Cette recherche cartographie la sexualité, elle cherche à lui donner un espace. Elle étudie comment la sexualité européenne se construit à l'époque moderne. Un fond de carte est élaboré à partir d'auteurs, particulièrement le Dr Krafft-Ebing, qui ont posé les jalons de la science de la sexualité, ainsi que d'autres champs sociaux qui s'en sont faits les relais. Cela montre l'importance des perversions dans la mise en place de « normes invisibles » de la sexualité. Il s'agit alors de donner un espace à ces territoires et flux de la sexualité – de faire une carte de l'orientation sexuelle.Les corps, les affects et les pratiques physico-sexuelles constituent les catalyseurs de la sexualité : ils sont investis de significations sociales (codes) et à leur tour codent et signifient (interfaces). La sexualité dans ses fonctions classificatrices et hiérarchisantes, disperse des vecteurs de contrôle des populations. Elle est une technique de structuration des populations par groupes raciaux et socio-économiques culturellement homogènes. La sexualité est liée à des visions impériales de ce que doivent être un homme normal, une femme normale, et les deux dans leur complémentarité. Ceci est affaire d'affinités : qui noue des liens ? Comment et pourquoi ? La sexualité prend alors une importance majeure dans la définition du soi, de ces zones de sédimentation qui ne sont pas seulement des démarches individuelles, mais aussi des politiques de comment vivre ensemble. / This research maps sexuality it seeks to give it a space. The background of the map is based on the modern authors who constituted a science of sexuality, especially Dr. Krafft-Ebing, and the fields which contributed to spread it through the social. It shows how perversions were important in constituting « invisible » norms of sexuality. It is then needed to give a space to these territories and fluxus of sexuality. Bodies, affects and physical-sexual practices are seen as catalysts of sexuality : they are invested by social significations (codes), that they spread (interfaces). Sexuality is a matter of classification, hierarchization. It has its management of population's vectors linked with constituting racial and socio-economical culturally homogenous. Sexuality is an imperial technic which project what should be a normal man, a normal woman, and both in their complementarity. This is about affinities : who makes alliances ? How ? And why ? Sexuality has then a main importance in defining oneself, these layering of deposits which are not only individual processes, but as well politics of how to live together.

Due to the introduction of the Employment Equity Act of 1998, the structure of management in South African companies has dramatically changed. This emphasizes the need for managerial generalists, especially now where we are faced with a competitive business environment and rapid changes in technology. Edgar Schein (1978) in the (Academy of Management Journal 1996) maintains that these changes have resulted in people forming what he called “internal careers”. He described an “internal career” as a subjective sense of where one is going in one’s working life. He continued to describe the external career as something that is more about formal stages and roles, well defined by organisational policies and societal concepts regarding what an individual can expect in an occupational structure”. The complexities in the occupational environment have implications for career development, and it has obviously become crucial that people form what Edgar Schein regarded a self-concept, to be a ““career anchor” that holds a person’s internal career together even if they experience intense changes in their external career”. An individual’s “career anchor”, as defined by Schein (1978; 1985; 1990; 1993), comprises of a person’s 1) “self-perceived aptitudes and capacities; 2) basic values; and most important, 3) the evolved sense of motives and desires as they apply to the career”. Using the instrument called the Career Orientations Inventory (COI) developed by Edgar Schein, the objective of this study to systematically examine the primary career anchors of a sample of engineers in management positions at one of the utilities in South Africa. This is a quantitative study which uses a statistical analysis to substantiate engineers’ motivation for pursuing managerial positions instead of remaining specialists. The results from this study will have a major contribution in the field of Psychology and in particular, Career Psychology. / Dissertation (MCom)--University of Pretoria, 2012. / Human Resource Management / unrestricted

Using a sample of 229 Portuguese manufacturing organisations, this study examines the mediating role of innovation on the relationship between strategy and performance. Data was collected using questionnaire and a SEM was used to examine the relationships among strategy orientations, innovation and performance. In this study three strategy orientations found in previous studies were used: 1) marketing differentiation; 2) product innovation differentiation; 3) production and service efficiency. A set of hypotheses was tested, the results of which provided some insight into the importance of innovation as a mediator of a firm's performance. The results show a hierarchical sequence in the dissemination of innovation within a firm, beginning with innovative internal and external organisational practices. From a practical perspective, managers should be aware of the importance of innovation as an integral part of competitiveness because the success of any strategic orientation is very much contingent on such innovative capacity.

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French enrollment is not increasing at the rate of other modern languages in higher education in the United States. This study attempted to bring to light the reasons for studying the language and focused on the orientations, expectancies, and values students have for studying French at a large, public university. The mixed methods research investigated students' reasons for enrolling in an intermediate French course with a self-report survey including short answer questions. The aim of this principally quantitative study was to understand why students choose to study French by comparing the subscales within the orientations and expectancy-value scales. The foreign language orientation subscales used were: travel, knowledge, relationships, instrumentality, and the sociocultural orientation. For the expectancy-value scale, the subscales included: expectancy, intrinsic value, attainment value, and utility value. The mean values of the survey items were compared in an ANOVA framework. Relationships within the two scales were analyzed using a Pearson's correlation calculation. Finally, a linear regression was used to analyze the subscales as predictors of continuation of French study. Short answer responses supported the quantitative data through resulting themes and sub-themes. The data were merged in a validating quantitative data model of mixed methods. Results for foreign language choice pointed to travel reasons, such as the desire to spend time abroad, and intrinsic interest in the language. Students were likely to continue studying French due to sociocultural reasons, such as understanding French films and music, and due to instrumental reasons involving career and grades. The attainment or importance subscale of the expectancy-value scale was the best predictor of continuation. The short answer qualitative data were transformed to show the significant subscale orientations with corresponding sub-themes. The triangulation offered insight into FL choice and communication with people in francophone countries. The findings also suggested that students continue studying French due to particular career choices. Teaching implications and further study suggestions offer ideas for the significant subscales. The subscales that obtained low mean values in FL choice are also included in the implications section. This is due to the fact that the low scoring subscales are areas that have not been explored to encourage French study. Further study is needed to provide more details about students' experiences through interviews and to implement educational suggestions with enrollment tracking. The mixed methods design offers a base for similar FL motivation studies in the future. / Ph. D.

Dans cet article, nous présentons une approche générale pour construire des catégories de motifs et établissons une partie du formalisme des six foncteurs pour ces catégories. Dans le cas de la cohomologie MW-motivique, nous prouvons le th'eorème des fibrés quaternioniques et construisons un triangle de Gysin. Ceci nous permet de définir des classes de Pontryagin sur les anneaux de Chow-Witt pour des fibrés symplectiques. Appliquant ces outils, nous calculons le groupe des morphismes entre schémas lisses et propres dans la catégorie des MW-motifs (effectifs). / In this thesis, we present a general framework to construct categories of motives and build part of the six operations formalism for these categories. In the case of MW-motivic cohomology, we prove the quaternionic projective bundle theorem and construct a Gysin triangle, which enable us to define Pontryagin classes on Chow-Witt rings for symplectic bundles. Applying these tools together, we compute the group of morphisms between smooth proper schemes in the category of (effective) MW-motives.

<p>This study investigated the reasons why FET part-time students enrolled at a FET college by examining their learning orientations. Guided by the literature, the focus was on the vocational orientation to learning and orientations to learning were further investigated within the vocational orientation based on orientations developed for part-time students found in the literature. In addition, it was investigated whether students&rsquo / expectations have been met and if they were satisfied with the college experience. Lastly, the study examined the relevance of college learning to the world of work and the contribution it made to the career development of learners in a globalising world. </p> <p>The research shows that part-time students enrol at FET colleges predominantly for vocational reasons and the majority of the students were enrolled in order to advance their careers and associated with a vocational orientation to learning. However, it emerged that reasons for learning within the vocational orientation to learning are often multi-faceted and complex. The most important findings are 3 new learning orientations for part-time students that were identified: &lsquo / education for a qualification&rsquo / , &lsquo / education for adults who previously made the wrong choice&rsquo / and &lsquo / education for adults as a model for their children&rsquo / . Furthermore, the findings indicate that learners were satisfied with the programme they were enrolled in because they believed that the qualification would enable them to achieve their vocational aims which were primarily to find a new job, to be promoted and to increase their income. The findings suggest that the programme that was examined was relevant to the world of work, promoted employability and that it made a significant and important contribution to students&rsquo / career development in a globalising world.</p>

<p>This study investigated the reasons why FET part-time students enrolled at a FET college by examining their learning orientations. Guided by the literature, the focus was on the vocational orientation to learning and orientations to learning were further investigated within the vocational orientation based on orientations developed for part-time students found in the literature. In addition, it was investigated whether students&rsquo / expectations have been met and if they were satisfied with the college experience. Lastly, the study examined the relevance of college learning to the world of work and the contribution it made to the career development of learners in a globalising world. </p> <p>The research shows that part-time students enrol at FET colleges predominantly for vocational reasons and the majority of the students were enrolled in order to advance their careers and associated with a vocational orientation to learning. However, it emerged that reasons for learning within the vocational orientation to learning are often multi-faceted and complex. The most important findings are 3 new learning orientations for part-time students that were identified: &lsquo / education for a qualification&rsquo / , &lsquo / education for adults who previously made the wrong choice&rsquo / and &lsquo / education for adults as a model for their children&rsquo / . Furthermore, the findings indicate that learners were satisfied with the programme they were enrolled in because they believed that the qualification would enable them to achieve their vocational aims which were primarily to find a new job, to be promoted and to increase their income. The findings suggest that the programme that was examined was relevant to the world of work, promoted employability and that it made a significant and important contribution to students&rsquo / career development in a globalising world.</p>

Magister Educationis - MEd / This study investigated the reasons why FET part-time students enrolled at a FET college by examining their learning orientations. Guided by the literature, the focus was on the vocational orientation to learning and orientations to learning were further investigated within the vocational orientation based on orientations developed for part-time students found in the literature. In addition, it was investigated whether students' expectations have been met and if they were satisfied with the college experience. Lastly, the study examined the relevance of college learning to the world of work and the contribution it made to the career development of learners in a globalising world. The research shows that part-time students enrol at FET colleges predominantly for vocational reasons and the majority of the students were enrolled in order to advance their careers and associated with a vocational orientation to learning. However, it emerged that reasons for learning within the vocational orientation to learning are often multi-faceted and complex. The most important findings are 3 new learning orientations for part-time students that were identified: 'education for a qualification', 'education for adults who previously made the wrong choice' and 'education for adults as a model for their children'. Furthermore, the findings indicate that learners were satisfied with the programme they were enrolled in because they believed that the qualification would enable them to achieve their vocational aims which were primarily to find a new job, to be promoted and to increase their income. The findings suggest that the programme that was examined was relevant to the world of work, promoted employability and that it made a significant and important contribution to students' career development in a globalising world. / South Africa

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