiques.

Cette recherche porte sur le renforcement des sentiments de compétence professionnelle et d’auto-efficacité des enseignants du secondaire envers les habiletés techniques dans la formation aux TIC. Elle fait suite à un projet d’intégration pédagogique des TIC au lycée initié par le Campus numérique de Niamey. Après une formation des enseignants de lycée participant au projet d’alphabétisation informatique, notre étude est venue par la suite pour apprécier l’impact de cette formation aux TIC, via le CNF, sur le processus d’adoption de ces technologies par les enseignants. Les objectifs de la recherche sont les suivants : 1) évaluer l’impact de la formation aux TIC des enseignants du secondaire sur le processus d’adoption de ces technologies ; 2) décrire et analyser le cheminement parcouru par les enseignants ayant atteint un niveau élevé d’adoption des TIC ; 3) mieux comprendre l’impact de la formation aux TIC sur le sentiment de compétence professionnelle des enseignants (sentiments de compétence personnelle et générale) ; 4) Valider le Computer Self-Efficacy Scale (CSE) en français ; 5) Comprendre l’impact de la formation aux TIC sur le sentiment d’auto-efficacité à l’égard de l’utilisation de l’ordinateur des enseignants. Une enquête par questionnaires auprès de 69 enseignants représentant l’ensemble des enseignants de trois lycées de Niamey, et par des entrevues semi-dirigées auprès de six enseignants a permis de réaliser les objectifs de recherche. La thèse se fonde sur un mode de présentation par articles. Chaque article est en lien avec un ou deux objectifs de la recherche, suivant l’ordre précité. Les résultats révèlent une absence de relation entre la formation aux TIC des enseignants dispensée par le Campus numérique et les niveaux de l’innovation technologique en milieu scolaire de la typologie de Hall et Hord (1987). Les disparités dans les utilisations que font les enseignants des TIC témoignent de ce manque d’association. Par ailleurs, il apparaît que l’adoption des TIC dans l’éducation est embryonnaire au Niger. Cela fait que seuls quelques-uns de nos participants ont atteint les niveaux de sensibilisation et d’utilisation professionnelle constituant les deux premiers stades de l’usage pédagogique de la typologie de Raby (2005) qui en compte quatre. À la lumière des résultats, le sentiment de compétence personnelle est différent dans les deux groupes (enseignants formés et non formés), mais celui de compétence générale est apprécié de la même façon. Entre les enseignants formés aux TIC par les soins du campus numérique de Niamey et les autres, les résultats montrent une différence significative dans les niveaux d’habiletés techniques à l’égard de l’usage de l’ordinateur. Les forces et les limites de la recherche sont analysées et différentes recommandations sont proposées aux responsables éducatifs. / This study examines the development among high school teachers of feelings of professional competence and self-efficacy toward technical skills through ICT training. It follows a project to pedagogically integrate ICT into a lycée initiated by the Campus numérique de Niamey (Niamey digital campus). After lycée teachers participating in a computer literacy project were trained in ICT, we undertook a follow-up study to appraise the impact of this ICT training, via the Niamey digital campus, on teacher adoption of the technologies. The research objectives were the following: 1) assess the impact of ICT training provided to high school teachers on the adoption process for these technologies; 2) describe and analyze the learning paths of the teachers who experienced a positive ICT adoption process ; 3) better understand the impact of ICT training on feelings of professional competence in teachers (self-confidence and overall confidence); 4) validate the Computer Self-Efficacy Scale (CSE) in French; 5) understand the impact of ICT training on teachers’ feelings of self-efficacy in computer use. To achieve these objectives, a survey questionnaire was administered to 69 teachers from three lycées in Niamey and semi-directed interviews were conducted with six teachers. The thesis is presented in the form of a series of articles, each one addressing one or two of the research objectives in the above-presented order. The results reveal no relationship between the teachers’ ICT training via the digital campus and their level of technological innovation at school, according to the typology proposed by Hall and Hord (1987). ICT usage disparities among the teachers testify to this lack of association. Moreover, it appears that the ICT adoption process in education is barely nascent in Niger. Indeed, only a few participants attained the levels of awareness and professional use, the first two of the four stages in Raby’s (2005) typology of professional use. The results show that feelings of personal competence differ between the two groups (trained and untrained teachers), although their feelings of overall competence were similar. The results also show a significant difference in technical skill levels in terms of computer use between teachers who did and did not receive ICT training via the Niamey digital campus. The research strengths and limitations are analyzed and some recommendations are proposed to educational authorities.

Cette thèse en sciences de gestion a pour objet de prendre la mesure du rôle du système d’information dans le déclenchement et la propagation des difficultés que rencontrent les petites et moyennes entreprises du secteur agro-alimentaire en France. Nous étudions le lien entre le désalignement des usages du système d’information et les difficultés que peuvent rencontrer les PME.Le terrain est constitué, d’un côté, par des enquêtes d’entreprises qui permettent de construire un indicateur synthétique de performances et, de l’autre côté, par l’enquête COI-TIC de 2006 dont nous obtenons quatre jeux d’indicateurs liés à l’usage du système d’information.À l’aide d’une démarche compréhensive, nous caractérisons ainsi le rôle du système d’information et son désalignement dans les dynamiques de performances. Nous montrons, au cas des PME des IAA, notamment l’importance de la coordination électronique (inter entreprise et entre les parties prenantes) et la place majeure des changements impliquant des projets informatiques. Enfin, les entreprises, quelles que soient leurs performances, rencontrent d’importantes difficultés d’appropriation des usages du système d’information. / The purpose of this thesis in management science is to assess the role of Information Systems in triggering and propagating the kind of problems faced by small and medium-sized enterprises in the food industry in France. The thesis will explore the relationship between misalignments in the uses of Information Systems and the difficulties with which SMEs are often confronted.The field of research is composed, on the one hand, of company surveys, used to elaborate a composite performance indicator, and on the other, the 2006 COI-TIC survey, from which four sets of indicators concerning the uses of Information Systems were extrapolated.Applying a comprehensive approach, the thesis defines the impact of the misalignment of Information Systems on performance dynamics. It also highlights, notably, the importance for SMEs in the food industry of IT coordination between companies and between those companies and their stakeholders, and examines the central role of changes involving IT projects. Lastly, regardless of their performances, companies face major difficulties in appropriating uses of Information Systems.

This work analyzes the possibility of using financial resources from European Union{\crq}s funds for benefit of tourism development in Ústí nad Labem region and the range of their present application. It evaluates, according to shortened programme period, the role of district authorities and chosen municipalities as applicants for grants and supporters to other applicants. Attention is also paid to relationships between municipalities and tourist information centers, which are important subject in the process of passing information to tourists and visitors.

It has been suggested that psychosocial stress influences situational fluctuations of tic frequency. However, evidence from experimental studies is lacking. The current study investigated the effects of the Trier Social Stress Test (TSST-C) on tic frequency in 31 children and adolescents with tic disorders. A relaxation and a concentration situation served as control conditions. Patients were asked either to suppress their tics or to “tic freely.” Physiological measures of stress were measured throughout the experiment. The TSST-C elicited a clear stress response with elevated levels of saliva cortisol, increased heart rate, and a larger number of skin conductance responses. During relaxation and concentration, the instruction to suppress tics reduced the number of tics, whereas during stress, the number of tics was low, regardless of the given instruction. Our study suggests that the stress might result in a situational decrease of tic frequency.

How to price your offering is one of the main managerial decision issues today and is alarmingly often not grounded in necessary market and cost research. Pricing is a complex topic, dependent on a multitude of internal and external factors, which makes pricing practice and strategy alignment even more difficult. As a simplifying measure, pricing practices are commonly categorized into three categories: cost-based, competition-based and value-based pricing, of which value-based pricing is considered the superior practice by scholars. Consequently, the issue of how to adopt value-based pricing and how to actually price according to value is pertinent and a main focus of this thesis. What comprises perceived customer value, how a firm creates and captures value, and how a firm chooses to formulate the customer value proposition in order to communicate the generated value are all questions that this thesis investigates and attempts to answer. Furthermore, the effects of the customer-supplier relationship on pricing and change management aspects of a transition to value-based pricing are also investigated and analyzed. In order to answer the research purpose and accompanying research questions, a qualitative single case-study was conducted. The case company was a leading company in the TIC-market, who just recently had started discussing implementing value-based pricing and was therefore deemed as an appropriate case for this study. Empirical data was gathered through semi-structured interviews with the employees as well as the customers of the case company. The analysis of the empirical data in conjunction with the theoretical framework led to a revised analytical model that attempts to explain the relations and correlations of the different concepts discussed in this thesis, as well as conclusions regarding the aforementioned research questions. This study concludes that the common value drivers are Quality, Delivery reliability, Delivery time, Price, Geographical location, Relationship and communication, Customization. Additionally, the study concludes that the alignment of pricing practice and strategy is heavily dependent on internal and external awareness, and it is of utmost importance for a firm engaging in value-based pricing to know not only their customer and market, but also their own capabilities and strengths. Regarding how to formulate the customer value proposition, the study concludes that it should be customized for the specific customer and have a resonating focus with elements of points of difference. Lastly, the study details the challenges that a firm transitioning to a value-based pricing practice might encounter, and the suggestive solutions to these obstacles.